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"content": "\u003cp>https://www.youtube.com/watch?v=zS0qENVESv0\u003c/p>\n\u003ch2>Fifteen Years Later\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re like most teens today, you aren’t old enough to remember Sept. 11, 2001, firsthand. You have little or no personal memory of learning about the attacks on the Twin Towers and the Pentagon as they were happening. You didn’t spend hours in front of the TV like your parents and older siblings watching images of burning buildings and twisted wreckage. You may have seen the movie Flight 93, but don’t remember the news reports of the doomed passengers who forced their plane to crash rather than allow it to hit the White House, widely reported as \u003c/span>\u003ca href=\"http://www.cbsnews.com/news/white-house-was-flight-93-target/\">\u003cspan style=\"font-weight: 400\">its intended destination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cspan style=\"font-weight: 400\">What is the significance of commemorating major historical events? Do you think it is still important to talk about the events of 9/11? Why or why not?\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"#\">Lasting impacts of 9/11 lesson plan (PDF)\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shannon Murphy, 16, a junior at Piedmont High School near Oakland, learned about 9/11 from her mother, a firefighter, but has no personal memory of that day. “(My mother) would talk about people she knew and how that could have been scary for her to be in that situation,” Murphy says. “When I was in New York with my family, we visited the (9/11) memorial. My parents were definitely teary eyed and upset about the whole thing. My brother and I… he didn’t understand because we were so young when it happened. He wasn’t even born.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even as memories of the day recede,September 11, 2001, continues to have a major impact on American foreign and domestic policy and looms large in our collective consciousness. Even those of us not old enough to remember the day know the basic facts: On the morning of Sept. 11, 2001, 19 men affiliated with the Al-Qaeda terrorist group hijacked four commercial airplanes. Two of those airplanes were flown intentionally into the World Trade Center towers in New York City, destroying both buildings. One was crashed into the Pentagon. The passengers on the final airplane, Flight 93, overpowered the hijackers and intentionally crashed into a vacant Pennsylvania field. In all, 2,977 people died that day making it the worst terrorist attack in U.S. history.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents and siblings who remember the events of that day also remember the way the world was before–and what has changed. Soon after Sept. 11, 2001, the United States became involved in the War on Terror, sending troops first to Iraq, then to Afghanistan. On the domestic front, immigration regulations tightened and deportations skyrocketed. Congress passed the U.S. Patriot Act granting the government expanded power to conduct surveillance, and created the Department of Homeland Security. Attacks against Muslims and incidents of Islamophobia increased sharply. Muslims complained especially of being unfairly singled out at airports, where a security overhaul resulted in long lines and heavily regulated checkpoints. The Transportation Security Administration, founded after 9/11, now has a watch list of over 700,000 names of people who they say may pose a flight safety risk.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The events of 9/11 still have a major impact on our lives today, even as our memories of that day fade into history. What do you think? Should we continue to talk about 9/11? What do you think is the significance of commemorating historical events? \u003c/span>\u003c/p>\n\u003chr>\n\u003ch3> \u003cstrong>Learn More…\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>BLOG: \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/lowdown/2014/09/10/13-years-later-four-major-lasting-impacts-of-911/\">How 9/11 Changed America: Four Lasting Impacts\u003c/a> \u003c/span>(The Lowdown)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.cnn.com/2013/07/27/us/september-11-anniversary-fast-facts/\">\u003cspan style=\"font-weight: 400\">September 11, 2001: Background and Timeline of the Attacks\u003c/span>\u003c/a>(CNN)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE: \u003ca href=\"http://timeline.911memorial.org/#FrontPage\">\u003cspan style=\"font-weight: 400\">Two 9/11 interactive timelines, including embedded videos\u003c/span>\u003c/a>(The 9/11 Interactive Timeline)\u003c/strong>\u003cbr>\n\u003cem>Warning: The timeline contains graphic images and sensitive content due to the nature of events related to the September 11, 2001 attacks. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>RESOURCE:\u003c/strong> \u003ca href=\"http://education.blogs.nytimes.com/2011/09/02/resources-teaching-and-learning-about-911-with-the-new-york-times/?_php=true&_type=blogs&_r=0\">Teaching and Learning About 9/11 With The New York Times\u003c/a>\u003cbr>\n\u003cstrong>\u003cspan style=\"font-weight: 400\">An extensive list of articles, videos and other resources from the New York Times,\u003c/span>\u003cspan style=\"font-weight: 400\"> including the immediate coverage of 9/11/01 and the aftermath. Contains national and international perspectives, War on Terror coverage and 9/11 anniversary follow up. \u003c/span>\u003c/strong>\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/zS0qENVESv0'\n title='//www.youtube.com/embed/zS0qENVESv0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>Fifteen Years Later\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re like most teens today, you aren’t old enough to remember Sept. 11, 2001, firsthand. You have little or no personal memory of learning about the attacks on the Twin Towers and the Pentagon as they were happening. You didn’t spend hours in front of the TV like your parents and older siblings watching images of burning buildings and twisted wreckage. You may have seen the movie Flight 93, but don’t remember the news reports of the doomed passengers who forced their plane to crash rather than allow it to hit the White House, widely reported as \u003c/span>\u003ca href=\"http://www.cbsnews.com/news/white-house-was-flight-93-target/\">\u003cspan style=\"font-weight: 400\">its intended destination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cspan style=\"font-weight: 400\">What is the significance of commemorating major historical events? Do you think it is still important to talk about the events of 9/11? Why or why not?\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"#\">Lasting impacts of 9/11 lesson plan (PDF)\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shannon Murphy, 16, a junior at Piedmont High School near Oakland, learned about 9/11 from her mother, a firefighter, but has no personal memory of that day. “(My mother) would talk about people she knew and how that could have been scary for her to be in that situation,” Murphy says. “When I was in New York with my family, we visited the (9/11) memorial. My parents were definitely teary eyed and upset about the whole thing. My brother and I… he didn’t understand because we were so young when it happened. He wasn’t even born.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even as memories of the day recede,September 11, 2001, continues to have a major impact on American foreign and domestic policy and looms large in our collective consciousness. Even those of us not old enough to remember the day know the basic facts: On the morning of Sept. 11, 2001, 19 men affiliated with the Al-Qaeda terrorist group hijacked four commercial airplanes. Two of those airplanes were flown intentionally into the World Trade Center towers in New York City, destroying both buildings. One was crashed into the Pentagon. The passengers on the final airplane, Flight 93, overpowered the hijackers and intentionally crashed into a vacant Pennsylvania field. In all, 2,977 people died that day making it the worst terrorist attack in U.S. history.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents and siblings who remember the events of that day also remember the way the world was before–and what has changed. Soon after Sept. 11, 2001, the United States became involved in the War on Terror, sending troops first to Iraq, then to Afghanistan. On the domestic front, immigration regulations tightened and deportations skyrocketed. Congress passed the U.S. Patriot Act granting the government expanded power to conduct surveillance, and created the Department of Homeland Security. Attacks against Muslims and incidents of Islamophobia increased sharply. Muslims complained especially of being unfairly singled out at airports, where a security overhaul resulted in long lines and heavily regulated checkpoints. The Transportation Security Administration, founded after 9/11, now has a watch list of over 700,000 names of people who they say may pose a flight safety risk.\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\">The events of 9/11 still have a major impact on our lives today, even as our memories of that day fade into history. What do you think? Should we continue to talk about 9/11? What do you think is the significance of commemorating historical events? \u003c/span>\u003c/p>\n\u003chr>\n\u003ch3> \u003cstrong>Learn More…\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>BLOG: \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/lowdown/2014/09/10/13-years-later-four-major-lasting-impacts-of-911/\">How 9/11 Changed America: Four Lasting Impacts\u003c/a> \u003c/span>(The Lowdown)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.cnn.com/2013/07/27/us/september-11-anniversary-fast-facts/\">\u003cspan style=\"font-weight: 400\">September 11, 2001: Background and Timeline of the Attacks\u003c/span>\u003c/a>(CNN)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE: \u003ca href=\"http://timeline.911memorial.org/#FrontPage\">\u003cspan style=\"font-weight: 400\">Two 9/11 interactive timelines, including embedded videos\u003c/span>\u003c/a>(The 9/11 Interactive Timeline)\u003c/strong>\u003cbr>\n\u003cem>Warning: The timeline contains graphic images and sensitive content due to the nature of events related to the September 11, 2001 attacks. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>RESOURCE:\u003c/strong> \u003ca href=\"http://education.blogs.nytimes.com/2011/09/02/resources-teaching-and-learning-about-911-with-the-new-york-times/?_php=true&_type=blogs&_r=0\">Teaching and Learning About 9/11 With The New York Times\u003c/a>\u003cbr>\n\u003cstrong>\u003cspan style=\"font-weight: 400\">An extensive list of articles, videos and other resources from the New York Times,\u003c/span>\u003cspan style=\"font-weight: 400\"> including the immediate coverage of 9/11/01 and the aftermath. Contains national and international perspectives, War on Terror coverage and 9/11 anniversary follow up. \u003c/span>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Should Schools Start Later to Improve Academic Performance?",
"headTitle": "Should Schools Start Later to Improve Academic Performance? | KQED",
"content": "\u003ch2>Should school start later?\u003c/h2>\n\u003cp>In October 2014, the American Academy of Pediatrics (AAP) \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">issued a policy statement\u003c/a> suggesting that school districts consider starting school after 8:30am. Currently, some schools start as early as 7am. With the option of a 0 period, or an optional class before 1st period, it can be even earlier. One reason for this schedule is a consideration for parents’ work schedules, making it easy for parents to drive their kids to school. Many argue, however, that teenagers and adults do not function on the same sleep schedule. They say that students can find other ways to get to school: a small price to pay for getting enough sleep.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>Should the start time of schools be moved forward? In what ways could a later start benefit teenagers, but also cost them? How would an earlier start time affect students?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>The proposal to push back when first period begins comes from concerns that starting school too early negatively affects teenagers. Studies have shown that middle and high school students with adequate amounts of sleep, 8-10 hours, have better test scores. This subject has been debated heavily since schools began starting earlier and earlier.\u003c/p>\n\u003cp>The AAP study found that most teenagers need sufficient sleep to cope with busy lives filled with school, sports, and extracurricular activities. According to this research, the ideal amount of sleep for the average teenager falls between 8.5 and 9.5 hours a night, and teenagers who receive adequate sleep benefit from better physical and mental health, safety, and academic performance. It also revealed that puberty causes a “phase delay” in teenagers, which shifts the time that teenagers fall asleep back by two hours. Because of this, the average teenager is expected to fall asleep after 11pm and wake up around 8am.\u003c/p>\n\u003cp>When students do not get enough hours of sleep due to the phase delay and waking up early, it can have a long term impact on students’ health. A \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697.full.pdf+html\">National Sleep Foundation poll\u003c/a> reported that 28 percent of teenagers have fallen asleep in class at least once due to lack of sleep. Negative effects of sleep loss include impairments in mood, attention, memory, behavior and executive function. In addition, a lack of sleep may lead to an increase in caffeine use to counter the effects of drowsiness. Finally, this study found that sleep-deprived teens are at a higher risk of car accidents.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54670 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\" alt=\"sleeping-student-2-639x360\" width=\"639\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360-400x225.jpg 400w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/a>Many researchers agree that starting the school day later might be beneficial to young people. \u003ca href=\"http://www.mrsgonzalez.com/Shop%20Week%20February%2013%20-%20Three%20Reading%20Selections.pdf\">Lawrence Epstein\u003c/a>, a medical director of Sleep Health Centers in Brighton, Massachusetts and an instructor of medicine at Harvard Medical School, believes that “adequate sleep is essential to feeling awake and alert, maintaining good health, and working at peak performance.” Starting later can allow youth to get the necessary amount of sleep, which is due to the natural late-to-bed and late-to-rise biology of teenagers. According to the American Academy of Sleep Medicine, “Students with symptoms of sleep disorders are more likely to receive poor grades in classes such as math, reading and writing than peers without symptoms of sleep disorders.” Getting enough sleep might lead to a decreased risk of car accidents, less depression and obesity, the prevention of illnesses like colds and flus that adversely affect academic performance, and generally improved mental ability. Although students can get more sleep by simply going to bed earlier, many need this time to finish homework. With a later school start time, students can have both: adequate time to prepare for the next day and a sufficient amount of sleep.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On the other hand, there are some disadvantages to a later school day. Schools starting later would require schools to also end later. This would cut into extracurricular activities and sports that are an important part of many teens’ lives. Balancing practices and games with homework might become a lot harder to juggle. Many teens also have to work after school to support their families, which would become very difficult with the later school times. In addition, many teenagers might go to sleep later at night if they don’t have to get up as early, which would negate the value of the later school start time. Some argue that early school start times are beneficial because they prepare young people to get up early, like they will have to do in the work force. Another argument against a later school time states that it is an inconvenience for families since many parents take kids to school on their way to work. According to NPR’s program \u003ca href=\"http://www.wnyc.org/story/284604-why-so-few-walk-or-bike-to-school/\">All Things Considered\u003c/a>, almost 50 percent of Americans kids walked or biked to school in 1969 but today the figure is only 13 percent. This data would imply that more parents might need school start times to align with their work schedules in order to transport their children to and from school.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn more…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>[AUDIO] \u003ca href=\"http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=430354779&m=430633650\">High Schoolers and Snooze Buttons: A Public Health Crisis\u003c/a> \u003c/strong>\u003cbr>\nThis report describes new findings from health researchers about the consequences of schools having early start times.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.independent.co.uk/news/education/education-news/older-children-to-start-school-later-to-find-out-if-it-suits-their-biological-clocks-10491931.html\">Older Children to Start School Later to Find Out If It Suits Their Biological Clocks\u003c/a> \u003c/strong>\u003cbr>\nThe circadian rhythm determines a person’s sleep patterns every 24 hours and it seems that a person’s circadian rhythm varies on their age, therefore school starting earlier interferes with older students’ sleeping pattern.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.theatlantic.com/education/archive/2015/08/why-school-should-start-later/401489/\">Why School Should Start Later in the Morning\u003c/a>\u003c/strong>\u003cbr>\nSleep deprivation caused by early starts at school is a factor of obesity, depression, and a lower quality of life.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/19/how-much-sleep-is-just-right-for-cognitive-function/\">How Much Sleep is Just Right for Cognitive Function\u003c/a> \u003c/strong>\u003cbr>\nAsapSCIENCE shows how our brains function after sleeping a night of 4 hours, 6 hours and 8 hours.\u003c/p>\n\u003cp>\u003cstrong>[VIDEO] \u003ca href=\"http://www.huffingtonpost.com/2015/02/08/sleepless-in-america-school-start-time_n_6633424.html\">The Science-Backed Reason Schools Should Start Later\u003c/a>\u003c/strong>\u003cbr>\nThis video talks about the consequences of sleep deprivation for adolescents and gives statistics on start times for schools.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by the following youth from the Science News Team within the California Academy of Sciences: \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Alex, Alvin, Avi, Darrah, Mathew, Maggie, Ori, and Sophie \u003c/em>\u003c/p>\n\n",
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"description": "Should school start later? In October 2014, the American Academy of Pediatrics (AAP) issued a policy statement suggesting that school districts consider starting school after 8:30am. Currently, some schools start as early as 7am. With the option of a 0 period, or an optional class before 1st period, it can be even earlier. One reason",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>Should school start later?\u003c/h2>\n\u003cp>In October 2014, the American Academy of Pediatrics (AAP) \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">issued a policy statement\u003c/a> suggesting that school districts consider starting school after 8:30am. Currently, some schools start as early as 7am. With the option of a 0 period, or an optional class before 1st period, it can be even earlier. One reason for this schedule is a consideration for parents’ work schedules, making it easy for parents to drive their kids to school. Many argue, however, that teenagers and adults do not function on the same sleep schedule. They say that students can find other ways to get to school: a small price to pay for getting enough sleep.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>Should the start time of schools be moved forward? In what ways could a later start benefit teenagers, but also cost them? How would an earlier start time affect students?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>The proposal to push back when first period begins comes from concerns that starting school too early negatively affects teenagers. Studies have shown that middle and high school students with adequate amounts of sleep, 8-10 hours, have better test scores. This subject has been debated heavily since schools began starting earlier and earlier.\u003c/p>\n\u003cp>The AAP study found that most teenagers need sufficient sleep to cope with busy lives filled with school, sports, and extracurricular activities. According to this research, the ideal amount of sleep for the average teenager falls between 8.5 and 9.5 hours a night, and teenagers who receive adequate sleep benefit from better physical and mental health, safety, and academic performance. It also revealed that puberty causes a “phase delay” in teenagers, which shifts the time that teenagers fall asleep back by two hours. Because of this, the average teenager is expected to fall asleep after 11pm and wake up around 8am.\u003c/p>\n\u003cp>When students do not get enough hours of sleep due to the phase delay and waking up early, it can have a long term impact on students’ health. A \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697.full.pdf+html\">National Sleep Foundation poll\u003c/a> reported that 28 percent of teenagers have fallen asleep in class at least once due to lack of sleep. Negative effects of sleep loss include impairments in mood, attention, memory, behavior and executive function. In addition, a lack of sleep may lead to an increase in caffeine use to counter the effects of drowsiness. Finally, this study found that sleep-deprived teens are at a higher risk of car accidents.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54670 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\" alt=\"sleeping-student-2-639x360\" width=\"639\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360-400x225.jpg 400w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/a>Many researchers agree that starting the school day later might be beneficial to young people. \u003ca href=\"http://www.mrsgonzalez.com/Shop%20Week%20February%2013%20-%20Three%20Reading%20Selections.pdf\">Lawrence Epstein\u003c/a>, a medical director of Sleep Health Centers in Brighton, Massachusetts and an instructor of medicine at Harvard Medical School, believes that “adequate sleep is essential to feeling awake and alert, maintaining good health, and working at peak performance.” Starting later can allow youth to get the necessary amount of sleep, which is due to the natural late-to-bed and late-to-rise biology of teenagers. According to the American Academy of Sleep Medicine, “Students with symptoms of sleep disorders are more likely to receive poor grades in classes such as math, reading and writing than peers without symptoms of sleep disorders.” Getting enough sleep might lead to a decreased risk of car accidents, less depression and obesity, the prevention of illnesses like colds and flus that adversely affect academic performance, and generally improved mental ability. Although students can get more sleep by simply going to bed earlier, many need this time to finish homework. With a later school start time, students can have both: adequate time to prepare for the next day and a sufficient amount of sleep.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On the other hand, there are some disadvantages to a later school day. Schools starting later would require schools to also end later. This would cut into extracurricular activities and sports that are an important part of many teens’ lives. Balancing practices and games with homework might become a lot harder to juggle. Many teens also have to work after school to support their families, which would become very difficult with the later school times. In addition, many teenagers might go to sleep later at night if they don’t have to get up as early, which would negate the value of the later school start time. Some argue that early school start times are beneficial because they prepare young people to get up early, like they will have to do in the work force. Another argument against a later school time states that it is an inconvenience for families since many parents take kids to school on their way to work. According to NPR’s program \u003ca href=\"http://www.wnyc.org/story/284604-why-so-few-walk-or-bike-to-school/\">All Things Considered\u003c/a>, almost 50 percent of Americans kids walked or biked to school in 1969 but today the figure is only 13 percent. This data would imply that more parents might need school start times to align with their work schedules in order to transport their children to and from school.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn more…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>[AUDIO] \u003ca href=\"http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=430354779&m=430633650\">High Schoolers and Snooze Buttons: A Public Health Crisis\u003c/a> \u003c/strong>\u003cbr>\nThis report describes new findings from health researchers about the consequences of schools having early start times.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.independent.co.uk/news/education/education-news/older-children-to-start-school-later-to-find-out-if-it-suits-their-biological-clocks-10491931.html\">Older Children to Start School Later to Find Out If It Suits Their Biological Clocks\u003c/a> \u003c/strong>\u003cbr>\nThe circadian rhythm determines a person’s sleep patterns every 24 hours and it seems that a person’s circadian rhythm varies on their age, therefore school starting earlier interferes with older students’ sleeping pattern.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.theatlantic.com/education/archive/2015/08/why-school-should-start-later/401489/\">Why School Should Start Later in the Morning\u003c/a>\u003c/strong>\u003cbr>\nSleep deprivation caused by early starts at school is a factor of obesity, depression, and a lower quality of life.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/19/how-much-sleep-is-just-right-for-cognitive-function/\">How Much Sleep is Just Right for Cognitive Function\u003c/a> \u003c/strong>\u003cbr>\nAsapSCIENCE shows how our brains function after sleeping a night of 4 hours, 6 hours and 8 hours.\u003c/p>\n\u003cp>\u003cstrong>[VIDEO] \u003ca href=\"http://www.huffingtonpost.com/2015/02/08/sleepless-in-america-school-start-time_n_6633424.html\">The Science-Backed Reason Schools Should Start Later\u003c/a>\u003c/strong>\u003cbr>\nThis video talks about the consequences of sleep deprivation for adolescents and gives statistics on start times for schools.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by the following youth from the Science News Team within the California Academy of Sciences: \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Should Athletes Use Their Public Platform to Make Political Statements?",
"headTitle": "Should Athletes Use Their Public Platform to Make Political Statements? | KQED",
"content": "\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">San Francisco 49ers quarterback Colin Kaepernick \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/early-lead/wp/2016/08/27/colin-kaepernick-refuses-to-stand-for-national-anthem-to-protest-police-killings/\">\u003cspan style=\"font-weight: 400\">made headlines \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">this weekend for not standing during the national anthem at Friday’s pre-season game. When asked about his decision he said, \u003c/span>\u003cspan style=\"font-weight: 400\">“I am not going to stand up to show pride in a flag for a country that oppresses black people and people of color.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kaepernick is not the only athlete to call attention to social issues in 2016.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">In July, players from three WNBA teams \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/early-lead/wp/2016/07/22/wnba-players-refuse-to-talk-basketball-in-protest-of-fines-for-black-warmup-shirts/\">\u003cspan style=\"font-weight: 400\">defied the league’s dress code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by wearing black warm up shirts to call attention to police involved shootings in their states. The league initially fined the players and their teams for violating the dress code, but eventually dismissed the charges.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">At the Olympic games in Rio de Janeiro, \u003c/span>\u003ca href=\"http://www.cnn.com/2016/08/21/world/rio-olympics-ethiopian-marathoner/\">\u003cspan style=\"font-weight: 400\">Ethiopian runner \u003c/span>\u003cspan style=\"font-weight: 400\">Feyisa Lilesa\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> crossed his arms at the marathon finish line in protest of the persecution faced by the Omoro people of his home country.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Then there are these \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/early-lead/wp/2016/08/27/colin-kaepernick-refuses-to-stand-for-national-anthem-to-protest-police-killings/\">\u003cspan style=\"font-weight: 400\">seven times that athletes spoke out about race and racism in America.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Scroll to the bottom of the article to view the video.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>[UPDATE]\u003c/strong>\u003c/p>\n\u003cp>Since Kaepernick’s protest, other athletes have been inspired by his actions, and have joined in solidarity.\u003c/p>\n\u003cul>\n\u003cli>Megan Rapinoe, professional soccer player for the U.S. Women’s National Team and the Seattle Reign,\u003ca href=\"http://americansoccernow.com/articles/megan-rapinoe-kneels-for-anthem-at-nwsl-match\"> kneeled during the national anthem at a recent home game.\u003c/a>\u003c/li>\n\u003cli>The entire Seattle Seahawks team has \u003ca href=\"http://usuncut.com/resistance/entire-seattle-seahawks-roster-will-protest-national-anthem-sunda/\">committed to protesting the national anthem\u003c/a> during their home opener on September 11.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the flip side, some feel that politics and sports should stay separate. Others felt disrespected by Kaepernick’s decision not to stand.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ci>\u003cspan style=\"font-weight: 400\">Greta Van Susteren of Fox News says that\u003c/span>\u003c/i>\u003ca href=\"http://www.foxnews.com/on-air/on-the-record/2014/12/02/greta-lets-leave-political-agendas-out-football\">\u003ci>\u003cspan style=\"font-weight: 400\"> political statements made at sporting events ruin the game\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Former teammate\u003c/span>\u003ca href=\"http://www.usatoday.com/story/sports/nfl/vikings/2016/08/28/alex-boone-rips-colin-kaepernick-national-anthem-49ers/89514450/\">\u003cspan style=\"font-weight: 400\"> Alex Boone was “upset and disappointed”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kaepernick’s actions.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>What do you think? Should athletes use their platform to bring awareness to social issues, or should they focus on playing their sport?\u003c/em>\u003c/p>\n\u003ch3>\u003cstrong>Respond in the comments below or on Twitter using the hashtag #DoNowKaepernick. Follow the trending Twitter hashtag \u003ca class=\"twitter-hashtag pretty-link js-nav\" href=\"https://twitter.com/hashtag/Kaepernick?src=hash\">\u003cs>#\u003c/s>Kaepernick\u003c/a> to see what others have to say.\u003c/strong>\u003c/h3>\n\u003chr>\n\u003ch2>\u003cstrong>\u003cem>Also, this…\u003c/em>\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2014/02/14/politics-at-olympics/\">\u003cspan style=\"font-weight: 400\">Political Tension at the Olympics: A History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> [The Lowdown, KQED]\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.theatlantic.com/news/archive/2016/07/when-athletes-take-political-stands/490967/\">\u003cspan style=\"font-weight: 400\">When Athletes Take Political Stands\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> [The Atlantic]\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.rollingstone.com/sports/colin-kaepernicks-national-anthem-protest-w436704\">\u003cspan style=\"font-weight: 400\">What Colin Kaepernick’s National Anthem Protest Tells Us About America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> [Rolling Stone]\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">San Francisco 49ers quarterback Colin Kaepernick \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/early-lead/wp/2016/08/27/colin-kaepernick-refuses-to-stand-for-national-anthem-to-protest-police-killings/\">\u003cspan style=\"font-weight: 400\">made headlines \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">this weekend for not standing during the national anthem at Friday’s pre-season game. When asked about his decision he said, \u003c/span>\u003cspan style=\"font-weight: 400\">“I am not going to stand up to show pride in a flag for a country that oppresses black people and people of color.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kaepernick is not the only athlete to call attention to social issues in 2016.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">In July, players from three WNBA teams \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/early-lead/wp/2016/07/22/wnba-players-refuse-to-talk-basketball-in-protest-of-fines-for-black-warmup-shirts/\">\u003cspan style=\"font-weight: 400\">defied the league’s dress code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by wearing black warm up shirts to call attention to police involved shootings in their states. The league initially fined the players and their teams for violating the dress code, but eventually dismissed the charges.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">At the Olympic games in Rio de Janeiro, \u003c/span>\u003ca href=\"http://www.cnn.com/2016/08/21/world/rio-olympics-ethiopian-marathoner/\">\u003cspan style=\"font-weight: 400\">Ethiopian runner \u003c/span>\u003cspan style=\"font-weight: 400\">Feyisa Lilesa\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> crossed his arms at the marathon finish line in protest of the persecution faced by the Omoro people of his home country.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Then there are these \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/early-lead/wp/2016/08/27/colin-kaepernick-refuses-to-stand-for-national-anthem-to-protest-police-killings/\">\u003cspan style=\"font-weight: 400\">seven times that athletes spoke out about race and racism in America.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Scroll to the bottom of the article to view the video.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>[UPDATE]\u003c/strong>\u003c/p>\n\u003cp>Since Kaepernick’s protest, other athletes have been inspired by his actions, and have joined in solidarity.\u003c/p>\n\u003cul>\n\u003cli>Megan Rapinoe, professional soccer player for the U.S. Women’s National Team and the Seattle Reign,\u003ca href=\"http://americansoccernow.com/articles/megan-rapinoe-kneels-for-anthem-at-nwsl-match\"> kneeled during the national anthem at a recent home game.\u003c/a>\u003c/li>\n\u003cli>The entire Seattle Seahawks team has \u003ca href=\"http://usuncut.com/resistance/entire-seattle-seahawks-roster-will-protest-national-anthem-sunda/\">committed to protesting the national anthem\u003c/a> during their home opener on September 11.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the flip side, some feel that politics and sports should stay separate. Others felt disrespected by Kaepernick’s decision not to stand.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ci>\u003cspan style=\"font-weight: 400\">Greta Van Susteren of Fox News says that\u003c/span>\u003c/i>\u003ca href=\"http://www.foxnews.com/on-air/on-the-record/2014/12/02/greta-lets-leave-political-agendas-out-football\">\u003ci>\u003cspan style=\"font-weight: 400\"> political statements made at sporting events ruin the game\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Former teammate\u003c/span>\u003ca href=\"http://www.usatoday.com/story/sports/nfl/vikings/2016/08/28/alex-boone-rips-colin-kaepernick-national-anthem-49ers/89514450/\">\u003cspan style=\"font-weight: 400\"> Alex Boone was “upset and disappointed”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kaepernick’s actions.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>What do you think? Should athletes use their platform to bring awareness to social issues, or should they focus on playing their sport?\u003c/em>\u003c/p>\n\u003ch3>\u003cstrong>Respond in the comments below or on Twitter using the hashtag #DoNowKaepernick. Follow the trending Twitter hashtag \u003ca class=\"twitter-hashtag pretty-link js-nav\" href=\"https://twitter.com/hashtag/Kaepernick?src=hash\">\u003cs>#\u003c/s>Kaepernick\u003c/a> to see what others have to say.\u003c/strong>\u003c/h3>\n\u003chr>\n\u003ch2>\u003cstrong>\u003cem>Also, this…\u003c/em>\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2014/02/14/politics-at-olympics/\">\u003cspan style=\"font-weight: 400\">Political Tension at the Olympics: A History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> [The Lowdown, KQED]\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.theatlantic.com/news/archive/2016/07/when-athletes-take-political-stands/490967/\">\u003cspan style=\"font-weight: 400\">When Athletes Take Political Stands\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> [The Atlantic]\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.rollingstone.com/sports/colin-kaepernicks-national-anthem-protest-w436704\">\u003cspan style=\"font-weight: 400\">What Colin Kaepernick’s National Anthem Protest Tells Us About America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> [Rolling Stone]\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/175848336″]\u003c/p>\n\u003cp>\u003cstrong>Featured media resource: \u003ca href=\"https://youthradio.org/news/article/making-lunch-local-for-california-kids/\">Making Lunch Local for California Kids\u003c/a> (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>California public schools serve 560 million lunches a year. In a place that also grows a lot of this country’s food, it makes sense that California kids would eat California meals. That’s the idea behind a new school lunch plan that rolled out in late October called California Thursdays. Fifteen districts across the state have partnered with the program, including the biggest, like Los Angeles and San Diego. Youth Radio reporter Maya Escobar samples one of the new California Thursday recipes, and goes over the benefits and challenges involved in overhauling school lunch.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How can schools make lunches more appealing to teens? Are teens willing to eat healthier, locally-sourced school lunches? Why do you think some pushes for healthier and more environmentally sustainable school lunch have failed? Share a picture of what you like to eat for lunch and explain why. \u003cstrong>#DoNowLunch\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowLunch\u003c/em>\u003ci> \u003c/i>in your posts.\u003c/strong>\u003c/p>\n\u003cp>Go here for\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\u003ch2>\u003cstrong>Learn More about School Lunches\u003c/strong>\u003c/h2>\n\u003cp>School lunchrooms are sometimes called the biggest restaurant chain in America, and in districts across the country, there’s a push for healthier, locally sourced ingredients. Given the fact that \u003ca href=\"http://www.cdc.gov/healthyyouth/obesity/facts.htm\">childhood obesity\u003c/a> has more than doubled in children and quadrupled in adolescents in the past 30 years, revamping school lunch menus sounds like a really good idea. But in practice, improving school lunch is harder than it sounds.\u003c/p>\n\u003cfigure id=\"attachment_14913\" class=\"wp-caption alignleft\" style=\"max-width: 347px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14913\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\" alt=\"U.S. Department of Agriculture\" width=\"347\" height=\"195\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch-400x225.jpg 400w\" sizes=\"(max-width: 347px) 100vw, 347px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">U.S. Department of Agriculture\u003c/figcaption>\u003c/figure>\n\u003cp>The first issue is cost. School lunch is bound by federal requirements and a strict budget. And local, sustainably grown ingredients often cost more than standard school lunch fare. Some districts have dealt with increased food prices by serving more vegetarian meals. Others have limited their special menus to just a few times a month, rather than every day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second issue is choice. In some \u003ca href=\"http://www.washingtonpost.com/politics/michelle-obamas-school-lunch-agenda-faces-backlash-from-some-school-nutrition-officials/2014/05/29/6a8e4af6-e744-11e3-afc6-a1dd9407abcf_story.html\">school districts\u003c/a>, healthier lunch options haven’t gone over so well. For example, Michelle Obama’s school lunch agenda faced backlash from many school districts, students, and some politicians who resisted the federal government’s intervention around decisions around what schools offer their students for lunch, pushing her to defend the policy to Congress.\u003c/p>\n\u003cp>In 2011, the \u003ca href=\"http://articles.latimes.com/2011/dec/17/local/la-me-food-lausd-20111218\">Los Angeles Times\u003c/a> reported that LA Unified School District, the second biggest in the country, launched a healthier food initiative. The district nixed chocolate and strawberry milk and foods high in fat and sodium, like chicken nuggets and corn dogs. Instead, they served healthier alternatives like vegetarian curries, tamales, and quinoa. While nutritionists praised the changes, local students were not so pleased. School lunch participation in the district dropped by the thousands, and school administrators said many students were simply throwing away their milk and entrees. In the end, the districts ended up cutting many of the new menu items and bringing back old student favorites, such as hamburgers and pizza (though reportedly swapping in whole wheat crusts).\u003c/p>\n\u003cp>This past month, LAUSD was one of fifteen districts across California to participate in a new initiative called “California Thursdays.” One day per week, schools in these districts will aim to serve local and, if possible, sustainable ingredients. The program is just getting started, but food service officials seem hopeful that it will be a boon — for local economies and local students alike.\u003c/p>\n\u003cp>In Oakland, one of the participating districts, 17-year-old Ayana Edgerly is a fan. “The food is way better in the cafeteria on Thursdays,” she says.\u003c/p>\n\u003chr>\n\u003ch3> \u003cstrong>More Resources\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.pbs.org/newshour/bb/california-school-district-rewrites-menu-student-lunches/\">California School District Rewrites Menu For School Lunch\u003c/a> (PBS NewsHour)\u003c/strong>\u003cbr>\nFor children across the country, returning to school means eating mass-produced lunches. But Oakland, California, is implementing an ambitious plan to transform their lunch program to provide healthier, locally-sourced food. Jake Schoneker and his student journalists at Media Enterprise Alliance report the story as part of The PBS Student Reporting Labs Network.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youthradio.org/news/article/youth-radio-podcast-consumer-appropriation/\">Kids Create Parody Video To Protest School Lunch”\u003c/a> (Time)\u003c/strong>\u003cbr>\nWritten by an English teacher in Kansas and performed by high school students, this musical parody video protest of lower calorie school lunches went viral in 2012. The song, called “We are Hungry,” features lyrics such as: \u003cem>Give me some seconds/ I, I need to get some food today/ My friends are at the corner store/ Getting junk so they don’t waste away.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.theatlantic.com/health/archive/2014/10/beef-loving-nebraskan-kids-now-eat-veggie-burgers/381633/\">Inside The New School Lunch\u003c/a> (The Atlantic)\u003c/strong>\u003cbr>\n“The School Nutrition Association, the school food vendors’ lobby, says student participation in the school lunch program has plummeted, and that schools are reporting devastating declines in lunch revenue. Perhaps most importantly, studies found that kids, though forced to take the fruit in line, were throwing them away without taking a single bite. But not, apparently, in Lincoln, Nebraska. The Lincoln public school system has gone above and beyond the legal requirements, dishing out a daily vegetable smorgasbord.”\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://www.letsmove.gov/\">Let’s Move!\u003c/a>\u003c/strong>\u003cbr>\nLet’s Move! is an initiative, launched by First Lady Michelle Obama, “aimed at solving the challenge of childhood obesity within a generation, so that children born today will grow up healthier and able to pursue their dreams.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> This KQED Do Now segment was produced in collaboration with Youth Radio, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio. \u003c/em>\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='undefined' height='undefined'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/175848336″&visual=true&undefined'\n title='”https://api.soundcloud.com/tracks/175848336″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Featured media resource: \u003ca href=\"https://youthradio.org/news/article/making-lunch-local-for-california-kids/\">Making Lunch Local for California Kids\u003c/a> (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>California public schools serve 560 million lunches a year. In a place that also grows a lot of this country’s food, it makes sense that California kids would eat California meals. That’s the idea behind a new school lunch plan that rolled out in late October called California Thursdays. Fifteen districts across the state have partnered with the program, including the biggest, like Los Angeles and San Diego. Youth Radio reporter Maya Escobar samples one of the new California Thursday recipes, and goes over the benefits and challenges involved in overhauling school lunch.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How can schools make lunches more appealing to teens? Are teens willing to eat healthier, locally-sourced school lunches? Why do you think some pushes for healthier and more environmentally sustainable school lunch have failed? Share a picture of what you like to eat for lunch and explain why. \u003cstrong>#DoNowLunch\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowLunch\u003c/em>\u003ci> \u003c/i>in your posts.\u003c/strong>\u003c/p>\n\u003cp>Go here for\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\u003ch2>\u003cstrong>Learn More about School Lunches\u003c/strong>\u003c/h2>\n\u003cp>School lunchrooms are sometimes called the biggest restaurant chain in America, and in districts across the country, there’s a push for healthier, locally sourced ingredients. Given the fact that \u003ca href=\"http://www.cdc.gov/healthyyouth/obesity/facts.htm\">childhood obesity\u003c/a> has more than doubled in children and quadrupled in adolescents in the past 30 years, revamping school lunch menus sounds like a really good idea. But in practice, improving school lunch is harder than it sounds.\u003c/p>\n\u003cfigure id=\"attachment_14913\" class=\"wp-caption alignleft\" style=\"max-width: 347px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14913\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\" alt=\"U.S. Department of Agriculture\" width=\"347\" height=\"195\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch-400x225.jpg 400w\" sizes=\"(max-width: 347px) 100vw, 347px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">U.S. Department of Agriculture\u003c/figcaption>\u003c/figure>\n\u003cp>The first issue is cost. School lunch is bound by federal requirements and a strict budget. And local, sustainably grown ingredients often cost more than standard school lunch fare. Some districts have dealt with increased food prices by serving more vegetarian meals. Others have limited their special menus to just a few times a month, rather than every day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second issue is choice. In some \u003ca href=\"http://www.washingtonpost.com/politics/michelle-obamas-school-lunch-agenda-faces-backlash-from-some-school-nutrition-officials/2014/05/29/6a8e4af6-e744-11e3-afc6-a1dd9407abcf_story.html\">school districts\u003c/a>, healthier lunch options haven’t gone over so well. For example, Michelle Obama’s school lunch agenda faced backlash from many school districts, students, and some politicians who resisted the federal government’s intervention around decisions around what schools offer their students for lunch, pushing her to defend the policy to Congress.\u003c/p>\n\u003cp>In 2011, the \u003ca href=\"http://articles.latimes.com/2011/dec/17/local/la-me-food-lausd-20111218\">Los Angeles Times\u003c/a> reported that LA Unified School District, the second biggest in the country, launched a healthier food initiative. The district nixed chocolate and strawberry milk and foods high in fat and sodium, like chicken nuggets and corn dogs. Instead, they served healthier alternatives like vegetarian curries, tamales, and quinoa. While nutritionists praised the changes, local students were not so pleased. School lunch participation in the district dropped by the thousands, and school administrators said many students were simply throwing away their milk and entrees. In the end, the districts ended up cutting many of the new menu items and bringing back old student favorites, such as hamburgers and pizza (though reportedly swapping in whole wheat crusts).\u003c/p>\n\u003cp>This past month, LAUSD was one of fifteen districts across California to participate in a new initiative called “California Thursdays.” One day per week, schools in these districts will aim to serve local and, if possible, sustainable ingredients. The program is just getting started, but food service officials seem hopeful that it will be a boon — for local economies and local students alike.\u003c/p>\n\u003cp>In Oakland, one of the participating districts, 17-year-old Ayana Edgerly is a fan. “The food is way better in the cafeteria on Thursdays,” she says.\u003c/p>\n\u003chr>\n\u003ch3> \u003cstrong>More Resources\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.pbs.org/newshour/bb/california-school-district-rewrites-menu-student-lunches/\">California School District Rewrites Menu For School Lunch\u003c/a> (PBS NewsHour)\u003c/strong>\u003cbr>\nFor children across the country, returning to school means eating mass-produced lunches. But Oakland, California, is implementing an ambitious plan to transform their lunch program to provide healthier, locally-sourced food. Jake Schoneker and his student journalists at Media Enterprise Alliance report the story as part of The PBS Student Reporting Labs Network.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youthradio.org/news/article/youth-radio-podcast-consumer-appropriation/\">Kids Create Parody Video To Protest School Lunch”\u003c/a> (Time)\u003c/strong>\u003cbr>\nWritten by an English teacher in Kansas and performed by high school students, this musical parody video protest of lower calorie school lunches went viral in 2012. The song, called “We are Hungry,” features lyrics such as: \u003cem>Give me some seconds/ I, I need to get some food today/ My friends are at the corner store/ Getting junk so they don’t waste away.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.theatlantic.com/health/archive/2014/10/beef-loving-nebraskan-kids-now-eat-veggie-burgers/381633/\">Inside The New School Lunch\u003c/a> (The Atlantic)\u003c/strong>\u003cbr>\n“The School Nutrition Association, the school food vendors’ lobby, says student participation in the school lunch program has plummeted, and that schools are reporting devastating declines in lunch revenue. Perhaps most importantly, studies found that kids, though forced to take the fruit in line, were throwing them away without taking a single bite. But not, apparently, in Lincoln, Nebraska. The Lincoln public school system has gone above and beyond the legal requirements, dishing out a daily vegetable smorgasbord.”\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://www.letsmove.gov/\">Let’s Move!\u003c/a>\u003c/strong>\u003cbr>\nLet’s Move! is an initiative, launched by First Lady Michelle Obama, “aimed at solving the challenge of childhood obesity within a generation, so that children born today will grow up healthier and able to pursue their dreams.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> This KQED Do Now segment was produced in collaboration with Youth Radio, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio. \u003c/em>\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>https://www.youtube.com/watch?v=Z0XrARfLfuk\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use the research to start a classroom conversation around the prompt:\u003c/p>\n\u003cp>\u003cem>What are the challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003ch2>\u003c/h2>\n\u003cp>About three billion people, particularly in developing regions of Africa, Latin America and Asia, use open fires to cook and heat their homes. The fuels used in these fires–wood, charcoal, plant matter and animal dung–create smoke and harmful air pollution (carbon monoxide, \u003ca href=\"http://www.epa.gov/blackcarbon/basic.html\" target=\"_blank\" rel=\"noopener noreferrer\">black carbon \u003c/a> and other particulates). This pollution can lead to lung cancer, stroke, and other heart and lung diseases, such as bronchitis, pneumonia, emphysema and ischaemic heart disease (reduced blood supply to the heart). In 2012, according to the \u003ca href=\"http://www.who.int/phe/health_topics/outdoorair/databases/HAP_BoD_results_March2014.pdf?ua=1\" target=\"_blank\" rel=\"noopener noreferrer\">World Health Organization\u003c/a> (WHO), 4.3 million people died from the diseases described above as a result of exposure to indoor air pollution. Some emissions from these fires, like black carbon and carbon dioxide, also contribute to global climate change.\u003c/p>\n\u003cp>Governments, humanitarian groups and other organizations, both in these regions and across the world, are trying to address this problem. One strategy is to provide cleaner burning fuels, like ethanol, propane and kerosene, to populations that rely on solid fuel fires for cooking and heating. Another strategy is to provide cookstoves that burn solid fuel more efficiently, which would reduce the amount of fuel used and, therefore, the amount of smoke produced. Both of these options are being implemented in different places throughout the world with varying degrees of success. \u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2039004\" target=\"_blank\" rel=\"noopener noreferrer\">One study \u003c/a> conducted by researchers at Harvard University and Massachusetts Institute of Technology found that in Orissa, India households with more efficient stoves often used them in conjunction with their old stoves, and use of the improved stoves deteriorated over time as households did not properly use and maintain the stoves or invest the time and money to fix them. As a result, the health and air quality benefits of the more efficient stoves lessened after the first year of use.\u003c/p>\n\u003cp>In an effort to try to address some of the challenges associated with implementing improved cookstoves and cleaner fuels, the United Nations Foundation is leading an initiative called the \u003ca href=\"http://cleancookstoves.org/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Global Alliance for Clean Cookstoves \u003c/a> with the goal to “foster the adoption of clean cookstoves and fuels in 100 million households by 2020.” The Alliance has identified \u003ca href=\"http://http://carbonfinanceforcookstoves.org/about-cookstoves/introduction/\">several issues\u003c/a> that make adoption of clean cookstoves challenging. Some of those issues include cost of a new stove, diverse needs of consumers (different cultures cook differently and need stoves that reflect those differences) and lack of knowledge from end users about the health risks associated with traditional cooking methods. The Alliance is conducting studies and supporting efforts to come up with strategies to address some of these challenges.\u003c/p>\n\u003cp>What do you think are some challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…..\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>E-BOOK: \u003ca href=\"http://kqed.woop.ie/\">Engineering Is Saving the World with Cookstoves\u003c/a> (KQED)\u003c/strong>\u003cbr>\nA team of engineers at Lawrence Berkeley National Laboratory, using a user-centered design approach, has developed a more efficient cookstove that is successfully being used in Darfur. The team is currently working on designing a new stove that will reduce particulate emissions in smoke by 90%.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=cNcbT72-WbY\">Clean Cookstoves and Fuel: A Global Perspective\u003c/a> (Global Alliance for Clean Cookstoves)\u003c/strong>\u003cbr>\nThis public service announcement, produced by the Global Alliance for Clean Cookstoves, summarizes the problem of indoor air pollution and possible solutions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO:\u003ca href=\"http://www.ideo.org/projects/a-human-centered-approach-to-cookstoves/completed\"> A Human Centered Approach to Cookstoves\u003c/a> (IDEO)\u003c/strong>\u003cbr>\nThis video explains how IDEO studied the habits and needs of women in Tanzania that cook food for their families. This research can help inform how new designs for cookstoves can improve the cooking experience of the end users.\u003c/p>\n\u003chr>\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/Z0XrARfLfuk'\n title='//www.youtube.com/embed/Z0XrARfLfuk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use the research to start a classroom conversation around the prompt:\u003c/p>\n\u003cp>\u003cem>What are the challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003ch2>\u003c/h2>\n\u003cp>About three billion people, particularly in developing regions of Africa, Latin America and Asia, use open fires to cook and heat their homes. The fuels used in these fires–wood, charcoal, plant matter and animal dung–create smoke and harmful air pollution (carbon monoxide, \u003ca href=\"http://www.epa.gov/blackcarbon/basic.html\" target=\"_blank\" rel=\"noopener noreferrer\">black carbon \u003c/a> and other particulates). This pollution can lead to lung cancer, stroke, and other heart and lung diseases, such as bronchitis, pneumonia, emphysema and ischaemic heart disease (reduced blood supply to the heart). In 2012, according to the \u003ca href=\"http://www.who.int/phe/health_topics/outdoorair/databases/HAP_BoD_results_March2014.pdf?ua=1\" target=\"_blank\" rel=\"noopener noreferrer\">World Health Organization\u003c/a> (WHO), 4.3 million people died from the diseases described above as a result of exposure to indoor air pollution. Some emissions from these fires, like black carbon and carbon dioxide, also contribute to global climate change.\u003c/p>\n\u003cp>Governments, humanitarian groups and other organizations, both in these regions and across the world, are trying to address this problem. One strategy is to provide cleaner burning fuels, like ethanol, propane and kerosene, to populations that rely on solid fuel fires for cooking and heating. Another strategy is to provide cookstoves that burn solid fuel more efficiently, which would reduce the amount of fuel used and, therefore, the amount of smoke produced. Both of these options are being implemented in different places throughout the world with varying degrees of success. \u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2039004\" target=\"_blank\" rel=\"noopener noreferrer\">One study \u003c/a> conducted by researchers at Harvard University and Massachusetts Institute of Technology found that in Orissa, India households with more efficient stoves often used them in conjunction with their old stoves, and use of the improved stoves deteriorated over time as households did not properly use and maintain the stoves or invest the time and money to fix them. As a result, the health and air quality benefits of the more efficient stoves lessened after the first year of use.\u003c/p>\n\u003cp>In an effort to try to address some of the challenges associated with implementing improved cookstoves and cleaner fuels, the United Nations Foundation is leading an initiative called the \u003ca href=\"http://cleancookstoves.org/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Global Alliance for Clean Cookstoves \u003c/a> with the goal to “foster the adoption of clean cookstoves and fuels in 100 million households by 2020.” The Alliance has identified \u003ca href=\"http://http://carbonfinanceforcookstoves.org/about-cookstoves/introduction/\">several issues\u003c/a> that make adoption of clean cookstoves challenging. Some of those issues include cost of a new stove, diverse needs of consumers (different cultures cook differently and need stoves that reflect those differences) and lack of knowledge from end users about the health risks associated with traditional cooking methods. The Alliance is conducting studies and supporting efforts to come up with strategies to address some of these challenges.\u003c/p>\n\u003cp>What do you think are some challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…..\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>E-BOOK: \u003ca href=\"http://kqed.woop.ie/\">Engineering Is Saving the World with Cookstoves\u003c/a> (KQED)\u003c/strong>\u003cbr>\nA team of engineers at Lawrence Berkeley National Laboratory, using a user-centered design approach, has developed a more efficient cookstove that is successfully being used in Darfur. The team is currently working on designing a new stove that will reduce particulate emissions in smoke by 90%.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=cNcbT72-WbY\">Clean Cookstoves and Fuel: A Global Perspective\u003c/a> (Global Alliance for Clean Cookstoves)\u003c/strong>\u003cbr>\nThis public service announcement, produced by the Global Alliance for Clean Cookstoves, summarizes the problem of indoor air pollution and possible solutions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO:\u003ca href=\"http://www.ideo.org/projects/a-human-centered-approach-to-cookstoves/completed\"> A Human Centered Approach to Cookstoves\u003c/a> (IDEO)\u003c/strong>\u003cbr>\nThis video explains how IDEO studied the habits and needs of women in Tanzania that cook food for their families. This research can help inform how new designs for cookstoves can improve the cooking experience of the end users.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"title": "How Much is Behavior Based on Nature Versus Nurture?",
"headTitle": "How Much is Behavior Based on Nature Versus Nurture? | 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>#DoNowNurture\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>To what extent should we take into account genetic pre-dispositions when evaluating and responding to other people’s actions?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves? Many remain polarized on how to factor genetics into our actions and reactions, or whether we should take them into account at \u003ca href=\"http://www.independent.co.uk/news/science/nature-nurture-or-neither-epigenetics-is-the-new-twist-in-an-ageold-argument-7808598.html\" target=\"_blank\" rel=\"noopener noreferrer\">all\u003c/a>. With opportunities to send off your saliva for \u003ca href=\"http://northernpublicradio.org/post/whole-genome-sequencing-here-stay-what-does-mean-genetic-privacy\" target=\"_blank\" rel=\"noopener noreferrer\">genome sequencing\u003c/a>, the option to consider genetics when preventing or reacting to behaviors is tempting. Certain courtrooms are beginning to accept defenses citing biomedical explanations about \u003ca href=\"http://www.npr.org/blogs/health/2012/08/17/158944525/would-judge-give-psychopath-with-genetic-defect-lighter-sentence\" target=\"_blank\" rel=\"noopener noreferrer\">aggression genes\u003c/a>, and even \u003ca href=\"http://www.nouvelles.umontreal.ca/udem-news/news/20140121-toddlers-aggression-is-strongly-associated-with-genetic-factors.html\" target=\"_blank\" rel=\"noopener noreferrer\">toddler tantrums\u003c/a> can be dealt with differently according to genetic findings. Do we need to consider genetics before judging or responding to somebody?\u003c/p>\n\u003cp>A recent \u003ca href=\"http://online.wsj.com/news/articles/SB10001424127887323527004579079132234671374\" target=\"_blank\" rel=\"noopener noreferrer\">article\u003c/a> from the Wall Street Journal states that environmental sensitivity is directly attributable to genetic factors. These scientists have categorized people into two general groups: the orchids, whose behaviors are much more susceptible to environmental factors, and the dandelions, who are relatively less affected by external factors. These differences in environmental sensitivity are due to variations in genes that regulate \u003ca href=\"http://www.psychologytoday.com/blog/mouse-man/200904/what-is-dopamine\" target=\"_blank\" rel=\"noopener noreferrer\">dopamine\u003c/a> production, such as DRD4. Those who produce less dopamine – the orchids – have a tendency to wilt under stringent and negative conditions and to flourish under stable and positive conditions.\u003c/p>\n\u003cp>According to the data, there was clear-cut evidence that the children with a DRD4 variant were more responsive (i.e. decreased aggression) when exposed to positive changes in parental treatment. This indicates that taking genetics into account can in fact promote better informed responses to behaviors. Yet some scientists question the validity of a genetic predisposition to environmental sensitivity, and others mention confounding factors such as natural variation in people’s genetics or upbringing, among a host of other influences. How much emphasis should we place on genetics when evaluating other’s actions, or responding to them?\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=\"640\" height=\"497\" frameborder=\"0\" scrolling=\"no\" marginheight=\"0\" marginwidth=\"0\" id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002686543&playerType=embed\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>New York Times video \u003ca href=\"http://www.nytimes.com/2014/02/04/science/to-study-aggression-a-fight-club-for-flies.html?_r=0\">To Study Aggression, a Fight Club for Flies\u003c/a>\u003c/strong>\u003cbr>\nA recent aggression study using fruit flies may be the start to a deeper understanding of genetic links to aggression and uncontrollable anger; although flies and humans are very different organisms, the study implicates there may be some parallel implications for mammals.\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>#DoNowNurture\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>NOVA video \u003ca href=\"http://www.pbs.org/wgbh/nova/tech/criminal-minds.html\">Criminal Minds: Born or Made?\u003c/a>\u003c/strong>\u003cbr>\nHow do genes, brain structure, and the environment interact to create criminals rather than rule-abiding citizens? NOVA explores recent science behind genetic predisposition to violence and aggression.\u003c/p>\n\u003cp>\u003cstrong>NPR Talk of the Nation audio\u003ca href=\"http://www.npr.org/2012/01/02/144583977/twins-data-reshaping-nature-versus-nurture-debate\">Twins Data Reshaping Nature Versus Nurture Debate\u003c/a>\u003c/strong>\u003cbr>\nListen as researcher Peter Miller of National Geographic Magazine explains new research regarding genetics’ role in the shaping of who we are, and the field of epigenetics through the lens of (seemingly) identical twins.\u003c/p>\n\u003cp>\u003cstrong>Metro article \u003ca href=\"http://metro.co.uk/2014/03/03/what-gives-us-our-personality-nature-takes-on-nurture-4342057/\" target=\"_blank\" rel=\"noopener noreferrer\">What Gives Us Our Personality? Nature Takes on Nurture\u003c/a>\u003c/strong>\u003cbr>\nThis article presents views from a child clinical psychologist and a neuroscientist on the link between genetic inheritance and personality.\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 noreferrer\">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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"excerpt": "Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves?",
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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>#DoNowNurture\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>To what extent should we take into account genetic pre-dispositions when evaluating and responding to other people’s actions?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves? Many remain polarized on how to factor genetics into our actions and reactions, or whether we should take them into account at \u003ca href=\"http://www.independent.co.uk/news/science/nature-nurture-or-neither-epigenetics-is-the-new-twist-in-an-ageold-argument-7808598.html\" target=\"_blank\" rel=\"noopener noreferrer\">all\u003c/a>. With opportunities to send off your saliva for \u003ca href=\"http://northernpublicradio.org/post/whole-genome-sequencing-here-stay-what-does-mean-genetic-privacy\" target=\"_blank\" rel=\"noopener noreferrer\">genome sequencing\u003c/a>, the option to consider genetics when preventing or reacting to behaviors is tempting. Certain courtrooms are beginning to accept defenses citing biomedical explanations about \u003ca href=\"http://www.npr.org/blogs/health/2012/08/17/158944525/would-judge-give-psychopath-with-genetic-defect-lighter-sentence\" target=\"_blank\" rel=\"noopener noreferrer\">aggression genes\u003c/a>, and even \u003ca href=\"http://www.nouvelles.umontreal.ca/udem-news/news/20140121-toddlers-aggression-is-strongly-associated-with-genetic-factors.html\" target=\"_blank\" rel=\"noopener noreferrer\">toddler tantrums\u003c/a> can be dealt with differently according to genetic findings. Do we need to consider genetics before judging or responding to somebody?\u003c/p>\n\u003cp>A recent \u003ca href=\"http://online.wsj.com/news/articles/SB10001424127887323527004579079132234671374\" target=\"_blank\" rel=\"noopener noreferrer\">article\u003c/a> from the Wall Street Journal states that environmental sensitivity is directly attributable to genetic factors. These scientists have categorized people into two general groups: the orchids, whose behaviors are much more susceptible to environmental factors, and the dandelions, who are relatively less affected by external factors. These differences in environmental sensitivity are due to variations in genes that regulate \u003ca href=\"http://www.psychologytoday.com/blog/mouse-man/200904/what-is-dopamine\" target=\"_blank\" rel=\"noopener noreferrer\">dopamine\u003c/a> production, such as DRD4. Those who produce less dopamine – the orchids – have a tendency to wilt under stringent and negative conditions and to flourish under stable and positive conditions.\u003c/p>\n\u003cp>According to the data, there was clear-cut evidence that the children with a DRD4 variant were more responsive (i.e. decreased aggression) when exposed to positive changes in parental treatment. This indicates that taking genetics into account can in fact promote better informed responses to behaviors. Yet some scientists question the validity of a genetic predisposition to environmental sensitivity, and others mention confounding factors such as natural variation in people’s genetics or upbringing, among a host of other influences. How much emphasis should we place on genetics when evaluating other’s actions, or responding to them?\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=\"640\" height=\"497\" frameborder=\"0\" scrolling=\"no\" marginheight=\"0\" marginwidth=\"0\" id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002686543&playerType=embed\" 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>New York Times video \u003ca href=\"http://www.nytimes.com/2014/02/04/science/to-study-aggression-a-fight-club-for-flies.html?_r=0\">To Study Aggression, a Fight Club for Flies\u003c/a>\u003c/strong>\u003cbr>\nA recent aggression study using fruit flies may be the start to a deeper understanding of genetic links to aggression and uncontrollable anger; although flies and humans are very different organisms, the study implicates there may be some parallel implications for mammals.\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>#DoNowNurture\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>NOVA video \u003ca href=\"http://www.pbs.org/wgbh/nova/tech/criminal-minds.html\">Criminal Minds: Born or Made?\u003c/a>\u003c/strong>\u003cbr>\nHow do genes, brain structure, and the environment interact to create criminals rather than rule-abiding citizens? NOVA explores recent science behind genetic predisposition to violence and aggression.\u003c/p>\n\u003cp>\u003cstrong>NPR Talk of the Nation audio\u003ca href=\"http://www.npr.org/2012/01/02/144583977/twins-data-reshaping-nature-versus-nurture-debate\">Twins Data Reshaping Nature Versus Nurture Debate\u003c/a>\u003c/strong>\u003cbr>\nListen as researcher Peter Miller of National Geographic Magazine explains new research regarding genetics’ role in the shaping of who we are, and the field of epigenetics through the lens of (seemingly) identical twins.\u003c/p>\n\u003cp>\u003cstrong>Metro article \u003ca href=\"http://metro.co.uk/2014/03/03/what-gives-us-our-personality-nature-takes-on-nurture-4342057/\" target=\"_blank\" rel=\"noopener noreferrer\">What Gives Us Our Personality? Nature Takes on Nurture\u003c/a>\u003c/strong>\u003cbr>\nThis article presents views from a child clinical psychologist and a neuroscientist on the link between genetic inheritance and personality.\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 noreferrer\">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\u003c/div>\u003c/p>",
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"title": "What Role Can Art Play in Creating Social Change?",
"headTitle": "What Role Can Art Play in Creating Social Change? | KQED",
"content": "\u003cp>\u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=b_qXCcgwAn8\">Featured Media Resource: [VIDEO] “Women Dancers Redefine Oakland’s Street Dancing Scene\u003c/a>” (KQED Arts)\u003c/strong>\u003cbr>\n\u003cem>Mix’d Ingrdnts is an Oakland-based, all-women dance company that aims to redefine options for women in the street dance genre.\u003c/em>\u003c/p>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What role can art play in changing culture and society? Share an example of an artist who has impacted your own cultural perceptions. \u003c/span>\u003cstrong>\u003ci>#DoNowArt4Change\u003c/i>\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 #DoNowArt4Change\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>\u003cstrong>Learn More About the Art and Social Change\u003c/strong>\u003c/h2>\n\u003cp>Artists have often played a key role in social movements in the United States, addressing issues ranging from immigration to sexism to gun violence. Through their expressive talents, artists can challenge cultural narratives, shift imagery and inspire emotions in a way that traditional political methods alone rarely do. In a 2013 essay entitled \u003ca href=\"http://creativetimereports.org/2013/04/01/change-the-culture-change-the-world/\">\u003cspan style=\"font-weight: 400\">“Change the Culture, Change the World,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> artist \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cspan style=\"font-weight: 400\">Favianna Rodriguez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> puts it this way: “You may attend a rally or vote, but you also read books, listen to music, engage with visual art, turn on the radio and create your identity through culture. Artists are central, not peripheral, to social change. To have the movements that make the wave, you need cultural workers.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Mix'd Ingrdnts/KQED Arts\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-82954\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts.jpg\" alt=\"Mix'd Ingrdnts\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland-based dancers Jenay Anolin and Samara Atkins infuse their love for street dance with a social mission: to challenge what they see as the objectification of women in the genre. They started \u003c/span>\u003ca href=\"http://mixdingrdnts.com/\">\u003cspan style=\"font-weight: 400\">Mix’d Ingrdnts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an all-female, multi-genre, multi-ethnic dance crew as a way to express themselves and their vision of street dance as a form of empowerment and freedom for women and girls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel that women have a capability to express themselves through their movement, but it doesn’t have to be degrading,” says Anolin. Atkins says that she had self-image issues growing up, and eventually found a powerful voice in dance. Now Mix’d Ingdnts performs and gives classes around the Bay Area, hoping to inspire the next generation of young women to find confidence through dance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What role can the arts can play in changing society and culture? Who are artists who you think have created meaningful change?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO COLLECTION: \u003c/strong>\u003cstrong>“\u003ca href=\"http://cloudhead.org/2013/09/03/the-power-of-art-to-affect-social-change-shown-in-5-ted-talks/t\">The Power of Art to Affect Social Change,\u003c/a>\u003c/strong>\u003cb> (Cloudhead) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nThis is a curated list of five artists from around the world who use their talents to work towards making social change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO: \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2015/06/30/art-activism-with-sanaz-mazinani/\">\u003cb>“Art Activism with Sanaz Mazinani” \u003c/b>\u003c/a>\u003cb>(KQED Art School) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nSanaz Mazinani is an artist with a background in political activism who uses art to inspire dialogue about perceptions of cultural identity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO: \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cb>Printmaking with Favianna Rodriguez\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003cb>(KQED Art School) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nFavianna Rodriguez is an interdisciplinary visual artist and community organizer who merges her artistic practice with political activism.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/artschool/2015/07/27/ranu-mukherjees-hybrid-films/\">\u003cb>“Hybrid Filmmaking with Ranu Mukherjee”\u003c/b>\u003c/a> \u003cb>(KQED Art School) \u003c/b>\u003cstrong>\u003cspan style=\"font-weight: 400\">\u003cbr>\nMultimedia artist Ranu Mukherjee talks about her newest piece, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Home and the World\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which examines cultural hybridity, the aftermath of colonialism, and feminist questio\u003c/span>\u003cspan style=\"font-weight: 400\">ns. \u003c/span>\u003c/strong>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://hypothes.is/education/\">DO NEXT: ANNOTATE THE SOURCE!\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Janelle-Bence-students.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Annotate the source: Using a free web annotation tool like \u003ca href=\"https://hypothes.is/education/\">hypothes.is\u003c/a>, your students can annotate primary source documents related to the Do Now topic. It is easier than it sounds — it’s a more social way for groups of people to comment on sections of a text. Try it out with annotating Favianna Rodriguez’s essay: \u003ca href=\"http://creativetimereports.org/2013/04/01/change-the-culture-change-the-world/\">“Change the Culture Change the World.”\u003c/a>\u003c/p>\n\u003ch4>Here are some resources to help you get started:\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"https://hypothes.is/blog/back-to-school-with-annotation-10-ways-to-annotate-with-students/\">10 Ways to Annotate with Students”\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/quick-start-guide/\">Quick Start Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/annotation-tips-for-students/\">Annotation Tips for Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/creating-groups/\">Creating Groups\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">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 impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. \u003cstrong>Make sure to tag your creations with #DoNowArt4Change.\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">1) \u003cstrong>Create Your Own Art 4 Change: \u003c/strong>Create a work of art in any genre that addresses an issue that you feel passionate about and share on social media.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>2)\u003cstrong> Interview an Artist: \u003c/strong>Research local artists who address social issues in your own community and record an interview with them and share on social media\u003cstrong>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>3)\u003cstrong> Tell the Story Behind the Art: \u003c/strong>Find a piece of art in any genre (music, dance, visual, etc.) that you feel powerfully addresses a social issue. Do some research about the artist, their motivations for creating the art, and what you feel the impact of their work is. Share the story on Instagram.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=b_qXCcgwAn8\">Featured Media Resource: [VIDEO] “Women Dancers Redefine Oakland’s Street Dancing Scene\u003c/a>” (KQED Arts)\u003c/strong>\u003cbr>\n\u003cem>Mix’d Ingrdnts is an Oakland-based, all-women dance company that aims to redefine options for women in the street dance genre.\u003c/em>\u003c/p>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What role can art play in changing culture and society? Share an example of an artist who has impacted your own cultural perceptions. \u003c/span>\u003cstrong>\u003ci>#DoNowArt4Change\u003c/i>\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 #DoNowArt4Change\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>\u003cstrong>Learn More About the Art and Social Change\u003c/strong>\u003c/h2>\n\u003cp>Artists have often played a key role in social movements in the United States, addressing issues ranging from immigration to sexism to gun violence. Through their expressive talents, artists can challenge cultural narratives, shift imagery and inspire emotions in a way that traditional political methods alone rarely do. In a 2013 essay entitled \u003ca href=\"http://creativetimereports.org/2013/04/01/change-the-culture-change-the-world/\">\u003cspan style=\"font-weight: 400\">“Change the Culture, Change the World,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> artist \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cspan style=\"font-weight: 400\">Favianna Rodriguez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> puts it this way: “You may attend a rally or vote, but you also read books, listen to music, engage with visual art, turn on the radio and create your identity through culture. Artists are central, not peripheral, to social change. To have the movements that make the wave, you need cultural workers.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"Mix'd Ingrdnts/KQED Arts\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-82954\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts.jpg\" alt=\"Mix'd Ingrdnts\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland-based dancers Jenay Anolin and Samara Atkins infuse their love for street dance with a social mission: to challenge what they see as the objectification of women in the genre. They started \u003c/span>\u003ca href=\"http://mixdingrdnts.com/\">\u003cspan style=\"font-weight: 400\">Mix’d Ingrdnts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an all-female, multi-genre, multi-ethnic dance crew as a way to express themselves and their vision of street dance as a form of empowerment and freedom for women and girls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel that women have a capability to express themselves through their movement, but it doesn’t have to be degrading,” says Anolin. Atkins says that she had self-image issues growing up, and eventually found a powerful voice in dance. Now Mix’d Ingdnts performs and gives classes around the Bay Area, hoping to inspire the next generation of young women to find confidence through dance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What role can the arts can play in changing society and culture? Who are artists who you think have created meaningful change?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO COLLECTION: \u003c/strong>\u003cstrong>“\u003ca href=\"http://cloudhead.org/2013/09/03/the-power-of-art-to-affect-social-change-shown-in-5-ted-talks/t\">The Power of Art to Affect Social Change,\u003c/a>\u003c/strong>\u003cb> (Cloudhead) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nThis is a curated list of five artists from around the world who use their talents to work towards making social change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO: \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2015/06/30/art-activism-with-sanaz-mazinani/\">\u003cb>“Art Activism with Sanaz Mazinani” \u003c/b>\u003c/a>\u003cb>(KQED Art School) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nSanaz Mazinani is an artist with a background in political activism who uses art to inspire dialogue about perceptions of cultural identity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO: \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cb>Printmaking with Favianna Rodriguez\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003cb>(KQED Art School) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nFavianna Rodriguez is an interdisciplinary visual artist and community organizer who merges her artistic practice with political activism.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/artschool/2015/07/27/ranu-mukherjees-hybrid-films/\">\u003cb>“Hybrid Filmmaking with Ranu Mukherjee”\u003c/b>\u003c/a> \u003cb>(KQED Art School) \u003c/b>\u003cstrong>\u003cspan style=\"font-weight: 400\">\u003cbr>\nMultimedia artist Ranu Mukherjee talks about her newest piece, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Home and the World\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which examines cultural hybridity, the aftermath of colonialism, and feminist questio\u003c/span>\u003cspan style=\"font-weight: 400\">ns. \u003c/span>\u003c/strong>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://hypothes.is/education/\">DO NEXT: ANNOTATE THE SOURCE!\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Janelle-Bence-students.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Annotate the source: Using a free web annotation tool like \u003ca href=\"https://hypothes.is/education/\">hypothes.is\u003c/a>, your students can annotate primary source documents related to the Do Now topic. It is easier than it sounds — it’s a more social way for groups of people to comment on sections of a text. Try it out with annotating Favianna Rodriguez’s essay: \u003ca href=\"http://creativetimereports.org/2013/04/01/change-the-culture-change-the-world/\">“Change the Culture Change the World.”\u003c/a>\u003c/p>\n\u003ch4>Here are some resources to help you get started:\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"https://hypothes.is/blog/back-to-school-with-annotation-10-ways-to-annotate-with-students/\">10 Ways to Annotate with Students”\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/quick-start-guide/\">Quick Start Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/annotation-tips-for-students/\">Annotation Tips for Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/creating-groups/\">Creating Groups\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">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 impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. \u003cstrong>Make sure to tag your creations with #DoNowArt4Change.\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">1) \u003cstrong>Create Your Own Art 4 Change: \u003c/strong>Create a work of art in any genre that addresses an issue that you feel passionate about and share on social media.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>2)\u003cstrong> Interview an Artist: \u003c/strong>Research local artists who address social issues in your own community and record an interview with them and share on social media\u003cstrong>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>3)\u003cstrong> Tell the Story Behind the Art: \u003c/strong>Find a piece of art in any genre (music, dance, visual, etc.) that you feel powerfully addresses a social issue. Do some research about the artist, their motivations for creating the art, and what you feel the impact of their work is. Share the story on Instagram.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Where Do You See Income Inequality?",
"headTitle": "Where Do You See Income Inequality? | KQED",
"content": "\u003cp>\u003cstrong>Featured Media Resource: [VIDEO] \u003c/strong>\u003cspan id=\"eow-title\" class=\"watch-title\" dir=\"ltr\" title=\"Income and Wealth Inequality: Crash Course Economics\">\u003ca href=\"https://www.youtube.com/watch?v=0xMCWr0O3Hs\">\u003cstrong>Income and Wealth Inequality: Crash Course Economic\u003c/strong>s\u003c/a> \u003c/span>\u003cstrong>\u003cstrong>(CrashCourse)\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Income inequality is at its highest level since the Great Depression, leaving a large gap between the rich and poor. \u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146215\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg\" alt=\"BEST7-pas_ipada081911_187442a_8col\" width=\"741\" height=\"498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg 741w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col-400x269.jpg 400w\" sizes=\"(max-width: 741px) 100vw, 741px\">\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument. 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. Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\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>\u003cspan style=\"font-weight: 400\">Describe some examples of income inequality in your community. Do you think it’s a problem that should be addressed? \u003cb>\u003ci>#DoNowIncome and #2NextPrez\u003c/i>\u003c/b>\u003c/span>\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, SoundCloud, Facebook, Tumblr, or Vine.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDEdspace, #DoNowIncome, and #2NextPrez.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More About Income Inequality in the U.S.\u003c/strong>\u003c/h2>\n\u003cp>In late 2011, \u003ca href=\"https://www.washingtonpost.com/national/on-leadership/what-is-occupy-wall-street-the-history-of-leaderless-movements/2011/10/10/gIQAwkFjaL_story.html\">Occupy Wall Street protests spread like wildfire\u003c/a>, highlighting the widening income gap between the richest Americans and everyone else.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The issue took center stage for a time, grabbing headlines and, briefly at least, the attention of elected officials. But when the protest camps were dismantled and the media crews packed up, little had changed.\u003c/p>\n\u003cp>Today, the income divide remains as wide as it was when the protests began. The economy is officially rebounding from the depths of the 2008-2009 recession and employment rates continue to rise. However, wages remain stagnant for large numbers of Americans. Wealth inequality in the U.S. is now at near record highs, with about 90 percent of wealth owned by the top .1 percent of families, according to\u003ca href=\"http://<http://www.theguardian.com/business/2014/nov/13/us-wealth-inequality-top-01-worth-as-much-as-the-bottom-90>\"> recent economic research.\u003c/a>\u003c/p>\n\u003cp>A \u003ca href=\"http://<http://www.pewsocialtrends.org/2015/12/09/the-american-middle-class-is-losing-ground/>\">recent Pew Research report\u003c/a> found that the middle class is losing ground: “After more than four decades of serving as the nation’s economic majority, the U.S. middle class is now matched in size by those in the economic tiers above and below it.”\u003c/p>\n\u003ch2>Income Inequality and the 2016 Presidential Election\u003c/h2>\n\u003cp>Democratic presidential candidate Bernie Sanders has made\u003ca href=\"http://money.cnn.com/2015/05/21/news/economy/bernie-sanders-income-inequality-2016/\"> income inequality a focal point of his 2016 campaign\u003c/a>. He is championing a sweeping plan to help narrow the gap between rich and poor by raising taxes on the highest earners and corporations, breaking up the largest banks and channeling $1 trillion to infrastructure projects to create more working class jobs. The platform has gained Sanders an impressive level of traction, particularly among younger voters who feel increasingly uncertain about their economic future. His opponent, Hillary Clinton, still remains the frontrunner in the race, but has lost an unexpected number of state contests to Sanders, in part because she’s taken \u003ca href=\"http://money.cnn.com/2015/10/13/news/economy/clinton-sanders-income-inequality/\">a less direct stance on the issue\u003c/a>.\u003c/p>\n\u003cp>Republican candidate Donald Trump claims he’ll address rising income disparities with \u003ca href=\"https://www.donaldjtrump.com/positions/tax-reform\">a tax plan\u003c/a> that calls for reducing taxes on those making less than $25,000 annually, and reducing CEO salaries—but his plan doesn’t go into specifics about how he’ll make this happen.\u003c/p>\n\u003cp>With the conversation around income inequality now near the forefront of this year’s election, how does the issue impact your community?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.latimes.com/nation/la-na-campaign-income-20150205-story.html\">Income Inequality Emerges As Key Issue in 2016 Presidential Campaign\u003c/a>\u003ca href=\"http://www.latimes.com/nation/la-na-campaign-income-20150205-story.html\"> \u003c/a>(The Los Angeles Times)\u003cbr>\n\u003c/strong>Wage increases have slowed over the last 15 years, and many voters have noticed. Read more about how the issue took center stage in this year’s election.\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE: \u003cstrong>\u003ca href=\"http://www.nytimes.com/newsgraphics/2014/01/05/poverty-map/?ref=multimedia\">Mapping Poverty in America\u003c/a> \u003cstrong>(The New York Times)\u003c/strong>\u003c/strong>\u003cbr>\n\u003c/strong>Use this map to discover where poverty hits hardest in the U.S.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.refinery29.com/2016/04/108186/presidential-candidates-economic-inequality-2016\">Where The 2016 Presidential Candidates Stand On Income Inequality\u003c/a>\u003c/strong> \u003cstrong>(Refinery29)\u003c/strong>\u003cbr>\nLearn more about where the former and remaining presidential candidates stand on income inequality.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://ideas.ted.com/what-our-toothbrushes-tell-us-about-inequality/\">What Toothbrushes Tell Us About Inequality\u003c/a> (TED Ideas)\u003c/strong>\u003cbr>\nWhat do everyday items tell us about wealth inequality? Check out this photography project that explores the topic from an artist’s perspective.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\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 impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowIncome.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Illustrate solutions:\u003c/strong> Make an infographic with an online tool like \u003ca href=\"http://www.easel.ly/\">Ease.ly\u003c/a> or \u003ca href=\"http://piktochart.com/\">Piktochart \u003c/a>to propose an idea for narrowing the income gap in the U.S. Share on Twitter or Instagram and tag your community leaders.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>\u003cstrong>For Educators \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>Go here for \u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">more tips\u003c/a> for teaching with Do Now, \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">using Twitter in the classroom\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a> tutorials.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: [VIDEO] \u003c/strong>\u003cspan id=\"eow-title\" class=\"watch-title\" dir=\"ltr\" title=\"Income and Wealth Inequality: Crash Course Economics\">\u003ca href=\"https://www.youtube.com/watch?v=0xMCWr0O3Hs\">\u003cstrong>Income and Wealth Inequality: Crash Course Economic\u003c/strong>s\u003c/a> \u003c/span>\u003cstrong>\u003cstrong>(CrashCourse)\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Income inequality is at its highest level since the Great Depression, leaving a large gap between the rich and poor. \u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146215\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg\" alt=\"BEST7-pas_ipada081911_187442a_8col\" width=\"741\" height=\"498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg 741w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col-400x269.jpg 400w\" sizes=\"(max-width: 741px) 100vw, 741px\">\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument. 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. Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\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>\u003cspan style=\"font-weight: 400\">Describe some examples of income inequality in your community. Do you think it’s a problem that should be addressed? \u003cb>\u003ci>#DoNowIncome and #2NextPrez\u003c/i>\u003c/b>\u003c/span>\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, SoundCloud, Facebook, Tumblr, or Vine.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDEdspace, #DoNowIncome, and #2NextPrez.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More About Income Inequality in the U.S.\u003c/strong>\u003c/h2>\n\u003cp>In late 2011, \u003ca href=\"https://www.washingtonpost.com/national/on-leadership/what-is-occupy-wall-street-the-history-of-leaderless-movements/2011/10/10/gIQAwkFjaL_story.html\">Occupy Wall Street protests spread like wildfire\u003c/a>, highlighting the widening income gap between the richest Americans and everyone else.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The issue took center stage for a time, grabbing headlines and, briefly at least, the attention of elected officials. But when the protest camps were dismantled and the media crews packed up, little had changed.\u003c/p>\n\u003cp>Today, the income divide remains as wide as it was when the protests began. The economy is officially rebounding from the depths of the 2008-2009 recession and employment rates continue to rise. However, wages remain stagnant for large numbers of Americans. Wealth inequality in the U.S. is now at near record highs, with about 90 percent of wealth owned by the top .1 percent of families, according to\u003ca href=\"http://<http://www.theguardian.com/business/2014/nov/13/us-wealth-inequality-top-01-worth-as-much-as-the-bottom-90>\"> recent economic research.\u003c/a>\u003c/p>\n\u003cp>A \u003ca href=\"http://<http://www.pewsocialtrends.org/2015/12/09/the-american-middle-class-is-losing-ground/>\">recent Pew Research report\u003c/a> found that the middle class is losing ground: “After more than four decades of serving as the nation’s economic majority, the U.S. middle class is now matched in size by those in the economic tiers above and below it.”\u003c/p>\n\u003ch2>Income Inequality and the 2016 Presidential Election\u003c/h2>\n\u003cp>Democratic presidential candidate Bernie Sanders has made\u003ca href=\"http://money.cnn.com/2015/05/21/news/economy/bernie-sanders-income-inequality-2016/\"> income inequality a focal point of his 2016 campaign\u003c/a>. He is championing a sweeping plan to help narrow the gap between rich and poor by raising taxes on the highest earners and corporations, breaking up the largest banks and channeling $1 trillion to infrastructure projects to create more working class jobs. The platform has gained Sanders an impressive level of traction, particularly among younger voters who feel increasingly uncertain about their economic future. His opponent, Hillary Clinton, still remains the frontrunner in the race, but has lost an unexpected number of state contests to Sanders, in part because she’s taken \u003ca href=\"http://money.cnn.com/2015/10/13/news/economy/clinton-sanders-income-inequality/\">a less direct stance on the issue\u003c/a>.\u003c/p>\n\u003cp>Republican candidate Donald Trump claims he’ll address rising income disparities with \u003ca href=\"https://www.donaldjtrump.com/positions/tax-reform\">a tax plan\u003c/a> that calls for reducing taxes on those making less than $25,000 annually, and reducing CEO salaries—but his plan doesn’t go into specifics about how he’ll make this happen.\u003c/p>\n\u003cp>With the conversation around income inequality now near the forefront of this year’s election, how does the issue impact your community?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.latimes.com/nation/la-na-campaign-income-20150205-story.html\">Income Inequality Emerges As Key Issue in 2016 Presidential Campaign\u003c/a>\u003ca href=\"http://www.latimes.com/nation/la-na-campaign-income-20150205-story.html\"> \u003c/a>(The Los Angeles Times)\u003cbr>\n\u003c/strong>Wage increases have slowed over the last 15 years, and many voters have noticed. Read more about how the issue took center stage in this year’s election.\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE: \u003cstrong>\u003ca href=\"http://www.nytimes.com/newsgraphics/2014/01/05/poverty-map/?ref=multimedia\">Mapping Poverty in America\u003c/a> \u003cstrong>(The New York Times)\u003c/strong>\u003c/strong>\u003cbr>\n\u003c/strong>Use this map to discover where poverty hits hardest in the U.S.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.refinery29.com/2016/04/108186/presidential-candidates-economic-inequality-2016\">Where The 2016 Presidential Candidates Stand On Income Inequality\u003c/a>\u003c/strong> \u003cstrong>(Refinery29)\u003c/strong>\u003cbr>\nLearn more about where the former and remaining presidential candidates stand on income inequality.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://ideas.ted.com/what-our-toothbrushes-tell-us-about-inequality/\">What Toothbrushes Tell Us About Inequality\u003c/a> (TED Ideas)\u003c/strong>\u003cbr>\nWhat do everyday items tell us about wealth inequality? Check out this photography project that explores the topic from an artist’s perspective.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\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 impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowIncome.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Illustrate solutions:\u003c/strong> Make an infographic with an online tool like \u003ca href=\"http://www.easel.ly/\">Ease.ly\u003c/a> or \u003ca href=\"http://piktochart.com/\">Piktochart \u003c/a>to propose an idea for narrowing the income gap in the U.S. Share on Twitter or Instagram and tag your community leaders.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>\u003cstrong>For Educators \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>Go here for \u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">more tips\u003c/a> for teaching with Do Now, \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">using Twitter in the classroom\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a> tutorials.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Should Genetically Modified Mosquitoes Be Used to Stop the Spread of Zika?",
"headTitle": "Should Genetically Modified Mosquitoes Be Used to Stop the Spread of Zika? | KQED",
"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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"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. ",
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"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.",
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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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"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?",
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"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",
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"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.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
"link": "/podcasts/rightnowish",
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