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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/05/21/emeryville-students-map-their-towns-history/emery_train2-copy/\" rel=\"attachment wp-att-13344\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/05/Emery_train2-copy.jpg\" alt=\"Emery_train2 copy\" width=\"640\" height=\"454\" class=\"aligncenter size-full wp-image-13344\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/05/Emery_train2-copy.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/05/Emery_train2-copy-400x284.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Lena Wolf from the Alameda County Office of Education shared this inspiring story about a student mapping project led by educator Sara Stillman.\u003c/em> \u003c/p>\n\u003cp>On a recent visit to Sara Stillman’s advanced art classroom at Emery Secondary School, students are immersed in a rigorous interdisciplinary mapping project on the history of Emeryville. Sparked by the Yale Initiative, a professional development program that offers K-12 teachers in urban and rural schools the opportunity to explore a topic in depth, Stillman began this unit at the high school after extensive planning at the University.\u003c/p>\n\u003cp>Evidence of the project fills the classroom — photographs, transformed maps, original drawings, collages and writing uncover hidden stories about place. Stillman notes, “Beneath Bay Street at the corner of Shellmound Street and Ohlone Way lays a story of our city and nation’s growth, decline, and rebirth. This history is rich in beauty and uncomfortable truths that my students are exploring as they question what they will leave behind to tell their story and how our society will be viewed by those who come after us.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/05/21/emeryville-students-map-their-towns-history/groupexercise/\" rel=\"attachment wp-att-13345\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/05/groupExercise.jpg\" alt=\"groupExercise\" width=\"640\" height=\"416\" class=\"aligncenter size-full wp-image-13345\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/05/groupExercise.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/05/groupExercise-400x260.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cbr>\n\u003cem>Through this project students are not only are expanding their the formal training related to the craft and skills associated with art making, they are embodying the methods and tactics of true artists engaged in interdisciplinary practice and critical inquiry, leading to a unique body of work. Like professional artists, their technical training is expressed through complex content they’ve uncovered through their own research, leading to a greater understanding of the world at large. Students are learning things they didn’t know before about the city they inhabit and this knowledge is transforming their perspectives. 12th grade student Darrell Thomas explains, “When I go to Bay Street now, I know what happened there, that it’s a burial and memorial site. It’s a strange feeling. We’re going there to shop but it feels disrespectful. Doing this research has changed the way I see the city we live in.”\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>12th grade student Fatima Mujahed explained her experience working on this project, “We’re not told exactly what to do in here, we have choices. I feel like we learn more because we’re actually interested in the subject we’re working with. The subject is relevant, because we’re researching the very place where we live.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Thanks again to Lena Wolf and Sara Stillman for sharing this project with us. For more information about the history of Emeryville, check out the film \u003ca href=\"http://www.newday.com/films/shellmound.html\">Shellmound\u003c/a>. This content should be previewed before sharing with students, and is only appropriate for older students. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/05/21/emeryville-students-map-their-towns-history/emery_train2-copy/\" rel=\"attachment wp-att-13344\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/05/Emery_train2-copy.jpg\" alt=\"Emery_train2 copy\" width=\"640\" height=\"454\" class=\"aligncenter size-full wp-image-13344\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/05/Emery_train2-copy.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/05/Emery_train2-copy-400x284.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Lena Wolf from the Alameda County Office of Education shared this inspiring story about a student mapping project led by educator Sara Stillman.\u003c/em> \u003c/p>\n\u003cp>On a recent visit to Sara Stillman’s advanced art classroom at Emery Secondary School, students are immersed in a rigorous interdisciplinary mapping project on the history of Emeryville. Sparked by the Yale Initiative, a professional development program that offers K-12 teachers in urban and rural schools the opportunity to explore a topic in depth, Stillman began this unit at the high school after extensive planning at the University.\u003c/p>\n\u003cp>Evidence of the project fills the classroom — photographs, transformed maps, original drawings, collages and writing uncover hidden stories about place. Stillman notes, “Beneath Bay Street at the corner of Shellmound Street and Ohlone Way lays a story of our city and nation’s growth, decline, and rebirth. This history is rich in beauty and uncomfortable truths that my students are exploring as they question what they will leave behind to tell their story and how our society will be viewed by those who come after us.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/05/21/emeryville-students-map-their-towns-history/groupexercise/\" rel=\"attachment wp-att-13345\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/05/groupExercise.jpg\" alt=\"groupExercise\" width=\"640\" height=\"416\" class=\"aligncenter size-full wp-image-13345\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/05/groupExercise.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/05/groupExercise-400x260.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cbr>\n\u003cem>Through this project students are not only are expanding their the formal training related to the craft and skills associated with art making, they are embodying the methods and tactics of true artists engaged in interdisciplinary practice and critical inquiry, leading to a unique body of work. Like professional artists, their technical training is expressed through complex content they’ve uncovered through their own research, leading to a greater understanding of the world at large. Students are learning things they didn’t know before about the city they inhabit and this knowledge is transforming their perspectives. 12th grade student Darrell Thomas explains, “When I go to Bay Street now, I know what happened there, that it’s a burial and memorial site. It’s a strange feeling. We’re going there to shop but it feels disrespectful. Doing this research has changed the way I see the city we live in.”\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>12th grade student Fatima Mujahed explained her experience working on this project, “We’re not told exactly what to do in here, we have choices. I feel like we learn more because we’re actually interested in the subject we’re working with. The subject is relevant, because we’re researching the very place where we live.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Thanks again to Lena Wolf and Sara Stillman for sharing this project with us. For more information about the history of Emeryville, check out the film \u003ca href=\"http://www.newday.com/films/shellmound.html\">Shellmound\u003c/a>. This content should be previewed before sharing with students, and is only appropriate for older students. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowSexism\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>What do you have to say about the reasons and realities of sexism in science? What are the barriers, if any, to women in STEM careers? \u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>The Bureau of Labor Statistics \u003ca href=\"http://www.bls.gov/news.release/nlsyth.nr0.htm\" target=\"_blank\" rel=\"noopener\">reports\u003c/a> that although women make up around 50% of the workforce, they only comprise 26% of the employees in STEM (Science, Technology, Engineering, Mathematics) fields. There is a significant gender gap between men and women in the sciences; \u003ca href=\"http://www.ibtimes.com/sexism-science-uk-study-finds-women-scientists-get-fewer-grants-less-funding-male-counterparts\" target=\"_blank\" rel=\"noopener\">research\u003c/a> conducted in the UK between 1997 and 2010 revealed that women, on average, received 43 percent less funding in scientific grants than men. A study conducted in 2008 showed that the median salary for a female engineer was $24,000 less than the median salary of their male counterpart. These differences extend beyond mere wage discrimination. \u003c/p>\n\u003cp>When young girls look at careers in STEM fields and see a dearth of female role models compared to men in these jobs, girls may feel that a science career is simply not for them. In science, there may exist a “stereotype threat,” which states that when we are aware of a bias we are more likely to conform to it. Another possible \u003ca href=\"http://www.nature.com/news/women-in-biotechnology-barred-from-the-boardroom-1.12546\" target=\"_blank\" rel=\"noopener\">barrier\u003c/a> is the exclusivity within STEM industries themselves; women are underrepresented at conferences, start-up companies, and scientific advisory boards. However there are some \u003ca href=\"http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf\" target=\"_blank\" rel=\"noopener\">studies\u003c/a> that show boys seemingly falling behind their female counterparts recently, and that women are currently receiving more college degrees than men. Certain \u003ca href=\"http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383\" target=\"_blank\" rel=\"noopener\">solutions\u003c/a> to reduce the gender gap in the sciences–such as the imposition of quotas and special funding programs for women–are criticized for promoting reverse sexism.\u003c/p>\n\u003cp>What do you have to say about the reasons and realities of sexism in science? What are the barriers, if any, to women in STEM careers?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>CBS video \u003ca href=\"http://www.cbsnews.com/videos/stem-fields-women-and-minorities-underrepresented/\">Women, Minorities Underrepresented in STEM Fields\u003c/a>\u003c/strong>\u003cbr>\nU.S. News & World Report chief content officer Brian Kelly and Weill Cornell Medical College dean Dr. Laurie H. Glimcher discuss the underrepresentation of women and minorities in STEM fields. \u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowSexism\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Nature interactive \u003ca href=\"http://www.nature.com/news/inequality-quantified-mind-the-gender-gap-1.12550\">Science’s Gender Gap\u003c/a>\u003c/strong>\u003cbr>\nView a visual and interactive graphic of the gender breakdown in science and engineering, along with financial statistics for women and men employed in those fields.\u003c/p>\n\u003cp>\u003cstrong>Indiana University interactives \u003ca href=\"http://info.ils.indiana.edu/gender/index.php\">Global Gender Disparities in Science\u003c/a>\u003c/strong>\u003cbr>\nView maps and interactives that show the relationship between gender and the publishing of, and collaboration on, research papers and articles.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Do Now Science is a monthly activity in collaboration with \u003ca href=\"http://www.calacademy.org/\" target=\"_blank\" rel=\"noopener\">California Academy of Sciences\u003c/a>. The Science Do Now is posted every second Tuesday of the month.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was contributed by youth from the Spotlight team within \u003ca href=\"http://www.calacademy.org/youthprograms/careers-in-science/\">The California Academy of Sciences’ Careers in Science Intern Program\u003c/a>. CiS is a multi-year, year-round work-based youth development program for young people from groups typically under-represented in the sciences.\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowSexism\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>What do you have to say about the reasons and realities of sexism in science? What are the barriers, if any, to women in STEM careers? \u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>The Bureau of Labor Statistics \u003ca href=\"http://www.bls.gov/news.release/nlsyth.nr0.htm\" target=\"_blank\" rel=\"noopener\">reports\u003c/a> that although women make up around 50% of the workforce, they only comprise 26% of the employees in STEM (Science, Technology, Engineering, Mathematics) fields. There is a significant gender gap between men and women in the sciences; \u003ca href=\"http://www.ibtimes.com/sexism-science-uk-study-finds-women-scientists-get-fewer-grants-less-funding-male-counterparts\" target=\"_blank\" rel=\"noopener\">research\u003c/a> conducted in the UK between 1997 and 2010 revealed that women, on average, received 43 percent less funding in scientific grants than men. A study conducted in 2008 showed that the median salary for a female engineer was $24,000 less than the median salary of their male counterpart. These differences extend beyond mere wage discrimination. \u003c/p>\n\u003cp>When young girls look at careers in STEM fields and see a dearth of female role models compared to men in these jobs, girls may feel that a science career is simply not for them. In science, there may exist a “stereotype threat,” which states that when we are aware of a bias we are more likely to conform to it. Another possible \u003ca href=\"http://www.nature.com/news/women-in-biotechnology-barred-from-the-boardroom-1.12546\" target=\"_blank\" rel=\"noopener\">barrier\u003c/a> is the exclusivity within STEM industries themselves; women are underrepresented at conferences, start-up companies, and scientific advisory boards. However there are some \u003ca href=\"http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf\" target=\"_blank\" rel=\"noopener\">studies\u003c/a> that show boys seemingly falling behind their female counterparts recently, and that women are currently receiving more college degrees than men. Certain \u003ca href=\"http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383\" target=\"_blank\" rel=\"noopener\">solutions\u003c/a> to reduce the gender gap in the sciences–such as the imposition of quotas and special funding programs for women–are criticized for promoting reverse sexism.\u003c/p>\n\u003cp>What do you have to say about the reasons and realities of sexism in science? What are the barriers, if any, to women in STEM careers?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>CBS video \u003ca href=\"http://www.cbsnews.com/videos/stem-fields-women-and-minorities-underrepresented/\">Women, Minorities Underrepresented in STEM Fields\u003c/a>\u003c/strong>\u003cbr>\nU.S. News & World Report chief content officer Brian Kelly and Weill Cornell Medical College dean Dr. Laurie H. Glimcher discuss the underrepresentation of women and minorities in STEM fields. \u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowSexism\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In these short video tutorials from KQED learn the basics for how to use free online tools for teaching and learning. The following tools can be incorporated into the classroom to convey information visually, make persuasive arguments and allow for a variety of collaborative opportunities.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/4aac5b1b-0064-4fca-a4bf-ad6c9702fa08/how-to-create-an-interactive-image-with-thinglink/\" target=\"_blank\" rel=\"noopener\">How to Create an Interactive Image with Thinglink \u003c/a>\u003c/strong>\u003cbr>\nIn this short video learn how to create annotated images with Thinglink. Thinglink is an online tool that lets you annotate images with text and media. It’s a simple, easy to use tool that can help you transform a single still image into a rich source of information. There’s a million different ways you could use this, but this video will overview the basic authoring techniques and then leave it up to you to find great ways of putting it to use for your own needs and goals!\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/bd6f5d22-da2f-4b2f-b0e9-274564fb32c2/collaborative-website-building-with-tumblr/\" target=\"_blank\" rel=\"noopener\">Collaborative Website Building With Tumblr\u003c/a>\u003c/strong>\u003cbr>\nTumblr is a hugely popular, highly social blogging platform with an emphasis on images. It is a great tool because it’s free, easy to use and a lot of fun. Many Tumblr sites are dedicated to gathering and sharing images on a particular theme. Lots of individual users use them for social networking, and it is also common for groups and businesses to use them as part of their online identity and for social marketing outreach. With a little bit of extra know-how, Tumblr can be a powerful tool for collaborative website building.\u003cbr>\nTo get started, head over to www.tumblr.com, click the ‘sign up’ button and then follow along with this video tutorial.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/4c0f697d-342c-4572-84cd-795af5359c65/how-to-make-an-infographic-with-easelly/\" target=\"_blank\" rel=\"noopener\">How to Make an Infographic with Easel.ly\u003c/a>\u003c/strong>\u003cbr>\nInfographics can be useful tools whenever you are trying to convey information with a strong visual approach. Infographics are especially good at making numerical data easy to see and understand. By creating an infographic, your information can take on a life, tell a story, and make a more persuasive argument, which is why you encounter infographics in all kinds of situations from advertising and marketing to educational presentations and publications. Learn how to create an infographic with this video.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/8b4fe867-6fd1-4321-8f9e-0a6fa0d7c685/using-google-forms-and-spreadsheets/\" target=\"_blank\" rel=\"noopener\">Using Google Forms and Spreadsheets\u003c/a>\u003c/strong>\u003cbr>\nGoogle has a whole host of online document creation tools that are browser based and free to use. You may already be familiar with Google docs for word processing, and if so, you probably know that it can be a powerful tool for collaboration and cloud-based document creation. This video explores the less well known, but equally powerful set of Google tools – Google forms and spreadsheets let you setup powerful tools for collecting, organizing and visualizing data.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/31199e63-c09c-4d37-9ea5-48ca4d879930/how-to-make-an-animated-gif/\" target=\"_blank\" rel=\"noopener\">How to Make an Animated GIF\u003c/a>\u003c/strong>\u003cbr>\nLearn how to make an animated GIF with this video. Animated gifs (also pronounced jiffs) are a type of file that have been around for a long time but have seen a recent resurgence in popularity. GIFs can be treated like still images in the way that they are uploaded and shared, but they are animated, so they can behave like tiny little looping videos or slideshows.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/cc9ce795-a519-403c-a665-47b685619000/how-to-make-a-quick-video-with-mixbit/\">How to Make a Quick Video with MixBit\u003c/a>\u003c/strong>\u003cbr>\nIn this video learn how to make and share short videos with MixBit, an app and platform. MixBit, along with Vine and Instagram video, it is one of a number of new platforms that aims to make video sharing faster and easier within a social media context. What’s interesting about Mixbit is it’s emphasis on video editing and the fact that it lets users create remixes and edits from each others content.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/be3db3a9-696e-4052-ac22-3eeb0f1a0e4d/how-to-make-a-popplet-a-collaborative-mind-mapping-tool/\">How to Make a Popplet, a Collaborative Mind Mapping Tool\u003c/a>\u003c/strong>\u003cbr>\nIn this video learn how to use Popplet, an online tool for visually organizing your ideas and projects. This process is also referred to as ‘mind mapping.’ Popplet is available as a browser-based web tool or as an app for mobile devices and tablets. create connections and clusters between ideas or tasks on a virtual whiteboard. Popplet could be used to present research on a particular subject.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/07b70ccd-c163-43d8-8281-ded6aeee6ec4/how-to-make-a-prezi/\">How to Make a Prezi\u003c/a>\u003c/strong>\u003cbr>\nPrezi is an online tool for creating presentations that break free of the standard linear slideshow style of presentation that we often encounter. Instead of slides, Prezi presents you with a wide open canvas where you can organize and arrange your visual elements and then create a pathway for playback that then zooms from one element to the next, creating a unique dynamic experience. Prezi offers a very robust authoring environment representing limitless possibilities for your creativity. In this video, we’re just going to cover the basic tools to get you started.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/97ce92e9-85a3-4018-8390-3e9d416473af/how-to-make-an-interactive-timeline-with-timetoast/\" target=\"_blank\" rel=\"noopener\">How to Make an Interactive Timeline with Timetoast\u003c/a>\u003c/strong>\u003cbr>\nUse this short video to create an interactive timeline using Timetoast. Interactive timelines are a great way to create dynamic projects exploring topics that lend themselves to a chronological presentation – topics could include a wide variety of content areas including history, of course, but also cultural and creative trends, personal timelines and more. The basic idea of an interactive timeline is that you organize information along a timeline based on dates, and that the elements you include are clickable, so that you can create entries on the timeline that expand and can be explored in more depth, and that can include dynamic media in addition to text.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/f011b3e8-1611-4845-9f42-609c6ddbdd61/how-to-make-dynamic-video-experiences-with-mozillas-popcorn-maker/\" target=\"_blank\" rel=\"noopener\">How to Make Dynamic Video Experiences with Mozilla’s Popcorn Maker\u003c/a>\u003c/strong>\u003cbr>\nPopcorn Maker is a free online tool for creating enhanced web-based video experiences. It allows for simple edits, remixes and mashups of online videos, and to enhance them with images, text, popups, links and info from Wikipedia and Google Maps.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/7318aa76-e4d9-498f-aab2-20aaf99ebad0/how-to-save-streaming-videos-for-offline-use-using-dirpy-studio/\" target=\"_blank\" rel=\"noopener\">How to Save Streaming Videos for Offline Use Using Dirpy Studio\u003c/a>\u003c/strong>\u003cbr>\nThis video demonstrates how to use Dirpy Studio, a free web-based tool that allows you to save online streaming videos as offline files.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In these short video tutorials from KQED learn the basics for how to use free online tools for teaching and learning. The following tools can be incorporated into the classroom to convey information visually, make persuasive arguments and allow for a variety of collaborative opportunities.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/4aac5b1b-0064-4fca-a4bf-ad6c9702fa08/how-to-create-an-interactive-image-with-thinglink/\" target=\"_blank\" rel=\"noopener\">How to Create an Interactive Image with Thinglink \u003c/a>\u003c/strong>\u003cbr>\nIn this short video learn how to create annotated images with Thinglink. Thinglink is an online tool that lets you annotate images with text and media. It’s a simple, easy to use tool that can help you transform a single still image into a rich source of information. There’s a million different ways you could use this, but this video will overview the basic authoring techniques and then leave it up to you to find great ways of putting it to use for your own needs and goals!\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/bd6f5d22-da2f-4b2f-b0e9-274564fb32c2/collaborative-website-building-with-tumblr/\" target=\"_blank\" rel=\"noopener\">Collaborative Website Building With Tumblr\u003c/a>\u003c/strong>\u003cbr>\nTumblr is a hugely popular, highly social blogging platform with an emphasis on images. It is a great tool because it’s free, easy to use and a lot of fun. Many Tumblr sites are dedicated to gathering and sharing images on a particular theme. Lots of individual users use them for social networking, and it is also common for groups and businesses to use them as part of their online identity and for social marketing outreach. With a little bit of extra know-how, Tumblr can be a powerful tool for collaborative website building.\u003cbr>\nTo get started, head over to www.tumblr.com, click the ‘sign up’ button and then follow along with this video tutorial.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/4c0f697d-342c-4572-84cd-795af5359c65/how-to-make-an-infographic-with-easelly/\" target=\"_blank\" rel=\"noopener\">How to Make an Infographic with Easel.ly\u003c/a>\u003c/strong>\u003cbr>\nInfographics can be useful tools whenever you are trying to convey information with a strong visual approach. Infographics are especially good at making numerical data easy to see and understand. By creating an infographic, your information can take on a life, tell a story, and make a more persuasive argument, which is why you encounter infographics in all kinds of situations from advertising and marketing to educational presentations and publications. Learn how to create an infographic with this video.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/8b4fe867-6fd1-4321-8f9e-0a6fa0d7c685/using-google-forms-and-spreadsheets/\" target=\"_blank\" rel=\"noopener\">Using Google Forms and Spreadsheets\u003c/a>\u003c/strong>\u003cbr>\nGoogle has a whole host of online document creation tools that are browser based and free to use. You may already be familiar with Google docs for word processing, and if so, you probably know that it can be a powerful tool for collaboration and cloud-based document creation. This video explores the less well known, but equally powerful set of Google tools – Google forms and spreadsheets let you setup powerful tools for collecting, organizing and visualizing data.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/31199e63-c09c-4d37-9ea5-48ca4d879930/how-to-make-an-animated-gif/\" target=\"_blank\" rel=\"noopener\">How to Make an Animated GIF\u003c/a>\u003c/strong>\u003cbr>\nLearn how to make an animated GIF with this video. Animated gifs (also pronounced jiffs) are a type of file that have been around for a long time but have seen a recent resurgence in popularity. GIFs can be treated like still images in the way that they are uploaded and shared, but they are animated, so they can behave like tiny little looping videos or slideshows.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/cc9ce795-a519-403c-a665-47b685619000/how-to-make-a-quick-video-with-mixbit/\">How to Make a Quick Video with MixBit\u003c/a>\u003c/strong>\u003cbr>\nIn this video learn how to make and share short videos with MixBit, an app and platform. MixBit, along with Vine and Instagram video, it is one of a number of new platforms that aims to make video sharing faster and easier within a social media context. What’s interesting about Mixbit is it’s emphasis on video editing and the fact that it lets users create remixes and edits from each others content.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/be3db3a9-696e-4052-ac22-3eeb0f1a0e4d/how-to-make-a-popplet-a-collaborative-mind-mapping-tool/\">How to Make a Popplet, a Collaborative Mind Mapping Tool\u003c/a>\u003c/strong>\u003cbr>\nIn this video learn how to use Popplet, an online tool for visually organizing your ideas and projects. This process is also referred to as ‘mind mapping.’ Popplet is available as a browser-based web tool or as an app for mobile devices and tablets. create connections and clusters between ideas or tasks on a virtual whiteboard. Popplet could be used to present research on a particular subject.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/07b70ccd-c163-43d8-8281-ded6aeee6ec4/how-to-make-a-prezi/\">How to Make a Prezi\u003c/a>\u003c/strong>\u003cbr>\nPrezi is an online tool for creating presentations that break free of the standard linear slideshow style of presentation that we often encounter. Instead of slides, Prezi presents you with a wide open canvas where you can organize and arrange your visual elements and then create a pathway for playback that then zooms from one element to the next, creating a unique dynamic experience. Prezi offers a very robust authoring environment representing limitless possibilities for your creativity. In this video, we’re just going to cover the basic tools to get you started.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/97ce92e9-85a3-4018-8390-3e9d416473af/how-to-make-an-interactive-timeline-with-timetoast/\" target=\"_blank\" rel=\"noopener\">How to Make an Interactive Timeline with Timetoast\u003c/a>\u003c/strong>\u003cbr>\nUse this short video to create an interactive timeline using Timetoast. Interactive timelines are a great way to create dynamic projects exploring topics that lend themselves to a chronological presentation – topics could include a wide variety of content areas including history, of course, but also cultural and creative trends, personal timelines and more. The basic idea of an interactive timeline is that you organize information along a timeline based on dates, and that the elements you include are clickable, so that you can create entries on the timeline that expand and can be explored in more depth, and that can include dynamic media in addition to text.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/f011b3e8-1611-4845-9f42-609c6ddbdd61/how-to-make-dynamic-video-experiences-with-mozillas-popcorn-maker/\" target=\"_blank\" rel=\"noopener\">How to Make Dynamic Video Experiences with Mozilla’s Popcorn Maker\u003c/a>\u003c/strong>\u003cbr>\nPopcorn Maker is a free online tool for creating enhanced web-based video experiences. It allows for simple edits, remixes and mashups of online videos, and to enhance them with images, text, popups, links and info from Wikipedia and Google Maps.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/7318aa76-e4d9-498f-aab2-20aaf99ebad0/how-to-save-streaming-videos-for-offline-use-using-dirpy-studio/\" target=\"_blank\" rel=\"noopener\">How to Save Streaming Videos for Offline Use Using Dirpy Studio\u003c/a>\u003c/strong>\u003cbr>\nThis video demonstrates how to use Dirpy Studio, a free web-based tool that allows you to save online streaming videos as offline files.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Should Water Be a Commodity or a Right?",
"headTitle": "Should Water Be a Commodity or a Right? | KQED",
"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowWater\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Should we consider water as a commodity, available only to those who can pay for it, or as a right, freely available to everyone to use (and to waste)? Why?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Water is essential to life on earth, but only 2.5% of the world’s water is freshwater and the majority of that is locked up in glaciers and ice caps. Our historic water sources may be drying up as a growing number of companies, cities and individuals compete for water. Runoff from glaciers and snowpack has historically helped keep reservoirs full, but due to global warming, these resources are getting smaller and melting earlier. Another major source of the world’s drinking water is aquifers, or underground reservoirs. These “invisible” lakes are being emptied faster than they are being replenished. The current drought in California may even leave some cities and areas in the state \u003ca href=\"http://blogs.kqed.org/science/2014/01/29/california-drought-17-communities-on-the-critical-list/\" target=\"_blank\" rel=\"noopener noreferrer\">without water at all\u003c/a>. While certain water districts and cities put water restrictions in place, others are reluctant to do so, or don’t have the means to enforce restrictions.\u003c/p>\n\u003cp>The solutions to our water issues are complex. In most cities in the United States, people pay the city to transport and filter water, usually a few dollars per 1,000 gallons of water or a flat fee. In rural areas, water is often supplied by homeowners’ wells. In some areas, desalination plants have been put in place to make ocean water safe to drink, but desalination is a long and costly process. When water is scarce, factories, farmers and individuals have to compete for the same rare resource. Some say that putting a higher price on water would give people an incentive to conserve. Not only would they save water, they’d save money, too. But others say that this would give the wealthy an advantage, and that the only solution is to treat water as a universal right, free and available to everyone regardless of ability to pay.\u003c/p>\n\u003cp>What do you think? Should water be treated as a right or a commodity? Should it be equally available to all people regardless of conservation efforts and labor costs? Or should it be a commodity, more easily accessible to those who are financially well off? What other information would you need before deciding?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/138945397&color=ff5500\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>KQED Science audio \u003ca href=\"http://blogs.kqed.org/science/2014/03/10/california-communities-that-pay-a-flat-rate-for-water-use-more-of-it/\">California Communities That Pay a Flat Rate for Water Use \u003c/a>\u003c/strong>\u003cbr>\nFor generations, water meters have been an important tool for measuring how much water people use in California. And the drought has intensified the importance of that measurement. However, more 250,000 homeowners and businesses don’t have meters installed. They pay a flat rate for all the water they use…and use more water than those with meters.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowWater\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>United Nations infographic \u003ca href=\"http://www.un.org/waterforlifedecade/pdf/facts_and_figures_human_right_to_water_eng.pdf\">The Human Right to Water\u003c/a>\u003c/strong>\u003cbr>\nOn July 28, 2010, the United Nations General Assembly recognized the human right to clean drinking water by passing a resolution. This infographic shares eight facts about the resolution.\u003c/p>\n\u003cp>\u003cstrong>NPR audio story \u003ca href=\"http://www.npr.org/2014/02/26/281984555/the-search-for-drinking-water-in-california-has-led-to-the-oceanhttp://www.npr.org/2014/02/26/281984555/the-search-for-drinking-water-in-california-has-led-to-the-ocean\">The Search For Drinking Water In California Has Led To The Ocean\u003c/a>\u003c/strong>\u003cbr>\nThe California drought has state officials searching for alternative sources of water, including desalinated ocean water.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was contributed by youth volunteers and interns in the \u003ca href=\"http://www.chabotspace.org/ge-about.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Galaxy Explorers\u003c/a> program at \u003ca href=\"http://www.chabotspace.org/index.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Chabot Space & Science Center\u003c/a>. Explorers share science through live public demonstrations, hands-on activities, and outreach events in their schools and communities. Open to all Bay Area teens, the program focuses on providing support and opportunities in the sciences to Oakland youth historically underrepresented in STEM careers. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Chabot’s mission is to inspire and educate visitors about Planet Earth and the Universe through exhibits, telescope viewing, planetarium shows, interactive programs, and engaging experiences to connect visitors with the earth and environment, astronomy and space travel. Chabot’s education programs promote STEM literacy skills needed for a 21st-century society and workforce.\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowWater\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Should we consider water as a commodity, available only to those who can pay for it, or as a right, freely available to everyone to use (and to waste)? Why?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Water is essential to life on earth, but only 2.5% of the world’s water is freshwater and the majority of that is locked up in glaciers and ice caps. Our historic water sources may be drying up as a growing number of companies, cities and individuals compete for water. Runoff from glaciers and snowpack has historically helped keep reservoirs full, but due to global warming, these resources are getting smaller and melting earlier. Another major source of the world’s drinking water is aquifers, or underground reservoirs. These “invisible” lakes are being emptied faster than they are being replenished. The current drought in California may even leave some cities and areas in the state \u003ca href=\"http://blogs.kqed.org/science/2014/01/29/california-drought-17-communities-on-the-critical-list/\" target=\"_blank\" rel=\"noopener noreferrer\">without water at all\u003c/a>. While certain water districts and cities put water restrictions in place, others are reluctant to do so, or don’t have the means to enforce restrictions.\u003c/p>\n\u003cp>The solutions to our water issues are complex. In most cities in the United States, people pay the city to transport and filter water, usually a few dollars per 1,000 gallons of water or a flat fee. In rural areas, water is often supplied by homeowners’ wells. In some areas, desalination plants have been put in place to make ocean water safe to drink, but desalination is a long and costly process. When water is scarce, factories, farmers and individuals have to compete for the same rare resource. Some say that putting a higher price on water would give people an incentive to conserve. Not only would they save water, they’d save money, too. But others say that this would give the wealthy an advantage, and that the only solution is to treat water as a universal right, free and available to everyone regardless of ability to pay.\u003c/p>\n\u003cp>What do you think? Should water be treated as a right or a commodity? Should it be equally available to all people regardless of conservation efforts and labor costs? Or should it be a commodity, more easily accessible to those who are financially well off? What other information would you need before deciding?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/138945397&color=ff5500\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>KQED Science audio \u003ca href=\"http://blogs.kqed.org/science/2014/03/10/california-communities-that-pay-a-flat-rate-for-water-use-more-of-it/\">California Communities That Pay a Flat Rate for Water Use \u003c/a>\u003c/strong>\u003cbr>\nFor generations, water meters have been an important tool for measuring how much water people use in California. And the drought has intensified the importance of that measurement. However, more 250,000 homeowners and businesses don’t have meters installed. They pay a flat rate for all the water they use…and use more water than those with meters.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowWater\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>United Nations infographic \u003ca href=\"http://www.un.org/waterforlifedecade/pdf/facts_and_figures_human_right_to_water_eng.pdf\">The Human Right to Water\u003c/a>\u003c/strong>\u003cbr>\nOn July 28, 2010, the United Nations General Assembly recognized the human right to clean drinking water by passing a resolution. This infographic shares eight facts about the resolution.\u003c/p>\n\u003cp>\u003cstrong>NPR audio story \u003ca href=\"http://www.npr.org/2014/02/26/281984555/the-search-for-drinking-water-in-california-has-led-to-the-oceanhttp://www.npr.org/2014/02/26/281984555/the-search-for-drinking-water-in-california-has-led-to-the-ocean\">The Search For Drinking Water In California Has Led To The Ocean\u003c/a>\u003c/strong>\u003cbr>\nThe California drought has state officials searching for alternative sources of water, including desalinated ocean water.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was contributed by youth volunteers and interns in the \u003ca href=\"http://www.chabotspace.org/ge-about.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Galaxy Explorers\u003c/a> program at \u003ca href=\"http://www.chabotspace.org/index.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Chabot Space & Science Center\u003c/a>. Explorers share science through live public demonstrations, hands-on activities, and outreach events in their schools and communities. Open to all Bay Area teens, the program focuses on providing support and opportunities in the sciences to Oakland youth historically underrepresented in STEM careers. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Chabot’s mission is to inspire and educate visitors about Planet Earth and the Universe through exhibits, telescope viewing, planetarium shows, interactive programs, and engaging experiences to connect visitors with the earth and environment, astronomy and space travel. Chabot’s education programs promote STEM literacy skills needed for a 21st-century society and workforce.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>KQED Art School is thrilled to announce the winner of our cartoon drawing contest, Ms. KC Pamintuan, a 13-year-old student from Glendale, CA. Our esteemed contest judge, artist Sirron Norris, and all of us at KQED were impressed by KC’s excellent rendering of her favorite historical figure, Johannes Gutenberg. Check out this interview with our award-winning artist. \u003c/p>\n\u003cp>\u003cstrong>Congratulations, KC! How did you learn about Johannes Gutenberg?\u003c/strong>\u003cbr>\nI discovered Johannes Gutenberg by reading about him and how he made it possible for us to read wonderful works of art, which are books. Because reading has been essential throughout my life and helped me escape demanding reality, Johannes Gutenberg became my favorite historical figure. And he got exiled from Mainz in 1462, but then this plot twist happened three years later where he was given a fabulous title and a yearly salary for inventing the printing press. This guy is impressive—being banned, then suddenly being Mr. Popular in just a matter of time. \u003c/p>\n\u003cp>\u003cstrong>What are your favorite books?\u003c/strong>\u003cbr>\nSome of my favorite books are, well, I have too many to mention! But my all-time favorite novel would be The Miraculous Journey of Edward Tulane by Kate DiCamillo. It’s just such a beautiful book; it still brings tears to my eyes. Another one I would like to mention is The Little Prince. A close friend of mine recommended I read it, and boy, am I glad that he told me about it. \u003c/p>\n\u003cp>\u003cstrong>Have you been drawing all your life?\u003c/strong>\u003cbr>\nI remember drawing fan art instead of drawing the sun and the sky and the one single green line called “grass” when I was four. I watched morning cartoons a lot, so I would get obsessed with one character and end up drawing it every time. \u003c/p>\n\u003cp>I had no technique and skill back then whatsoever. I would just draw people how I would like them to look, but then one day, my first grade teacher complimented me while I was drawing a girl, and BAM! I started becoming more serious and began to read tutorial books. I honestly didn’t find them at all helpful, so I stopped and just continued to draw my way. Over time, however, my right hand somehow picked up random artistic skills. Perhaps it was because I would observe people and how they draw, or maybe I just watch too many cartoons. But I did learn something from that tutorial video that Mr. Sirron Norris did, and I am thankful for that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Is art an important part of your life?\u003c/strong>\u003cbr>\nArt is an essential part of my life. The way I see it, everything is art. A dull wall with cracks on it is art. Coffee stain rings on a table are art. We are art. We were a blank canvas until two painters (our parents) joined together to create one magnificent masterpiece—us. So I believe art is life, and life itself is art. Because of this, I enjoy making my own art. Honestly, drawing itself is already an enjoyable past time. \u003c/p>\n\u003cp>\u003cstrong>Do you enjoy working with colors?\u003c/strong>\u003cbr>\nIf truth to be told, I hardly ever color my drawings. So it’s a huge wonder for me that I have actually won the contest because I have awful coloring skills. Black and white suits me just fine. I work wonders with just a pencil. But using color digitally, that’s a different story. I enjoy mixing them and finding the perfect color for my artwork. \u003c/p>\n\u003cp>\u003cstrong>If you were to write a book, what would it be about?\u003c/strong>\u003cbr>\nIt’s coincidental that you have asked this question because I have been working on a novel these past few weeks. It’s nothing serious, though, just for laughs and giggles. It’s about a girl who strongly believes she can see with her “third eye,” and this boy being skeptical because he can actually do so. There’s going to be this huge plot twist that I won’t be giving away because, well, what fun would it be if I just give out spoilers?\u003c/p>\n\u003cp>\u003cstrong>Who are some of your favorite artists?\u003c/strong>\u003cbr>\nMy favorite artists are people who create amazing fan art of book characters (unsurprisingly). Then again, I like anybody who can create any form of art. Therefore, everyone is my favorite artist. A legitimate one would be Leonardo Da Vinci, for obvious reasons—he painted Mona Lisa. But a current one would be none other than Mr. Sirron Norris. I don’t mean to sound like I’m “brown-nosing” or anything, but I am honestly impressed by his skill of drawing/painting all those wonderful murals—the way they create this warm atmosphere and how they are unique in every detailed way. I find his art style captivating as well. The blue bear is really adorable!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Thanks for your terrific drawing, KC! Congratulations on winning an original signed painting by Sirron Norris.\u003c/strong>\u003cbr>\nI would like to give a shout-out and an honorable mention to my history teacher. Without his email suggesting that I join this contest, well, I wouldn’t have this amazing opportunity of receiving a painting done by a marvelous artist! He has also helped me throughout the process of sending my submission and the form, so he deserves my word of acknowledgement. \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>KQED Art School is thrilled to announce the winner of our cartoon drawing contest, Ms. KC Pamintuan, a 13-year-old student from Glendale, CA. Our esteemed contest judge, artist Sirron Norris, and all of us at KQED were impressed by KC’s excellent rendering of her favorite historical figure, Johannes Gutenberg. Check out this interview with our award-winning artist. \u003c/p>\n\u003cp>\u003cstrong>Congratulations, KC! How did you learn about Johannes Gutenberg?\u003c/strong>\u003cbr>\nI discovered Johannes Gutenberg by reading about him and how he made it possible for us to read wonderful works of art, which are books. Because reading has been essential throughout my life and helped me escape demanding reality, Johannes Gutenberg became my favorite historical figure. And he got exiled from Mainz in 1462, but then this plot twist happened three years later where he was given a fabulous title and a yearly salary for inventing the printing press. This guy is impressive—being banned, then suddenly being Mr. Popular in just a matter of time. \u003c/p>\n\u003cp>\u003cstrong>What are your favorite books?\u003c/strong>\u003cbr>\nSome of my favorite books are, well, I have too many to mention! But my all-time favorite novel would be The Miraculous Journey of Edward Tulane by Kate DiCamillo. It’s just such a beautiful book; it still brings tears to my eyes. Another one I would like to mention is The Little Prince. A close friend of mine recommended I read it, and boy, am I glad that he told me about it. \u003c/p>\n\u003cp>\u003cstrong>Have you been drawing all your life?\u003c/strong>\u003cbr>\nI remember drawing fan art instead of drawing the sun and the sky and the one single green line called “grass” when I was four. I watched morning cartoons a lot, so I would get obsessed with one character and end up drawing it every time. \u003c/p>\n\u003cp>I had no technique and skill back then whatsoever. I would just draw people how I would like them to look, but then one day, my first grade teacher complimented me while I was drawing a girl, and BAM! I started becoming more serious and began to read tutorial books. I honestly didn’t find them at all helpful, so I stopped and just continued to draw my way. Over time, however, my right hand somehow picked up random artistic skills. Perhaps it was because I would observe people and how they draw, or maybe I just watch too many cartoons. But I did learn something from that tutorial video that Mr. Sirron Norris did, and I am thankful for that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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>",
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