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"content": "\u003cp>\u003cstrong>Featured Media Resource: AUDIO: \u003ca href=\"http://www.npr.org/2015/09/23/442761559/court-challenges-will-be-next-battle-in-sage-grouse-conservation-saga\" target=\"_blank\" rel=\"noopener\">Lawsuits Will Be Next Battle In Sage Grouse Conservation Saga\u003c/a> (NPR)\u003c/strong>\u003cbr>\n\u003cem>The U.S. Fish and Wildlife Service decided not to protect the sage grouse under the Endangered Species Act, but there are already challenges to the decision. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Should the greater sage grouse have been listed as endangered? What is more important, the health of an ecosystem or an economy? 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Findings state that the bird is well distributed across much of its range, is “relatively abundant” and is not at risk of extinction now or in the foreseeable future. The decision followed years of a passionate debate between environmentalists, scientists, landowners, ranchers, the oil industry and others across the West.\u003c/p>\n\u003cp>People advocating for the bird to be listed under the Endangered Species Act (ESA) pointed to the decline of the population. There are about \u003ca href=\"http://www.npr.org/2015/09/01/435491783/fight-to-save-the-sage-grouse-finds-friends-in-all-corners-of-the-west\" target=\"_blank\" rel=\"noopener\">400,000 sage grouse remaining\u003c/a>, a fraction of what the population once was. Over a span of only seven years from 2006-2013, the population decreased by more than 50 percent. Studies in the mid-2000s proved that this rapid decline was mainly due to the negative effects of oil retrieval and gas in these states. The \u003ca href=\"http://www.pbs.org/wnet/nature/sagebrush-sea-full-episode/12341/\" target=\"_blank\" rel=\"noopener\">sagebrush ecosystem\u003c/a>, the backdrop of old Westerns, once covered 500,000 square miles. Now, it’s size has shrunk by half, and it is greatly fragmented. It is a diverse ecosystem that supports 350 species, including migrating birds and pronghorn antelope. Natural gas, oil, coal, cattle ranches, and other building projects have fragmented the system, leading to roadkill and devastating barriers. Greater sage grouse rely on extensive amounts of sagebrush for survival and have had their short distance migration impeded. They must move to wetter areas in summer, many of which have been taken over by humans. The greater sage grouse is an “umbrella” species, which means its health is indicative of the health of the entire ecosystem. According to the \u003ca href=\"http://www.washingtonpost.com/news/energy-environment/wp/2015/09/02/the-western-sagebrush-is-a-backdrop-in-every-epic-cowboy-movie-can-it-be-saved\" target=\"_blank\" rel=\"noopener\">Washington Post\u003c/a>, a listing of the greater sage grouse would have put into place mandatory protection efforts that would have, in effect, conserved the sagebrush ecosystem.\u003c/p>\n\u003cfigure id=\"attachment_39429\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">[media-credit standalone=0 name=\" Tom Koerner/USFWS\" align=\"alignleft\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-39429\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z-400x290.jpg\" alt=\"Greater Sage Grouse, Seedskadee National Wildlife Refuge.\" width=\"400\" height=\"290\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z-400x290.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Greater Sage Grouse, Seedskadee National Wildlife Refuge. \u003ccite>( Tom Koerner/USFWS)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Industries were opposed to an ESA listing for the sage grouse, saying that the birds weren’t in risk of going extinct and a listing would have cost billions of dollars to the economy of the rural West. Protecting the greater sage grouse under the ESA would have severely limited activities within its sagebrush habitat, such as cattle grazing and energy development. The economic implications of shutting down development in this area would be massive. There are solar and wind farms across the range, drilling for oil and natural gas, and even a gold mine in Nevada. The 11 states where sage grouse live–Montana, Idaho, Wyoming, Oregon, Nevada, Washington, California, Utah, Colorado, South Dakota and North Dakota–would have also been economically impacted by an ESA listing of the bird. “If the hunters can’t hunt, if the miners can’t mine, if you don’t have that capital, then you lose, “ said \u003ca href=\"http://www.washingtonpost.com/blogs/govbeat/wp/2014/05/11/western-states-worry-decision-on-birds-fate-could-cost-billions-in-development/\" target=\"_blank\" rel=\"noopener\">Leo Drozdoff\u003c/a>, director of the Nevada Department of Conservation and Natural Resources. The 11 states would have been looking at a $1 billion tab in conservation costs, which Drozdoff referred to as “almost insurmountable.” The states set up a task force in 2011 to work with the Fish and Wildlife Service to coordinate conservation plans in order to avoid a listing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The non-listing will not be without some controversy. Some people would like to see stronger protection of the sagebrush ecosystem. A \u003ca href=\"http://www.pewtrusts.org/~/media/assets/2015/04/garton-et-al-2015-greater-sagegrouse-population-dynamics-and-persistence-31815.pdf?la=en\" target=\"_blank\" rel=\"noopener\">recent study\u003c/a> commissioned through the PEW Charitable Trust carefully examined populations throughout the extensive range of the bird and concluded that presently small populations throughout the range continue to decline despite current conservation efforts. Other people favor oil and gas development, and ranching interests and already view the current conservation effort as too severe on industry.\u003c/p>\n\u003cp>What do you think? Should the greater sage grouse have been listed as endangered? What is more important, the health of an ecosystem or an economy? Do you think this is a false duality?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: U.S. Department of the Interior: \u003ca href=\"https://www.doi.gov/video/greater-sage-grouse-does-not-require-endangered-species-act-protection\" target=\"_blank\" rel=\"noopener\">The Greater Sage-grouse Does Not Require Endangered Species Act Protection\u003c/a>\u003c/strong>\u003cbr>\nInterior Secretary Jewell explains the decision not to list the sage grouse as endangered.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: NPR: \u003ca href=\"http://www.npr.org/2015/09/01/435491783/fight-to-save-the-sage-grouse-finds-friends-in-all-corners-of-the-west\" target=\"_blank\" rel=\"noopener\">Fight To Save The Sage Grouse Finds Friends In All Corners Of The West\u003c/a>\u003c/strong>\u003cbr>\nThis piece explains how the sage grouse and many other species rely on the sagebrush, and the current turmoil in regards to both the economy and the ecosystem.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: Pew: \u003ca href=\"https://www.youtube.com/watch?v=saNs0TSZsLE\" target=\"_blank\" rel=\"noopener\">Protecting the Wild West and Greater Sage Grouse\u003c/a>\u003c/strong>\u003cbr>\nHear from Ken Rait, a director of Pew’s U.S. public lands project, as he explains why Pew is taking action to protect greater sage-grouse.\u003c/p>\n\u003cp>\u003cstrong>PDF: National Agricultural & Rural Development Policy Center: \u003ca href=\"http://www.nardep.info/uploads/Brief33_ImplicationsListingSageGrouse.pdf\" target=\"_blank\" rel=\"noopener\">Implications of a Greater Sage-Grouse Listing on Western Energy Development\u003c/a>\u003c/strong>\u003cbr>\nThis document shows the issues with the sage grouse listing from the perspective of economic priority, and possible mitigation approaches.\u003c/p>\n\u003cp> \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\u003cp>\u003cem>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener\">SENCER\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was developed by the following students at \u003ca href=\"https://www2.gmu.edu/\" target=\"_blank\" rel=\"noopener\">George Mason University\u003c/a>: Joy Vander Clute, Claire Haftt, Andrea Freedy and Sarmad Butt.\u003c/p>\n\n",
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"description": "Featured Media Resource: AUDIO: Lawsuits Will Be Next Battle In Sage Grouse Conservation Saga (NPR) The U.S. Fish and Wildlife Service decided not to protect the sage grouse under the Endangered Species Act, but there are already challenges to the decision. Do Now U Should the greater sage grouse have been listed as endangered? What",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: AUDIO: \u003ca href=\"http://www.npr.org/2015/09/23/442761559/court-challenges-will-be-next-battle-in-sage-grouse-conservation-saga\" target=\"_blank\" rel=\"noopener\">Lawsuits Will Be Next Battle In Sage Grouse Conservation Saga\u003c/a> (NPR)\u003c/strong>\u003cbr>\n\u003cem>The U.S. Fish and Wildlife Service decided not to protect the sage grouse under the Endangered Species Act, but there are already challenges to the decision. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Should the greater sage grouse have been listed as endangered? What is more important, the health of an ecosystem or an economy? Do you think this is a false duality? \u003cem>\u003cstrong>#DoNowUGrouse \u003c/strong>\u003c/em>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowUGrouse\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Sage Grouse Decision\u003c/h2>\n\u003cp>On September 22, 2015, the \u003ca href=\"http://www.fws.gov/greatersagegrouse/\" target=\"_blank\" rel=\"noopener\">U.S. Fish and Wildlife Service announced\u003c/a> that an endangered species listing is “not warranted” for the greater sage grouse, an iconic species of the American West. Findings state that the bird is well distributed across much of its range, is “relatively abundant” and is not at risk of extinction now or in the foreseeable future. The decision followed years of a passionate debate between environmentalists, scientists, landowners, ranchers, the oil industry and others across the West.\u003c/p>\n\u003cp>People advocating for the bird to be listed under the Endangered Species Act (ESA) pointed to the decline of the population. There are about \u003ca href=\"http://www.npr.org/2015/09/01/435491783/fight-to-save-the-sage-grouse-finds-friends-in-all-corners-of-the-west\" target=\"_blank\" rel=\"noopener\">400,000 sage grouse remaining\u003c/a>, a fraction of what the population once was. Over a span of only seven years from 2006-2013, the population decreased by more than 50 percent. Studies in the mid-2000s proved that this rapid decline was mainly due to the negative effects of oil retrieval and gas in these states. The \u003ca href=\"http://www.pbs.org/wnet/nature/sagebrush-sea-full-episode/12341/\" target=\"_blank\" rel=\"noopener\">sagebrush ecosystem\u003c/a>, the backdrop of old Westerns, once covered 500,000 square miles. Now, it’s size has shrunk by half, and it is greatly fragmented. It is a diverse ecosystem that supports 350 species, including migrating birds and pronghorn antelope. Natural gas, oil, coal, cattle ranches, and other building projects have fragmented the system, leading to roadkill and devastating barriers. Greater sage grouse rely on extensive amounts of sagebrush for survival and have had their short distance migration impeded. They must move to wetter areas in summer, many of which have been taken over by humans. The greater sage grouse is an “umbrella” species, which means its health is indicative of the health of the entire ecosystem. According to the \u003ca href=\"http://www.washingtonpost.com/news/energy-environment/wp/2015/09/02/the-western-sagebrush-is-a-backdrop-in-every-epic-cowboy-movie-can-it-be-saved\" target=\"_blank\" rel=\"noopener\">Washington Post\u003c/a>, a listing of the greater sage grouse would have put into place mandatory protection efforts that would have, in effect, conserved the sagebrush ecosystem.\u003c/p>\n\u003cfigure id=\"attachment_39429\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">[media-credit standalone=0 name=\" Tom Koerner/USFWS\" align=\"alignleft\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-39429\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z-400x290.jpg\" alt=\"Greater Sage Grouse, Seedskadee National Wildlife Refuge.\" width=\"400\" height=\"290\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z-400x290.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Greater Sage Grouse, Seedskadee National Wildlife Refuge. \u003ccite>( Tom Koerner/USFWS)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Industries were opposed to an ESA listing for the sage grouse, saying that the birds weren’t in risk of going extinct and a listing would have cost billions of dollars to the economy of the rural West. Protecting the greater sage grouse under the ESA would have severely limited activities within its sagebrush habitat, such as cattle grazing and energy development. The economic implications of shutting down development in this area would be massive. There are solar and wind farms across the range, drilling for oil and natural gas, and even a gold mine in Nevada. The 11 states where sage grouse live–Montana, Idaho, Wyoming, Oregon, Nevada, Washington, California, Utah, Colorado, South Dakota and North Dakota–would have also been economically impacted by an ESA listing of the bird. “If the hunters can’t hunt, if the miners can’t mine, if you don’t have that capital, then you lose, “ said \u003ca href=\"http://www.washingtonpost.com/blogs/govbeat/wp/2014/05/11/western-states-worry-decision-on-birds-fate-could-cost-billions-in-development/\" target=\"_blank\" rel=\"noopener\">Leo Drozdoff\u003c/a>, director of the Nevada Department of Conservation and Natural Resources. The 11 states would have been looking at a $1 billion tab in conservation costs, which Drozdoff referred to as “almost insurmountable.” The states set up a task force in 2011 to work with the Fish and Wildlife Service to coordinate conservation plans in order to avoid a listing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The non-listing will not be without some controversy. Some people would like to see stronger protection of the sagebrush ecosystem. A \u003ca href=\"http://www.pewtrusts.org/~/media/assets/2015/04/garton-et-al-2015-greater-sagegrouse-population-dynamics-and-persistence-31815.pdf?la=en\" target=\"_blank\" rel=\"noopener\">recent study\u003c/a> commissioned through the PEW Charitable Trust carefully examined populations throughout the extensive range of the bird and concluded that presently small populations throughout the range continue to decline despite current conservation efforts. Other people favor oil and gas development, and ranching interests and already view the current conservation effort as too severe on industry.\u003c/p>\n\u003cp>What do you think? Should the greater sage grouse have been listed as endangered? What is more important, the health of an ecosystem or an economy? Do you think this is a false duality?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: U.S. Department of the Interior: \u003ca href=\"https://www.doi.gov/video/greater-sage-grouse-does-not-require-endangered-species-act-protection\" target=\"_blank\" rel=\"noopener\">The Greater Sage-grouse Does Not Require Endangered Species Act Protection\u003c/a>\u003c/strong>\u003cbr>\nInterior Secretary Jewell explains the decision not to list the sage grouse as endangered.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: NPR: \u003ca href=\"http://www.npr.org/2015/09/01/435491783/fight-to-save-the-sage-grouse-finds-friends-in-all-corners-of-the-west\" target=\"_blank\" rel=\"noopener\">Fight To Save The Sage Grouse Finds Friends In All Corners Of The West\u003c/a>\u003c/strong>\u003cbr>\nThis piece explains how the sage grouse and many other species rely on the sagebrush, and the current turmoil in regards to both the economy and the ecosystem.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: Pew: \u003ca href=\"https://www.youtube.com/watch?v=saNs0TSZsLE\" target=\"_blank\" rel=\"noopener\">Protecting the Wild West and Greater Sage Grouse\u003c/a>\u003c/strong>\u003cbr>\nHear from Ken Rait, a director of Pew’s U.S. public lands project, as he explains why Pew is taking action to protect greater sage-grouse.\u003c/p>\n\u003cp>\u003cstrong>PDF: National Agricultural & Rural Development Policy Center: \u003ca href=\"http://www.nardep.info/uploads/Brief33_ImplicationsListingSageGrouse.pdf\" target=\"_blank\" rel=\"noopener\">Implications of a Greater Sage-Grouse Listing on Western Energy Development\u003c/a>\u003c/strong>\u003cbr>\nThis document shows the issues with the sage grouse listing from the perspective of economic priority, and possible mitigation approaches.\u003c/p>\n\u003cp> \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\u003cp>\u003cem>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener\">SENCER\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was developed by the following students at \u003ca href=\"https://www2.gmu.edu/\" target=\"_blank\" rel=\"noopener\">George Mason University\u003c/a>: Joy Vander Clute, Claire Haftt, Andrea Freedy and Sarmad Butt.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Is Studying the Arts in School Important?",
"headTitle": "Is Studying the Arts in School Important? | KQED",
"content": "\u003cp>\u003cem>This twelve-minute film explores the stories of artists, educators, parents, administrators, politicians and young people. The film addresses the current state of arts in schools in CA, a brief history of Prop 13, current research on the transformative power of the arts & their vital role as an educational resource, and how community members can become empowered to work for increased access to arts education in their local schools. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Why is studying art in school important to you? If you don’t study the arts in your school, do you think you should have the opportunity to do so? Why?\u003cstrong>#DoNowArtsEd\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>#DoNowArtsEd\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>Learn More About the Arts and Schools\u003c/h2>\n\u003cp>In recent decades, American schools have been pressured to increase standardized test scores, causing them to make cuts to programs like visual art, music, dance and theater. At the same time, studies have shown that involvement in the arts helps students stay in school, perform better in all academic subjects, and enjoy the school experience more. The arts are often the only subjects in which students can express creative individuality and have a platform for personal expression. In the past 30 years, access to arts education in schools has declined significantly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/09/23/is-studying-the-arts-in-school-important/screen-shot-2014-09-23-at-5-36-44-pm/\" rel=\"attachment wp-att-14412\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14412 alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png\" alt=\"Screen Shot 2014-09-23 at 5.36.44 PM\" width=\"256\" height=\"163\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM-400x254.png 400w\" sizes=\"(max-width: 256px) 100vw, 256px\">\u003c/a>\u003c/p>\n\u003cp>An arts education advocacy group called \u003ca href=\"http://www.artsedmatters.org/\">Arts Ed Matters\u003c/a> recently produced a film about why arts should be at the root of every student’s education. Do you agree? Take this opportunity to let the Twittersphere, the Internet, your teachers and arts education policymakers and supporters know how you feel about why studying the arts in school is important.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-18214 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/ART.png\" alt=\"ART\" width=\"252\" height=\"146\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART.png 594w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART-400x232.png 400w\" sizes=\"(max-width: 252px) 100vw, 252px\">\u003ca href=\"http://www.arteducators.org/news/arts-in-education-week\">National Arts in Education Week\u003c/a> happened earlier this month, and we want to keep the conversation going. Why does arts education matter to you? Does it help you understand other subjects better? Does it make school more interesting? Is it therapeutic to have a platform to express yourself?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Education Week article \u003ca href=\"http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2014/04/arts_education_cuts_lack_of_funding_or_lack_of_faith.html\">Arts Education Cuts: Lack of Funding or Lack of Faith?\u003c/a>\u003c/strong>\u003cbr>\nCutting arts education, is often attributed to a lack of funding. Seems to me, though, that it’s a lack of faith. Lack of faith in the inherent value of the arts and its role in children’s overall development.\u003c/p>\n\u003cp>\u003cstrong>KQED Arts series \u003ca href=\"http://www.kqed.org/artschool\">Art School\u003c/a>\u003c/strong>\u003cbr>\nAre you a teacher who needs help integrating the arts into your curricula? Check out our free video series about contemporary visual, performing and media arts.\u003c/p>\n\u003cp>\u003cstrong>KPCC article \u003ca href=\"http://www.scpr.org/blogs/education/2014/02/26/15934/teachers-la-schools-arts-education-budget-a-step-i/\">Teachers: LA schools’ arts education budget ‘a step in the wrong direction’\u003c/a>\u003c/strong>\u003cbr>\nA plan by the Los Angeles Unified School District to cut the time elementary school children are taught orchestra in half is angering teachers – many of whom learned about it only after KPCC reported on the arts budget, which was released unexpectedly at a committee meeting in February.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Alameda County Office of Education resource \u003ca href=\"http://artiseducation.org/\">Art Is Education website\u003c/a>\u003c/strong>\u003cbr>\nThe mission of the Alameda County Office of Education’s Alliance for Arts Learning Leadership is to establish arts learning at the core of the highest quality public education, across the curriculum, for every child, in every school, every day.\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This twelve-minute film explores the stories of artists, educators, parents, administrators, politicians and young people. The film addresses the current state of arts in schools in CA, a brief history of Prop 13, current research on the transformative power of the arts & their vital role as an educational resource, and how community members can become empowered to work for increased access to arts education in their local schools. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Why is studying art in school important to you? If you don’t study the arts in your school, do you think you should have the opportunity to do so? Why?\u003cstrong>#DoNowArtsEd\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>#DoNowArtsEd\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>Learn More About the Arts and Schools\u003c/h2>\n\u003cp>In recent decades, American schools have been pressured to increase standardized test scores, causing them to make cuts to programs like visual art, music, dance and theater. At the same time, studies have shown that involvement in the arts helps students stay in school, perform better in all academic subjects, and enjoy the school experience more. The arts are often the only subjects in which students can express creative individuality and have a platform for personal expression. In the past 30 years, access to arts education in schools has declined significantly.\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://ww2.kqed.org/education/2014/09/23/is-studying-the-arts-in-school-important/screen-shot-2014-09-23-at-5-36-44-pm/\" rel=\"attachment wp-att-14412\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14412 alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png\" alt=\"Screen Shot 2014-09-23 at 5.36.44 PM\" width=\"256\" height=\"163\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM-400x254.png 400w\" sizes=\"(max-width: 256px) 100vw, 256px\">\u003c/a>\u003c/p>\n\u003cp>An arts education advocacy group called \u003ca href=\"http://www.artsedmatters.org/\">Arts Ed Matters\u003c/a> recently produced a film about why arts should be at the root of every student’s education. Do you agree? Take this opportunity to let the Twittersphere, the Internet, your teachers and arts education policymakers and supporters know how you feel about why studying the arts in school is important.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-18214 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/ART.png\" alt=\"ART\" width=\"252\" height=\"146\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART.png 594w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART-400x232.png 400w\" sizes=\"(max-width: 252px) 100vw, 252px\">\u003ca href=\"http://www.arteducators.org/news/arts-in-education-week\">National Arts in Education Week\u003c/a> happened earlier this month, and we want to keep the conversation going. Why does arts education matter to you? Does it help you understand other subjects better? Does it make school more interesting? Is it therapeutic to have a platform to express yourself?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Education Week article \u003ca href=\"http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2014/04/arts_education_cuts_lack_of_funding_or_lack_of_faith.html\">Arts Education Cuts: Lack of Funding or Lack of Faith?\u003c/a>\u003c/strong>\u003cbr>\nCutting arts education, is often attributed to a lack of funding. Seems to me, though, that it’s a lack of faith. Lack of faith in the inherent value of the arts and its role in children’s overall development.\u003c/p>\n\u003cp>\u003cstrong>KQED Arts series \u003ca href=\"http://www.kqed.org/artschool\">Art School\u003c/a>\u003c/strong>\u003cbr>\nAre you a teacher who needs help integrating the arts into your curricula? Check out our free video series about contemporary visual, performing and media arts.\u003c/p>\n\u003cp>\u003cstrong>KPCC article \u003ca href=\"http://www.scpr.org/blogs/education/2014/02/26/15934/teachers-la-schools-arts-education-budget-a-step-i/\">Teachers: LA schools’ arts education budget ‘a step in the wrong direction’\u003c/a>\u003c/strong>\u003cbr>\nA plan by the Los Angeles Unified School District to cut the time elementary school children are taught orchestra in half is angering teachers – many of whom learned about it only after KPCC reported on the arts budget, which was released unexpectedly at a committee meeting in February.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Alameda County Office of Education resource \u003ca href=\"http://artiseducation.org/\">Art Is Education website\u003c/a>\u003c/strong>\u003cbr>\nThe mission of the Alameda County Office of Education’s Alliance for Arts Learning Leadership is to establish arts learning at the core of the highest quality public education, across the curriculum, for every child, in every school, every day.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowObject\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Select an everyday object or material as your personal symbol. What object or material did you choose, and what might it signify about you?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Where do artists find their inspiration? You might be surprised to learn that for many artists, inspiration often comes from ordinary, everyday objects, experiences, and materials.\u003c/p>\n\u003cp>In addition to traditional art materials like paint, ink, or clay, some artists create their works using commonplace materials. In the video below, artist Gu Wenda describes an installation he created for SFMOMA in 2013 using a very nontraditional material: human hair. Wenda believes hair symbolizes all of humanity, particularly in a multicultural society.\u003c/p>\n\u003cp>What ordinary or everyday material or object best represents you? Try to think of something that might not be obvious at first. For example, a magnifying glass might show that you like to examine the world carefully and understand how and why something happens. Feathers, on the other hand, might say that you are light and carefree, or perhaps independent. A balloon could show that you are playful or joyous. Perhaps there’s a specific object that has personal significance for you, such as a gift from a loved one or a treasured item you found on a walk.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/560\">Gu Wenda on United Nations — Babel of the Millennium\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nArtist Gu Wenda reflects on united nations—babel of the millennium, the site-specific installation he created for SFMOMA, and explains how his art unifies races and unites people.\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>#DoNowObject\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/559\">Gu Wenda Describes His Artistic Process\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nIn the following video, Wenda describes another everyday material used in his installation: Elmer’s glue, the kind we might be most familiar with from elementary school classrooms\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://ww2.kqed.org/artschool/2015/03/10/mining-the-internet-with-jenny-odell/\">Mining the Internet with Jenny Odell\u003c/a> (KQED Art School)\u003c/strong>\u003cbr>\nJenny Odell uses images sourced from the internet to create projects that consider identity through objects, including her “Garbage Selfie” project.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/425\">Rosana Castrillo Díaz on Finding Meaning in the Everyday\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nArtist Rosana Castrillo Díaz explains how discovering special moments in daily life can inspire us.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LESSON: \u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_stockholder\">Jessica Stockholder: Where Does Art Come From?\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nJessica Stockholder’s Open Studio asks students to create combinations of 20 or more ordinary objects.\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowObject\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Select an everyday object or material as your personal symbol. What object or material did you choose, and what might it signify about you?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Where do artists find their inspiration? You might be surprised to learn that for many artists, inspiration often comes from ordinary, everyday objects, experiences, and materials.\u003c/p>\n\u003cp>In addition to traditional art materials like paint, ink, or clay, some artists create their works using commonplace materials. In the video below, artist Gu Wenda describes an installation he created for SFMOMA in 2013 using a very nontraditional material: human hair. Wenda believes hair symbolizes all of humanity, particularly in a multicultural society.\u003c/p>\n\u003cp>What ordinary or everyday material or object best represents you? Try to think of something that might not be obvious at first. For example, a magnifying glass might show that you like to examine the world carefully and understand how and why something happens. Feathers, on the other hand, might say that you are light and carefree, or perhaps independent. A balloon could show that you are playful or joyous. Perhaps there’s a specific object that has personal significance for you, such as a gift from a loved one or a treasured item you found on a walk.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.sfmoma.org/explore/multimedia/videos/560\">Gu Wenda on United Nations — Babel of the Millennium\u003c/a> (SFMOMA)\u003c/strong>\u003cbr>\nArtist Gu Wenda reflects on united nations—babel of the millennium, the site-specific installation he created for SFMOMA, and explains how his art unifies races and unites people.\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>#DoNowObject\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/about-using-twitter/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Are Teens Today More Narcissistic Than Previous Generations?",
"headTitle": "Are Teens Today More Narcissistic Than Previous Generations? | 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>#DoNowMe\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>Do you think teens today are more narcissistic than previous generations? What is the difference between narcissism and believing in yourself? Given the expectations that come along with social media, is what people used to think of as narcissism just a necessary part of everyday life for today’s teens?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Tell me if you’ve heard this one before: taking selfies and being told you’re “special” has spoiled your poor, young adult brain. There’s a lot of \u003ca href=\"http://www.urbandictionary.com/define.php?term=throw+shade\">media shade being thrown\u003c/a> at millennials — those born between the 1980s and early 2000s — saying things like today’s young people are entitled and hard to manage, that \u003ca href=\"http://time.com/247/millennials-the-me-me-me-generation/\">we’re obsessed\u003c/a> with gadgets and appearances, and that our job skills aren’t up to par with our egos. And while it’s tempting to dismiss the accusations as generational jealousy, recent research seems to indicate there may be some truth to this kind of talk.\u003c/p>\n\u003cp>“Millennials are more narcissistic than boomers and gen Xers were at the same age,” said Jean Twenge, a professor of psychology at San Diego State University and the author of several books on narcissism — a personality type characterized by selfishness, an overblown view of one’s own talents, and a craving for admiration.\u003c/p>\n\u003cp>Twenge told Youth Radio that according to her research, millennials tend to be “tolerant, confident, open-minded, and ambitious but also disengaged, narcissistic, distrustful, and anxious.” In a study of college freshmen published in 2014, Twenge found that millennials were more likely to score themselves as “above average” and have positive self-views compared to previous generations. Millennials also scored higher on a test known as the Narcissism Personality Inventory, which measures factors like vanity, superiority, and self-sufficiency.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Assuming for now that teens today might be more narcissistic than they were in the past (which, by the way, \u003ca href=\"http://www.nytimes.com/2013/08/06/science/seeing-narcissists-everywhere.html?pagewanted=all\">not everyone does\u003c/a>), some psychologists say narcissism can be a coping mechanism that actually benefits millennials.\u003c/p>\n\u003cp>“I think of narcissism as an adaptive thing that teenagers use to work on self-image and identity,” University of Notre Dame psychologist Daniel Lapsley told Youth Radio. Given the issues today’s teens have to deal with — fierce competition for college, a tough job market, and, thanks to the Internet, less privacy than any previous generation — he says that teens may need a slightly inflated sense of self in order to successfully overcome the challenges they’ll face.\u003c/p>\n\u003cp>“A certain sense of invulnerability is a good thing,” he said. “There’s going to be occasions in your life where you have to engage in behavior where it’s not certain. Asking someone for a date or applying to college. If it goes the wrong way your self-esteem is at risk.”\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/189842804″]\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201412040735\">Are Teenagers Today More Narcissistic? \u003c/a> (Youth Radio Podcast)\u003c/strong>\u003cbr>\nAre teens today more narcissistic than ever before? Some psychologists are pointing to a personality test called the Narcissism Personality Inventory, which seems to indicate that millennials have a historically high sense of self-obsession. But not everyone thinks the test is a great tool to use on teens, who may need an inflated sense of self to protect themselves against the natural pitfalls of puberty. In this week’s podcast, Youth Radio’s teen reporters turn the lens on themselves as they investigate their own narcissism scores, and interview an expert on what this trend might mean for the success of the next generation.\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>#DoNowMe\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\u003cp>\u003cstrong>For inspiration, here is a \u003ca href=\"http://ww2.kqed.org/education/2015/03/06/students-respond-to-the-reported-rise-in-narcissism-today/\">link \u003c/a>to the conversation that \u003cem>#DoNowMe\u003c/em> inspired when it was originally published in February 2015.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.nytimes.com/2013/08/06/science/seeing-narcissists-everywhere.html?pagewanted=all&_r=0\">Seeing Narcissists Everywhere\u003c/a> (New York Times)\u003c/strong>\u003cbr>\nThis New York Times article explores Dr. Jean M. Twenge’s study of cross-generational narcissism. Using data from the Narcissistic Personality Inventory (NPI), Dr. Twenge concludes that rates of narcissism found by the NPI have risen over time, notably amongst the Millennial generation. Dr. Twenge’s analysis garners criticism from other psychologists, who argue that the NPI test is inherently flawed, and even that Dr. Twenge may be misinterpreting this data. Whereas the NPI may show a rise in characteristics that Dr. Twenge attributes in narcissism, critics claim the test more so reveals findings of qualities such as confidence and self-worth, which cannot always be directly tied to narcissism.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2014/10/13/338295367/how-millennials-are-reshaping-charity-and-online-giving\">How Millennials Are Reshaping Charity And Online Giving\u003c/a> (NPR)\u003c/strong>\u003cbr>\nThis feature from NPR’s All Tech Considered looks at a counterargument to the idea of growing narcissism in the Millennial era – that Millennials are spending and giving more of their money for social good. Looking at giving patterns, the story claims that Millennials feel more of an obligation to give money to charitable causes, and also care more about investing in causes where the impact of their giving can be directly seen.\u003c/p>\n\u003cp>\u003cstrong>TEST: \u003ca href=\"http://personality-testing.info/tests/NPI.php\">Narcissistic Personality Inventory\u003c/a> (Personality Tests)\u003c/strong>\u003cbr>\nThe Narcissistic Personality Inventory (NPI) is a test designed in 1979 that rates levels of narcissism by asking participants to select what best reflects themselves from a series of paired statements. NPI data has been evaluated over the years by various field experts, including the aforementioned study from Dr. Jean M. Twenge.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\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, and was originally published on February, 6, 2015.\u003c/em>\u003c/p>\n\u003chr>\n\n",
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"excerpt": "“Millennials are more narcissistic than boomers and gen Xers were at the same age,” said Jean Twenge, a professor of psychology at San Diego State University and the author of several books on narcissism. Do you think teens today are more narcissistic than previous generations? ",
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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>#DoNowMe\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>Do you think teens today are more narcissistic than previous generations? What is the difference between narcissism and believing in yourself? Given the expectations that come along with social media, is what people used to think of as narcissism just a necessary part of everyday life for today’s teens?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Tell me if you’ve heard this one before: taking selfies and being told you’re “special” has spoiled your poor, young adult brain. There’s a lot of \u003ca href=\"http://www.urbandictionary.com/define.php?term=throw+shade\">media shade being thrown\u003c/a> at millennials — those born between the 1980s and early 2000s — saying things like today’s young people are entitled and hard to manage, that \u003ca href=\"http://time.com/247/millennials-the-me-me-me-generation/\">we’re obsessed\u003c/a> with gadgets and appearances, and that our job skills aren’t up to par with our egos. And while it’s tempting to dismiss the accusations as generational jealousy, recent research seems to indicate there may be some truth to this kind of talk.\u003c/p>\n\u003cp>“Millennials are more narcissistic than boomers and gen Xers were at the same age,” said Jean Twenge, a professor of psychology at San Diego State University and the author of several books on narcissism — a personality type characterized by selfishness, an overblown view of one’s own talents, and a craving for admiration.\u003c/p>\n\u003cp>Twenge told Youth Radio that according to her research, millennials tend to be “tolerant, confident, open-minded, and ambitious but also disengaged, narcissistic, distrustful, and anxious.” In a study of college freshmen published in 2014, Twenge found that millennials were more likely to score themselves as “above average” and have positive self-views compared to previous generations. Millennials also scored higher on a test known as the Narcissism Personality Inventory, which measures factors like vanity, superiority, and self-sufficiency.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Assuming for now that teens today might be more narcissistic than they were in the past (which, by the way, \u003ca href=\"http://www.nytimes.com/2013/08/06/science/seeing-narcissists-everywhere.html?pagewanted=all\">not everyone does\u003c/a>), some psychologists say narcissism can be a coping mechanism that actually benefits millennials.\u003c/p>\n\u003cp>“I think of narcissism as an adaptive thing that teenagers use to work on self-image and identity,” University of Notre Dame psychologist Daniel Lapsley told Youth Radio. Given the issues today’s teens have to deal with — fierce competition for college, a tough job market, and, thanks to the Internet, less privacy than any previous generation — he says that teens may need a slightly inflated sense of self in order to successfully overcome the challenges they’ll face.\u003c/p>\n\u003cp>“A certain sense of invulnerability is a good thing,” he said. “There’s going to be occasions in your life where you have to engage in behavior where it’s not certain. Asking someone for a date or applying to college. If it goes the wrong way your self-esteem is at risk.”\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\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/189842804″&visual=true&undefined'\n title='”https://api.soundcloud.com/tracks/189842804″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201412040735\">Are Teenagers Today More Narcissistic? \u003c/a> (Youth Radio Podcast)\u003c/strong>\u003cbr>\nAre teens today more narcissistic than ever before? Some psychologists are pointing to a personality test called the Narcissism Personality Inventory, which seems to indicate that millennials have a historically high sense of self-obsession. But not everyone thinks the test is a great tool to use on teens, who may need an inflated sense of self to protect themselves against the natural pitfalls of puberty. In this week’s podcast, Youth Radio’s teen reporters turn the lens on themselves as they investigate their own narcissism scores, and interview an expert on what this trend might mean for the success of the next generation.\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>#DoNowMe\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\u003cp>\u003cstrong>For inspiration, here is a \u003ca href=\"http://ww2.kqed.org/education/2015/03/06/students-respond-to-the-reported-rise-in-narcissism-today/\">link \u003c/a>to the conversation that \u003cem>#DoNowMe\u003c/em> inspired when it was originally published in February 2015.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.nytimes.com/2013/08/06/science/seeing-narcissists-everywhere.html?pagewanted=all&_r=0\">Seeing Narcissists Everywhere\u003c/a> (New York Times)\u003c/strong>\u003cbr>\nThis New York Times article explores Dr. Jean M. Twenge’s study of cross-generational narcissism. Using data from the Narcissistic Personality Inventory (NPI), Dr. Twenge concludes that rates of narcissism found by the NPI have risen over time, notably amongst the Millennial generation. Dr. Twenge’s analysis garners criticism from other psychologists, who argue that the NPI test is inherently flawed, and even that Dr. Twenge may be misinterpreting this data. Whereas the NPI may show a rise in characteristics that Dr. Twenge attributes in narcissism, critics claim the test more so reveals findings of qualities such as confidence and self-worth, which cannot always be directly tied to narcissism.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2014/10/13/338295367/how-millennials-are-reshaping-charity-and-online-giving\">How Millennials Are Reshaping Charity And Online Giving\u003c/a> (NPR)\u003c/strong>\u003cbr>\nThis feature from NPR’s All Tech Considered looks at a counterargument to the idea of growing narcissism in the Millennial era – that Millennials are spending and giving more of their money for social good. Looking at giving patterns, the story claims that Millennials feel more of an obligation to give money to charitable causes, and also care more about investing in causes where the impact of their giving can be directly seen.\u003c/p>\n\u003cp>\u003cstrong>TEST: \u003ca href=\"http://personality-testing.info/tests/NPI.php\">Narcissistic Personality Inventory\u003c/a> (Personality Tests)\u003c/strong>\u003cbr>\nThe Narcissistic Personality Inventory (NPI) is a test designed in 1979 that rates levels of narcissism by asking participants to select what best reflects themselves from a series of paired statements. NPI data has been evaluated over the years by various field experts, including the aforementioned study from Dr. Jean M. Twenge.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\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, and was originally published on February, 6, 2015.\u003c/em>\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"title": "What Would You Explore with a Foldscope?",
"headTitle": "What Would You Explore with a Foldscope? | KQED",
"content": "\u003cp>\u003cem>Manu Prakash, a bioengineer at Stanford has designed an origami paper microscope called a Foldscope. He hopes students and life-long learners throughout the world will use them to explore and answer their own questions.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>What would you want to explore with a Foldscope? \u003cstrong>#DoNowMicro\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 \u003ci>#DoNowMicro \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 Foldscopes \u003c/strong>\u003c/h2>\n\u003cp>Have you ever wondered what is in a drop of pond or ocean water? What the inside of a worm looks like? What dust is made of? What pollen looks like? What other questions do you have about the microscopic world?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Manu Prakash, a bioengineer at Stanford University, has designed an inexpensive, origami microscope to allow people from around the world to explore, make discoveries and answer questions like these. The microscopes are made out of waterproof paper, assembled by the end-user, lightweight, small enough to fit in your pocket and cost less than $1 to produce. Prakash calls them Foldscopes, and they were born out of a desire to make scientific tools accessible to all.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/07/Mau-Prakash.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-18183\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/07/Mau-Prakash-640x352.jpg\" alt=\"Manu Prakash shows how to use his Foldscope.\" width=\"353\" height=\"194\">\u003c/a> Manu Prakash shows health care workers in developing countries how to use his Foldscope.\u003c/p>\n\u003cp>In designing the Foldscope, Prakash wanted to create an instrument that could be used both by healthcare workers in developing countries and remote areas, as well as by people who might not otherwise get the opportunity to look at the microscopic world. Foldscopes are currently in trials to be approved as diagnostic tools for diseases like malaria and African sleeping sickness. And, through the \u003ca href=\"http://www.foldscope.com/\">Ten Thousand Microscope project\u003c/a>, Prakash has shipped approximately 50,000 Foldscopes to students and lifelong learners in more than 130 countries who submitted ideas for experiments or questions that they would like to answer using the Foldscopes.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/05/10Kmicroscopes-e1438149637808.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-18169 \" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/05/10Kmicroscopes-479x360.jpg\" alt=\"10K Microscopes: an experiment to crowd-source a biology microscopy manual\" width=\"271\" height=\"204\">\u003c/a> 10K Microscopes: experiment to crowd-source a biology microscopy manual\u003c/p>\n\u003cp>Many recipients are already reporting their findings on Prakash’s \u003ca href=\"http://microcosmos.foldscope.com/\"> website\u003c/a>. He hopes that this will create a network of learners asking questions, sharing experiments and getting inspired by science.\u003c/p>\n\u003cp>At the basic level, the Foldscope requires no external power or light source; you simply insert a sample slide into the Foldscope, hold it up to a light source and look through the tiny, salt grain-size lens. However, the Foldscope can be modified. For example, Prakash’s team has added external watch batteries, lights, filters and different lenses to make different versions of the Foldscope. You can even attach a smartphone to the microscope in order to record images. He hopes that children, hackers and tinkerers around the world will add to the Foldscope and explore new modes of microscopy.\u003c/p>\n\u003ch2>\u003c/h2>\n\u003cp> \u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://sciencelearn.org.nz/Contexts/Exploring-with-Microscopes/NZ-Research/Exploring-with-Microscopes\">Exploring with Microscopes\u003c/a> (Science Learning)\u003c/strong>\u003cbr>\nThis article provides an overview of how microscopes can be used and includes links to examples of how scientists are using microscopes in their work.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://science.kqed.org/quest/video/science-spotlight-bending-light-with-a-new-kind-of-microscope/\">Science Spotlight:Bending Light with a New Kind of Microscope?\u003c/a> (KQED QUEST)\u003c/strong>\u003cbr>\nLearn how microscopes work by using lenses to bend light to magnify objects.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.gizmag.com/smartphone-lens-microscope-university-houston/37394/\"> Smartphone Microscope Lens that Costs Just Pennies to Make\u003c/a> (gizmag)\u003c/strong>\u003cbr>\nResearchers at University of Houston have created cheap lenses that attach to your smartphone to turn it into a microscope.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.examiner.com/article/50-things-to-look-at-under-a-microscope\"> 50 Things to Look at Under a Microscope \u003c/a> (Examiner.com)\u003c/strong>\u003cbr>\nHere are 50 ideas for things you could look at under a microscope.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.hometrainingtools.com/a/microscope-slide-making-ideas\"> Microscope Slide Making Ideas \u003c/a> (Home Science Tools)\u003c/strong>\u003cbr>\nThis article provides tips on making slides and ideas for various objects to view underneath a microscope.\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Manu Prakash, a bioengineer at Stanford has designed an origami paper microscope called a Foldscope. He hopes students and life-long learners throughout the world will use them to explore and answer their own questions.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>What would you want to explore with a Foldscope? \u003cstrong>#DoNowMicro\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 \u003ci>#DoNowMicro \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 Foldscopes \u003c/strong>\u003c/h2>\n\u003cp>Have you ever wondered what is in a drop of pond or ocean water? What the inside of a worm looks like? What dust is made of? What pollen looks like? What other questions do you have about the microscopic world?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Manu Prakash, a bioengineer at Stanford University, has designed an inexpensive, origami microscope to allow people from around the world to explore, make discoveries and answer questions like these. The microscopes are made out of waterproof paper, assembled by the end-user, lightweight, small enough to fit in your pocket and cost less than $1 to produce. Prakash calls them Foldscopes, and they were born out of a desire to make scientific tools accessible to all.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/07/Mau-Prakash.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-18183\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/07/Mau-Prakash-640x352.jpg\" alt=\"Manu Prakash shows how to use his Foldscope.\" width=\"353\" height=\"194\">\u003c/a> Manu Prakash shows health care workers in developing countries how to use his Foldscope.\u003c/p>\n\u003cp>In designing the Foldscope, Prakash wanted to create an instrument that could be used both by healthcare workers in developing countries and remote areas, as well as by people who might not otherwise get the opportunity to look at the microscopic world. Foldscopes are currently in trials to be approved as diagnostic tools for diseases like malaria and African sleeping sickness. And, through the \u003ca href=\"http://www.foldscope.com/\">Ten Thousand Microscope project\u003c/a>, Prakash has shipped approximately 50,000 Foldscopes to students and lifelong learners in more than 130 countries who submitted ideas for experiments or questions that they would like to answer using the Foldscopes.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/05/10Kmicroscopes-e1438149637808.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-18169 \" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/05/10Kmicroscopes-479x360.jpg\" alt=\"10K Microscopes: an experiment to crowd-source a biology microscopy manual\" width=\"271\" height=\"204\">\u003c/a> 10K Microscopes: experiment to crowd-source a biology microscopy manual\u003c/p>\n\u003cp>Many recipients are already reporting their findings on Prakash’s \u003ca href=\"http://microcosmos.foldscope.com/\"> website\u003c/a>. He hopes that this will create a network of learners asking questions, sharing experiments and getting inspired by science.\u003c/p>\n\u003cp>At the basic level, the Foldscope requires no external power or light source; you simply insert a sample slide into the Foldscope, hold it up to a light source and look through the tiny, salt grain-size lens. However, the Foldscope can be modified. For example, Prakash’s team has added external watch batteries, lights, filters and different lenses to make different versions of the Foldscope. You can even attach a smartphone to the microscope in order to record images. He hopes that children, hackers and tinkerers around the world will add to the Foldscope and explore new modes of microscopy.\u003c/p>\n\u003ch2>\u003c/h2>\n\u003cp> \u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://sciencelearn.org.nz/Contexts/Exploring-with-Microscopes/NZ-Research/Exploring-with-Microscopes\">Exploring with Microscopes\u003c/a> (Science Learning)\u003c/strong>\u003cbr>\nThis article provides an overview of how microscopes can be used and includes links to examples of how scientists are using microscopes in their work.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://science.kqed.org/quest/video/science-spotlight-bending-light-with-a-new-kind-of-microscope/\">Science Spotlight:Bending Light with a New Kind of Microscope?\u003c/a> (KQED QUEST)\u003c/strong>\u003cbr>\nLearn how microscopes work by using lenses to bend light to magnify objects.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.gizmag.com/smartphone-lens-microscope-university-houston/37394/\"> Smartphone Microscope Lens that Costs Just Pennies to Make\u003c/a> (gizmag)\u003c/strong>\u003cbr>\nResearchers at University of Houston have created cheap lenses that attach to your smartphone to turn it into a microscope.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.examiner.com/article/50-things-to-look-at-under-a-microscope\"> 50 Things to Look at Under a Microscope \u003c/a> (Examiner.com)\u003c/strong>\u003cbr>\nHere are 50 ideas for things you could look at under a microscope.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.hometrainingtools.com/a/microscope-slide-making-ideas\"> Microscope Slide Making Ideas \u003c/a> (Home Science Tools)\u003c/strong>\u003cbr>\nThis article provides tips on making slides and ideas for various objects to view underneath a microscope.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowAmDream\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>How do you personally define the “American dream?” How do priorities like home ownership and access to higher education compare with your values? What will success look like for your future?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Not too many years ago, the “American dream” seemed to be a pretty uniform vision: landing a well-paying job, owning your own home and filling it with cool stuff, maybe even having a family and sending your kids to good schools and colleges. \u003c/p>\n\u003cp>But for many millennials, their goals don’t necessarily line up with this narrow definition of success. More than previous generations, young people today say \u003ca href=\"http://time.com/5074/millennials-put-their-surprising-stamp-on-the-american-dream/\">they value travel and self-employment\u003c/a> over material things like houses and cars. And while for immigrant families “making it” used to mean assimilating into American culture, many young first and second generation Americans are seeking to preserve their traditions, finding balance between old and new values.\u003c/p>\n\u003cp>Youth Radio reporter Kasey Saeturn is one of those millennials. Her family is from Laos, and is ethically Mien. Unlike her younger siblings, she has made an effort to learn to speak Mien even as she participates in a traditional American education. “I’m trying to pursue higher education, financial aid, and the American Dream,” she says. “And I’m trying to do all that, without losing the Mien ways.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But as evident in another Youth Radio story, this one by Isabella Ordaz, the opportunity to pursue the traditional American Dream can sometimes feel like a cultural trade off. When she was ten, Isabella, who is Mexican-American and now in high school, moved with her family from her diverse neighborhood with a reputation for high crime, to a primarily white suburb with a low crime rate and prestigious local schools. While she had more academic options in her new school, it was a culture shock for her suddenly to be one of the only brown students in her class — especially when her white classmates made insensitive comments about Mexicans. \u003c/p>\n\u003cp>“I felt like a little brown pebble stuck in a glistening pile of white sand,” she said. “And the sand, it didn’t want me there.”\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201504230643\">Keeping Up My Mien Heritage\u003c/a> (KQED/Youth Radio)\u003c/strong>\u003cbr>\nYouth Radio reporter and Mien-American Kasey Saeturn has several siblings, but she is the only one who still speaks any Mien. Her younger siblings have to ask her to translate when they want to talk to their grandmother, who does not speak English. In her KQED perspective, Kasey weighs the value of an American education and traditional Mien skills.\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>#DoNowAmDream\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>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201502260643\">Whispers of Racism\u003c/a> (Youth Radio/KQED)\u003c/strong>\u003cbr>\nWhen Youth Radio reporter Isabella Ordaz and her family moved from a diverse but higher-crime neighborhood in Antioch, California to a more affluent, gang-free community in Danville, she felt like they had won “the Mexican immigrant lottery.” But the move also came with a new form of culture shock. As one of the only brown kids in her class, Isabella soon found herself missing the acceptance she had in her old neighborhood.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/news/article/youth-radio-podcast-intern-edition-the-american-dream/\">Youth Radio Podcast: The American Dream\u003c/a> (Youth Radio)\u003c/strong>\u003cbr>\nIn this intern edition of the Youth Radio podcast, Onaja Waki “explores the meaning of the American Dream and the relevance it has in today’s society — especially for youth.” The podcast includes interviews with a diverse group of teens as well as Diana Elliott, Research Officer for Economic Mobility for Pew Charitable Trusts.\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>\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>#DoNowAmDream\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>How do you personally define the “American dream?” How do priorities like home ownership and access to higher education compare with your values? What will success look like for your future?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Not too many years ago, the “American dream” seemed to be a pretty uniform vision: landing a well-paying job, owning your own home and filling it with cool stuff, maybe even having a family and sending your kids to good schools and colleges. \u003c/p>\n\u003cp>But for many millennials, their goals don’t necessarily line up with this narrow definition of success. More than previous generations, young people today say \u003ca href=\"http://time.com/5074/millennials-put-their-surprising-stamp-on-the-american-dream/\">they value travel and self-employment\u003c/a> over material things like houses and cars. And while for immigrant families “making it” used to mean assimilating into American culture, many young first and second generation Americans are seeking to preserve their traditions, finding balance between old and new values.\u003c/p>\n\u003cp>Youth Radio reporter Kasey Saeturn is one of those millennials. Her family is from Laos, and is ethically Mien. Unlike her younger siblings, she has made an effort to learn to speak Mien even as she participates in a traditional American education. “I’m trying to pursue higher education, financial aid, and the American Dream,” she says. “And I’m trying to do all that, without losing the Mien ways.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But as evident in another Youth Radio story, this one by Isabella Ordaz, the opportunity to pursue the traditional American Dream can sometimes feel like a cultural trade off. When she was ten, Isabella, who is Mexican-American and now in high school, moved with her family from her diverse neighborhood with a reputation for high crime, to a primarily white suburb with a low crime rate and prestigious local schools. While she had more academic options in her new school, it was a culture shock for her suddenly to be one of the only brown students in her class — especially when her white classmates made insensitive comments about Mexicans. \u003c/p>\n\u003cp>“I felt like a little brown pebble stuck in a glistening pile of white sand,” she said. “And the sand, it didn’t want me there.”\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201504230643\">Keeping Up My Mien Heritage\u003c/a> (KQED/Youth Radio)\u003c/strong>\u003cbr>\nYouth Radio reporter and Mien-American Kasey Saeturn has several siblings, but she is the only one who still speaks any Mien. Her younger siblings have to ask her to translate when they want to talk to their grandmother, who does not speak English. In her KQED perspective, Kasey weighs the value of an American education and traditional Mien skills.\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>#DoNowAmDream\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>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201502260643\">Whispers of Racism\u003c/a> (Youth Radio/KQED)\u003c/strong>\u003cbr>\nWhen Youth Radio reporter Isabella Ordaz and her family moved from a diverse but higher-crime neighborhood in Antioch, California to a more affluent, gang-free community in Danville, she felt like they had won “the Mexican immigrant lottery.” But the move also came with a new form of culture shock. As one of the only brown kids in her class, Isabella soon found herself missing the acceptance she had in her old neighborhood.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/news/article/youth-radio-podcast-intern-edition-the-american-dream/\">Youth Radio Podcast: The American Dream\u003c/a> (Youth Radio)\u003c/strong>\u003cbr>\nIn this intern edition of the Youth Radio podcast, Onaja Waki “explores the meaning of the American Dream and the relevance it has in today’s society — especially for youth.” The podcast includes interviews with a diverse group of teens as well as Diana Elliott, Research Officer for Economic Mobility for Pew Charitable Trusts.\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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"headTitle": "To What Extent Should Organisms Be Collected from the Wild? | 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>#DoNowSpecimen\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 museums and aquariums be collecting organisms from the wild?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Imagine walking through a museum’s research collection of many living and nonliving animals and plants. Although you may be amazed by the massive quantity of organisms provided, you may also wonder why there are so many in the collections, and what research purposes they have. Recently, there has been a \u003ca href=\"http://www.sciencemag.org/content/344/6181/260.short\" target=\"_blank\" rel=\"noopener noreferrer\">debate among scientists\u003c/a> about the necessity of collecting specimens from the wild. Many strong arguments have been presented for both sides of this controversial issue. While it is common for museums, aquariums and zoos to collect specimens for observation and research, it has been argued that with recent technological advances there may be several alternative options for studying species.\u003c/p>\n\u003cp>For centuries, museums and scientists have been collecting animals, plants and other organisms from the wild. Several natural history museums in the U.S. with large specimen collections are the \u003ca href=\"http://www.mnh.si.edu\" target=\"_blank\" rel=\"noopener noreferrer\">Smithsonian\u003c/a>, the \u003ca href=\"http://www.amnh.org\" target=\"_blank\" rel=\"noopener noreferrer\">American Museum of Natural History\u003c/a>, the \u003ca href=\"http://www.fieldmuseum.org\" target=\"_blank\" rel=\"noopener noreferrer\">Field Museum\u003c/a> and the \u003ca href=\"http://www.calacademy.org\" target=\"_blank\" rel=\"noopener noreferrer\">California Academy of Sciences\u003c/a>. Museums collect specimens for many reasons. Primarily, they collect in order to provide voucher specimens for crucial scientific research and to display the collected organisms for the public. Non-living museum collections are used by scientists to study internal anatomy, systematics and disease. Living collections are used to study behavior and ecology in organisms where such studies might be difficult or impossible to do in the field. Collecting organisms from the wild has been a popular and controversial subject among scientists in the past couple of years. One reason why people are worried about this issue is because of the staggering amount of living and nonliving organisms in captivity. For example, there are nearly 390 million \u003ca href=\"http://www.calacademy.org/a-specimens-path\" target=\"_blank\" rel=\"noopener noreferrer\">non-living specimens\u003c/a>, which include rocks, plants and animals, in the five largest museums in the world. The California Academy of Sciences has close to 40,000 living animals available for the public to view, some of which are newly described or are previously unstudied species collected from the wild. Some experts say that collecting animals is a requirement in order to expand and answer scientific research questions, while others believe it is unsustainable and now unnecessary because of technological advances. People who support different sides of the issue have come to one compromise, which is requiring scientific collecting permits. This allows those with permits to sustainably collect wild specimens, though there are still questions about the process among the scientific community.\u003c/p>\n\u003cp>Collecting organisms from the wild serves many purposes, primarily in the areas of research and conservation. Some science programs harbor a large collection of many species, which enables researchers to study and learn more about the species first-hand. Collections are shared among museums and universities, with researchers traveling between institutions to study specimens. Collecting allows more data to be gathered than simply observing organisms in the wild. With this data, scientists can discover opportunities to conserve endangered species through understanding more about the behaviors and environmental needs of those species. Many specific traits and qualities of these organisms cannot be found without a physical portrayal of the species. In relation to that, morphological diversity, or the variations among species, can be researched far more efficiently through collecting rather than methods of observation. On a smaller scale, live animals collected can be \u003ca href=\"http://science.kqed.org/quest/video/diving-into-the-twilight-zone/\" target=\"_blank\" rel=\"noopener noreferrer\">displayed for the public\u003c/a> to see and appreciate, as exhibited in the California Academy of Sciences, which gives the public a better connection to endangered species, thus creating a greater incentive to protect and conserve. Although collecting can be invasive, there are international limits on certain species and amount of specimens that may be taken from their environments. One of the major players in this area is \u003ca href=\"http://www.cites.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CITES\u003c/a>, an international treaty that created varying levels of protection to over 30,000 species of both plants and animals. In short, documenting biodiversity in an efficient and humane way gives us a better understanding of the world we live in and in doing so, humans and other species can more effectively coexist.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Collecting wildlife does have some negative impacts. Organisms live and thrive in their natural habitats because they have adapted for over thousands of years to live in specific conditions. When humans collect live specimens and move them to a different location, we may be affecting their overall well-being. Collecting may also increase the risk of extinction or endangerment of species that have small populations. Scientist \u003ca href=\"https://sols.asu.edu/people/ben-minteer\" target=\"_blank\" rel=\"noopener noreferrer\">Ben Minteer\u003c/a> found that when an individual of a species thought to be extinct is unexpectedly discovered, some scientists are interested in collecting specimens for data. This could cause what Minteer coined “re-extinction,” when humans have a negative effect on a species’ population. Recently, with newer technology, there are ways to collect data on species that do not involve killing them or removing them from their natural habitat. For example, tagging or video recording animals allows scientists to monitor an animal’s actions and collect data based on their behavior. And, catch-and-release DNA sampling can provide phylogenetic information.\u003c/p>\n\u003cp>What do you think? To what extent should collecting living and nonliving specimens be allowed? Is there a middle ground between collecting organisms for research and observation while sustaining the species’ livelihood in the wild? Is it possible to gain enough information about a species simply by observing them in the wild, or do we need to collect some organisms to be able to learn enough to effectively conserve 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\" src=\"http://www.npr.org/player/embed/318307574/323166184\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" title=\"NPR embedded audio player\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2014/06/18/318307574/is-collecting-animals-for-science-a-noble-mission-or-a-threat\">Is Collecting Animals For Science A Noble Mission Or A Threat?\u003c/a> (NPR)\u003c/strong>\u003cbr>\nScientists collect animals from all over the world for research, whether to document a new species, learn about the evolution of a species, or a number of other reasons, but some in the scientific community wonder if all of the collecting is necessary.\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>#DoNowSpecimen\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>VIDEO: \u003ca href=\"http://science.kqed.org/quest/video/diving-into-the-twilight-zone/\">Diving Into the Twilight Zone\u003c/a> (KQED QUEST)\u003c/strong>\u003cbr>\nJoin Steinhart Aquarium director Bart Shepherd on an expedition to explore one of the most mysterious ocean realms: the twilight zone.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youtu.be/nS8suhK-c5I\">Where’d You Get All Those Dead Animals?\u003c/a> (The Field Museum)\u003c/strong>\u003cbr>\nThis video from the Field Museum’s “The Brain Scoop” series discusses where specimens come from in museums, why animals are collected as “voucher specimens” by field biologists and why these specimens are useful.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.bbc.com/earth/story/20141230-the-new-species-hiding-in-museums\"> The New Species Hiding in Museums\u003c/a> (BBC)\u003c/strong>\u003cbr>\nThis article identifies new five species of animals that have recently been discovered in museum collections.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ TechTeens program: Alexander B., Darrah B., Jonathan H., Nora H., Janelle L., Oliver L., Otto L. and Samuel P. The TechTeens are youth leaders who use digital media to develop and communicate science stories for the public.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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>#DoNowSpecimen\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 museums and aquariums be collecting organisms from the wild?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Imagine walking through a museum’s research collection of many living and nonliving animals and plants. Although you may be amazed by the massive quantity of organisms provided, you may also wonder why there are so many in the collections, and what research purposes they have. Recently, there has been a \u003ca href=\"http://www.sciencemag.org/content/344/6181/260.short\" target=\"_blank\" rel=\"noopener noreferrer\">debate among scientists\u003c/a> about the necessity of collecting specimens from the wild. Many strong arguments have been presented for both sides of this controversial issue. While it is common for museums, aquariums and zoos to collect specimens for observation and research, it has been argued that with recent technological advances there may be several alternative options for studying species.\u003c/p>\n\u003cp>For centuries, museums and scientists have been collecting animals, plants and other organisms from the wild. Several natural history museums in the U.S. with large specimen collections are the \u003ca href=\"http://www.mnh.si.edu\" target=\"_blank\" rel=\"noopener noreferrer\">Smithsonian\u003c/a>, the \u003ca href=\"http://www.amnh.org\" target=\"_blank\" rel=\"noopener noreferrer\">American Museum of Natural History\u003c/a>, the \u003ca href=\"http://www.fieldmuseum.org\" target=\"_blank\" rel=\"noopener noreferrer\">Field Museum\u003c/a> and the \u003ca href=\"http://www.calacademy.org\" target=\"_blank\" rel=\"noopener noreferrer\">California Academy of Sciences\u003c/a>. Museums collect specimens for many reasons. Primarily, they collect in order to provide voucher specimens for crucial scientific research and to display the collected organisms for the public. Non-living museum collections are used by scientists to study internal anatomy, systematics and disease. Living collections are used to study behavior and ecology in organisms where such studies might be difficult or impossible to do in the field. Collecting organisms from the wild has been a popular and controversial subject among scientists in the past couple of years. One reason why people are worried about this issue is because of the staggering amount of living and nonliving organisms in captivity. For example, there are nearly 390 million \u003ca href=\"http://www.calacademy.org/a-specimens-path\" target=\"_blank\" rel=\"noopener noreferrer\">non-living specimens\u003c/a>, which include rocks, plants and animals, in the five largest museums in the world. The California Academy of Sciences has close to 40,000 living animals available for the public to view, some of which are newly described or are previously unstudied species collected from the wild. Some experts say that collecting animals is a requirement in order to expand and answer scientific research questions, while others believe it is unsustainable and now unnecessary because of technological advances. People who support different sides of the issue have come to one compromise, which is requiring scientific collecting permits. This allows those with permits to sustainably collect wild specimens, though there are still questions about the process among the scientific community.\u003c/p>\n\u003cp>Collecting organisms from the wild serves many purposes, primarily in the areas of research and conservation. Some science programs harbor a large collection of many species, which enables researchers to study and learn more about the species first-hand. Collections are shared among museums and universities, with researchers traveling between institutions to study specimens. Collecting allows more data to be gathered than simply observing organisms in the wild. With this data, scientists can discover opportunities to conserve endangered species through understanding more about the behaviors and environmental needs of those species. Many specific traits and qualities of these organisms cannot be found without a physical portrayal of the species. In relation to that, morphological diversity, or the variations among species, can be researched far more efficiently through collecting rather than methods of observation. On a smaller scale, live animals collected can be \u003ca href=\"http://science.kqed.org/quest/video/diving-into-the-twilight-zone/\" target=\"_blank\" rel=\"noopener noreferrer\">displayed for the public\u003c/a> to see and appreciate, as exhibited in the California Academy of Sciences, which gives the public a better connection to endangered species, thus creating a greater incentive to protect and conserve. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Collecting wildlife does have some negative impacts. Organisms live and thrive in their natural habitats because they have adapted for over thousands of years to live in specific conditions. When humans collect live specimens and move them to a different location, we may be affecting their overall well-being. Collecting may also increase the risk of extinction or endangerment of species that have small populations. Scientist \u003ca href=\"https://sols.asu.edu/people/ben-minteer\" target=\"_blank\" rel=\"noopener noreferrer\">Ben Minteer\u003c/a> found that when an individual of a species thought to be extinct is unexpectedly discovered, some scientists are interested in collecting specimens for data. This could cause what Minteer coined “re-extinction,” when humans have a negative effect on a species’ population. Recently, with newer technology, there are ways to collect data on species that do not involve killing them or removing them from their natural habitat. For example, tagging or video recording animals allows scientists to monitor an animal’s actions and collect data based on their behavior. And, catch-and-release DNA sampling can provide phylogenetic information.\u003c/p>\n\u003cp>What do you think? To what extent should collecting living and nonliving specimens be allowed? Is there a middle ground between collecting organisms for research and observation while sustaining the species’ livelihood in the wild? Is it possible to gain enough information about a species simply by observing them in the wild, or do we need to collect some organisms to be able to learn enough to effectively conserve 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\" src=\"http://www.npr.org/player/embed/318307574/323166184\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" title=\"NPR embedded audio player\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2014/06/18/318307574/is-collecting-animals-for-science-a-noble-mission-or-a-threat\">Is Collecting Animals For Science A Noble Mission Or A Threat?\u003c/a> (NPR)\u003c/strong>\u003cbr>\nScientists collect animals from all over the world for research, whether to document a new species, learn about the evolution of a species, or a number of other reasons, but some in the scientific community wonder if all of the collecting is necessary.\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>#DoNowSpecimen\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>VIDEO: \u003ca href=\"http://science.kqed.org/quest/video/diving-into-the-twilight-zone/\">Diving Into the Twilight Zone\u003c/a> (KQED QUEST)\u003c/strong>\u003cbr>\nJoin Steinhart Aquarium director Bart Shepherd on an expedition to explore one of the most mysterious ocean realms: the twilight zone.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youtu.be/nS8suhK-c5I\">Where’d You Get All Those Dead Animals?\u003c/a> (The Field Museum)\u003c/strong>\u003cbr>\nThis video from the Field Museum’s “The Brain Scoop” series discusses where specimens come from in museums, why animals are collected as “voucher specimens” by field biologists and why these specimens are useful.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.bbc.com/earth/story/20141230-the-new-species-hiding-in-museums\"> The New Species Hiding in Museums\u003c/a> (BBC)\u003c/strong>\u003cbr>\nThis article identifies new five species of animals that have recently been discovered in museum collections.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ TechTeens program: Alexander B., Darrah B., Jonathan H., Nora H., Janelle L., Oliver L., Otto L. and Samuel P. The TechTeens are youth leaders who use digital media to develop and communicate science stories for the public.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowNCAA\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Should college athletes get paid or be allowed to receive sponsorship money?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>College and basketball programs rake in billions of dollars each year through marketing, broadcast contracts, ticket sales and merchandising. The March Madness basketball tournament alone generates more than $1 billion each year in \u003ca href=\"http://kantarmedia.us/press/march-madness-generated-1-billion-ad-revenue-2013\">ad revenues\u003c/a>, far more than the Superbowl.\u003c/p>\n\u003cp>Schools and the National Collegiate Athletic Association both benefit tremendously from the windfall, as do coaches, many of whom are paid more than a million dollars each year.\u003c/p>\n\u003cp>But the athletes themselves? They don’t get a penny.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Officially considered “amateurs” by the NCAA, college athletes are contractually forbidden from receiving any kind of monetary compensation. That means they can not only receive wages, but are also prohibited from accepting sponsorship deals or any other kind of publicity-related payouts. In fact, there have been multiple high-profile instances of well-known players punished for minor infractions of these rules, as in the case of the University of Georgia’s star running back \u003ca href=\"www.usatoday.com/story/sports/ncaaf/2014/10/29/georgias-todd-gurley-suspended-4-games-by-ncaa/18107823/\">Todd Gurley\u003c/a>, who was suspended from play last year after accepting cash for autographed memorabilia.\u003c/p>\n\u003cp>The NCAA remains adamant that student athletes not receive any direct financial compensation for their participation. The group insists that the generous scholarships most top student athletes receive, covering their tuition and most living expenses at some of the best schools in the nation, is ample reward, as is the invaluable media exposure. Furthermore, the NCAA argues, the profits from football and basketball are used to fund less lucrative sports like volleyball or golf.\u003c/p>\n\u003cp>But as profits from college sports continue to surge each year, diminishing the gap between elite college athletics and the pros, a growing number of student advocates argue that college athletes, many of whom practice upwards of 60 hours a week and often accumulate debt even with their scholarships, deserve a share of the profits. It’s their talent, after all, that brings in the billions. Advocates argue that the NCAA is exploiting college athletes by profiting from their skill and celebrity status and not giving them even a small slice of the pie. And, they argue, there is little protection for college athletes who get injured “on the job” and risk losing their scholarships, which are mostly allotted only on a yearly basis..\u003c/p>\n\u003cp>A recent court decision, though, may shake things up. Last August, a federal judge ruled that the NCAA’s s policy of barring payments to college athletes violated antitrust laws. Former UCLA basketball star Ed O’Bannon is the lead plaintiff in the class action suit. Now a car salesman in Las Vegas, O’Bannon discovered years after graduation that his avatar had been included in a video game without his consent, and he was receiving no royalties at all from the profit the game generated. The judge ruled that athletes in top men’s football and basketball programs can receive a small share of licensing revenues, which they can collect at the end of their college sports careers. The decision, though, is currently being appealed by the NCAA.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>[youtube https://www.youtube.com/watch?v=ZN5w1-7Gh6c&w=640&h=360]\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://www.youtube.com/watch?v=ZN5w1-7Gh6c&feature=youtu.be\">“Money and March Madness” | Sneak Peek\u003c/a> (PBS FRONTLINE)\u003c/strong>\u003cbr>\nFRONTLINE continues its new monthly magazine program with the lead story “Money and March Madness,” an inside look at the multi-billion dollar business of the NCAA and its brand of amateur college sports. In this investigation, correspondent Lowell Bergman gains access to Sonny Vaccaro, a former marketing executive at Nike, Adidas, and Reebok who helped bring about the rapid commercialization of college basketball. Vaccaro’s success made coaches, administrators, and companies rich. But the players remain at the mercy of the NCAA, which, despite a new $10.8 billion contract for its basketball tournament, has continued to insist that the athletes don’t get paid. Now, Vaccaro has left the business world and he’s spearheading a class-action lawsuit that aims to ensure that players get a piece of the action. See the entire episode on \u003ca href=\"http://video.pbs.org/video/1862426436/\">FRONTLINE\u003c/a>.\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>#DoNowNCAA\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>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/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://blogs.kqed.org/lowdown/2015/03/27/marchmadness\">March Madness by the Dollars\u003c/a> (The Lowdown)\u003c/strong>\u003cbr>\nAlthough college athletes are considered amateurs and are not allowed to collect any pay to play, college basketball and football is big, big business raking in billions of dollars. March Madness alone generates more than a billion dollars a year in ad revenue. Here we look at March Madness by the dollars and cents.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2015/03/13/392718501/do-ncaa-ban-on-paying-student-athletes-violate-federal-law\">Does NCAA Ban On Paying Student Athletes Violate Federal Law?\u003c/a> (NPR)\u003c/strong>\u003cbr>\nThe top college basketball teams face off this week in the NCAA tournament. And, a panel of judges will hear arguments over whether colleges should be allowed to pay basketball and football players.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.nytimes.com/2014/08/09/sports/federal-judge-rules-against-ncaa-in-obannon-case.html\">N.C.A.A. Must Allow Colleges to Pay Athletes, Judge Rules\u003c/a> (New York Times)\u003c/strong>\u003cbr>\nIn a decision that could drastically reshape the world of college sports, a federal judge ruled on Friday that the N.C.A.A.’s decades-old rules barring payments to college athletes were in violation of antitrust laws.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.pbs.org/wgbh/pages/frontline/money-and-march-madness/\">Money and March Madness\u003c/a> (PBS FRONTLINE)\u003c/strong>\u003cbr>\nIf everyone else is profiting from the multibillion dollar college sports business, why shouldn’t the athletes? It’s March and the nation has once again gone “mad,” as more than 140 million people have tuned in to watch one of the biggest sporting events on earth — the NCAA men’s basketball tournament. But “March Madness” isn’t just a basketball tournament. It’s become big business, with television rights alone worth $10.8 billion over 14 years.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowNCAA\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Should college athletes get paid or be allowed to receive sponsorship money?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>College and basketball programs rake in billions of dollars each year through marketing, broadcast contracts, ticket sales and merchandising. The March Madness basketball tournament alone generates more than $1 billion each year in \u003ca href=\"http://kantarmedia.us/press/march-madness-generated-1-billion-ad-revenue-2013\">ad revenues\u003c/a>, far more than the Superbowl.\u003c/p>\n\u003cp>Schools and the National Collegiate Athletic Association both benefit tremendously from the windfall, as do coaches, many of whom are paid more than a million dollars each year.\u003c/p>\n\u003cp>But the athletes themselves? They don’t get a penny.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Officially considered “amateurs” by the NCAA, college athletes are contractually forbidden from receiving any kind of monetary compensation. That means they can not only receive wages, but are also prohibited from accepting sponsorship deals or any other kind of publicity-related payouts. In fact, there have been multiple high-profile instances of well-known players punished for minor infractions of these rules, as in the case of the University of Georgia’s star running back \u003ca href=\"www.usatoday.com/story/sports/ncaaf/2014/10/29/georgias-todd-gurley-suspended-4-games-by-ncaa/18107823/\">Todd Gurley\u003c/a>, who was suspended from play last year after accepting cash for autographed memorabilia.\u003c/p>\n\u003cp>The NCAA remains adamant that student athletes not receive any direct financial compensation for their participation. The group insists that the generous scholarships most top student athletes receive, covering their tuition and most living expenses at some of the best schools in the nation, is ample reward, as is the invaluable media exposure. Furthermore, the NCAA argues, the profits from football and basketball are used to fund less lucrative sports like volleyball or golf.\u003c/p>\n\u003cp>But as profits from college sports continue to surge each year, diminishing the gap between elite college athletics and the pros, a growing number of student advocates argue that college athletes, many of whom practice upwards of 60 hours a week and often accumulate debt even with their scholarships, deserve a share of the profits. It’s their talent, after all, that brings in the billions. Advocates argue that the NCAA is exploiting college athletes by profiting from their skill and celebrity status and not giving them even a small slice of the pie. And, they argue, there is little protection for college athletes who get injured “on the job” and risk losing their scholarships, which are mostly allotted only on a yearly basis..\u003c/p>\n\u003cp>A recent court decision, though, may shake things up. Last August, a federal judge ruled that the NCAA’s s policy of barring payments to college athletes violated antitrust laws. Former UCLA basketball star Ed O’Bannon is the lead plaintiff in the class action suit. Now a car salesman in Las Vegas, O’Bannon discovered years after graduation that his avatar had been included in a video game without his consent, and he was receiving no royalties at all from the profit the game generated. The judge ruled that athletes in top men’s football and basketball programs can receive a small share of licensing revenues, which they can collect at the end of their college sports careers. The decision, though, is currently being appealed by the NCAA.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ZN5w1-7Gh6c'\n title='//www.youtube.com/embed/ZN5w1-7Gh6c'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://www.youtube.com/watch?v=ZN5w1-7Gh6c&feature=youtu.be\">“Money and March Madness” | Sneak Peek\u003c/a> (PBS FRONTLINE)\u003c/strong>\u003cbr>\nFRONTLINE continues its new monthly magazine program with the lead story “Money and March Madness,” an inside look at the multi-billion dollar business of the NCAA and its brand of amateur college sports. In this investigation, correspondent Lowell Bergman gains access to Sonny Vaccaro, a former marketing executive at Nike, Adidas, and Reebok who helped bring about the rapid commercialization of college basketball. Vaccaro’s success made coaches, administrators, and companies rich. But the players remain at the mercy of the NCAA, which, despite a new $10.8 billion contract for its basketball tournament, has continued to insist that the athletes don’t get paid. Now, Vaccaro has left the business world and he’s spearheading a class-action lawsuit that aims to ensure that players get a piece of the action. See the entire episode on \u003ca href=\"http://video.pbs.org/video/1862426436/\">FRONTLINE\u003c/a>.\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>#DoNowNCAA\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>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/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://blogs.kqed.org/lowdown/2015/03/27/marchmadness\">March Madness by the Dollars\u003c/a> (The Lowdown)\u003c/strong>\u003cbr>\nAlthough college athletes are considered amateurs and are not allowed to collect any pay to play, college basketball and football is big, big business raking in billions of dollars. March Madness alone generates more than a billion dollars a year in ad revenue. Here we look at March Madness by the dollars and cents.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2015/03/13/392718501/do-ncaa-ban-on-paying-student-athletes-violate-federal-law\">Does NCAA Ban On Paying Student Athletes Violate Federal Law?\u003c/a> (NPR)\u003c/strong>\u003cbr>\nThe top college basketball teams face off this week in the NCAA tournament. And, a panel of judges will hear arguments over whether colleges should be allowed to pay basketball and football players.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.nytimes.com/2014/08/09/sports/federal-judge-rules-against-ncaa-in-obannon-case.html\">N.C.A.A. Must Allow Colleges to Pay Athletes, Judge Rules\u003c/a> (New York Times)\u003c/strong>\u003cbr>\nIn a decision that could drastically reshape the world of college sports, a federal judge ruled on Friday that the N.C.A.A.’s decades-old rules barring payments to college athletes were in violation of antitrust laws.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "What’s the Best Path to a Sustainable Future?",
"headTitle": "What’s the Best Path to a Sustainable Future? | 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>#DoNowHabits\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>What’s the best way to create a sustainable future in a changing climate — through government regulation, or through changing people’s habits and attitudes?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>As we face the consequences of a changing climate, many people wonder how we can most effectively change the consumptive habits of U.S. citizens. The government has the ability to implement taxes and regulations that put restrictions on carbon emissions, and to provide subsidies to companies in order to make environmentally friendly options cheaper and more lucrative. However, with a gridlocked Congress and slow administrative progress, is it more effective to change people’s behavior and attitudes or affect change through government action?\u003c/p>\n\u003cp>Some say yes. For example, in Japan, social habits have a large impact on resource use and waste produced. According to the \u003ca href=\"http://data.worldbank.org/indicator/EN.ATM.CO2E.PC/countries?display=default\" target=\"_blank\" rel=\"noopener\">World Bank\u003c/a>, Japan emits 9.2 metric tons of carbon dioxide per capita (compared to the United States’ nearly 17.6). With comparable economies, what difference could produce such skewed results? In addition to the small footprint and corresponding energy efficiency of many Japanese homes, some believe that the cooperation, investment and attitude of the people of Japan goes a long way towards explaining the difference. The culture of Japan values land very highly, and limits landfill. According to Jacquie Ottman, the founder of \u003ca href=\"http://www.wehatetowaste.com/japanese-style/\" target=\"_blank\" rel=\"noopener\">People Towels\u003c/a>, she found no paper towel dispensers or electric hand dryers during her travels in Japan — each person carried their own hand towel. Contrast this with the United States, where we value convenience (and have lots of room for landfill!). A \u003ca href=\"http://www.rit.edu/affiliate/nysp2i/sites/rit.edu.affiliate.nysp2i/files/12rdsc15_sustainable_hand_drying_nocvr.pdf\" target=\"_blank\" rel=\"noopener\">study\u003c/a> completed by students at the Rochester Institute of Technology found that by switching to electric hand dryers on a college campus, carbon emissions from hand drying could be reduced by 75% compared to paper towel use. But, when participants were asked which they preferred, 64.6% said paper towels. Informational campaigns have been shown to have little effect on consumer preferences and behavior, so encouraging environmentally habits is more than quoting statistics.\u003c/p>\n\u003cp>With this in mind, climate change activists and advocates are \u003ca href=\"http://www.aaanet.org/cmtes/commissions/CCTF/upload/AAA-Statement-on-Humanity-and-Climate-Change.pdf\" target=\"_blank\" rel=\"noopener\">looking to the social sciences\u003c/a> to understand what will motivate behavior change for consumers and communities, and whether it’s a better route than government mandates. What do you think? Are top-down regulations the best way to reduce greenhouse gas emissions or should we focus our efforts on changing social habits and attitudes? How would you suggest trying trying to change people’s behavior?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>https://www.youtube.com/watch?v=l5d8GW6GdR0\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youtu.be/l5d8GW6GdR0\">Three Myths of Behavior Change\u003c/a> (TEDxCSU)\u003c/strong>\u003cbr>\nA sociologist discusses the information and support that people need to change their behavior. (Suggested segment to watch: 8:03-12:58)\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>#DoNowHabits\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>ARTICLE: \u003ca href=\"http://www.theguardian.com/sustainable-business/behavioural-insights/behaviour-change-sustainability-debate\">Ten Things We Learnt About Behaviour Change And Sustainability\u003c/a> (The Guardian)\u003c/strong>\u003cbr>\nThis round-up from a conference in the UK shares information from experts in the field of climate change response and sustainable development.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.pbs.org/wnet/need-to-know/environment/an-island-without-oil/1328/\">An Island Without Oil\u003c/a> (PBS)\u003c/strong>\u003cbr>\nSwitching this small island entirely to renewable energy was a question of convincing the locals. How did they do it?\u003c/p>\n\u003cp>\u003cstrong>AUDIO:\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=104803094\"> Using Psychology To Save You From Yourself\u003c/a> (NPR)\u003c/strong>\u003cbr>\nPolicymakers use research about how people make decisions in order to change behavior.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was contributed by youth volunteers and interns in the \u003ca href=\"http://www.chabotspace.org/ge-about.htm\" target=\"_blank\" rel=\"noopener\">Galaxy Explorers\u003c/a> program at Chabot Space & Science Center. Explorers share science through live public demonstrations, hands-on activities, and outreach events in their schools and communities. Open to all Bay Area teens, the program focuses on providing support and opportunities in the sciences to Oakland youth historically underrepresented in STEM careers.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Chabot’s mission is to inspire and educate visitors about Planet Earth and the Universe through exhibits, telescope viewing, planetarium shows, interactive programs, and engaging experiences to connect visitors with the earth and environment, astronomy and space travel. Chabot’s education programs promote STEM literacy skills needed for a 21st-century society and workforce.\u003cbr>\n\u003c/p>\n\n",
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"excerpt": "As we face the consequences of a changing climate, many people wonder how we can most effectively change the consumptive habits of U.S. citizens. Is it more effective to change people’s behavior and attitudes or have the government implement regulations?\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowHabits\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>What’s the best way to create a sustainable future in a changing climate — through government regulation, or through changing people’s habits and attitudes?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>As we face the consequences of a changing climate, many people wonder how we can most effectively change the consumptive habits of U.S. citizens. The government has the ability to implement taxes and regulations that put restrictions on carbon emissions, and to provide subsidies to companies in order to make environmentally friendly options cheaper and more lucrative. However, with a gridlocked Congress and slow administrative progress, is it more effective to change people’s behavior and attitudes or affect change through government action?\u003c/p>\n\u003cp>Some say yes. For example, in Japan, social habits have a large impact on resource use and waste produced. According to the \u003ca href=\"http://data.worldbank.org/indicator/EN.ATM.CO2E.PC/countries?display=default\" target=\"_blank\" rel=\"noopener\">World Bank\u003c/a>, Japan emits 9.2 metric tons of carbon dioxide per capita (compared to the United States’ nearly 17.6). With comparable economies, what difference could produce such skewed results? In addition to the small footprint and corresponding energy efficiency of many Japanese homes, some believe that the cooperation, investment and attitude of the people of Japan goes a long way towards explaining the difference. The culture of Japan values land very highly, and limits landfill. According to Jacquie Ottman, the founder of \u003ca href=\"http://www.wehatetowaste.com/japanese-style/\" target=\"_blank\" rel=\"noopener\">People Towels\u003c/a>, she found no paper towel dispensers or electric hand dryers during her travels in Japan — each person carried their own hand towel. Contrast this with the United States, where we value convenience (and have lots of room for landfill!). A \u003ca href=\"http://www.rit.edu/affiliate/nysp2i/sites/rit.edu.affiliate.nysp2i/files/12rdsc15_sustainable_hand_drying_nocvr.pdf\" target=\"_blank\" rel=\"noopener\">study\u003c/a> completed by students at the Rochester Institute of Technology found that by switching to electric hand dryers on a college campus, carbon emissions from hand drying could be reduced by 75% compared to paper towel use. But, when participants were asked which they preferred, 64.6% said paper towels. Informational campaigns have been shown to have little effect on consumer preferences and behavior, so encouraging environmentally habits is more than quoting statistics.\u003c/p>\n\u003cp>With this in mind, climate change activists and advocates are \u003ca href=\"http://www.aaanet.org/cmtes/commissions/CCTF/upload/AAA-Statement-on-Humanity-and-Climate-Change.pdf\" target=\"_blank\" rel=\"noopener\">looking to the social sciences\u003c/a> to understand what will motivate behavior change for consumers and communities, and whether it’s a better route than government mandates. What do you think? Are top-down regulations the best way to reduce greenhouse gas emissions or should we focus our efforts on changing social habits and attitudes? How would you suggest trying trying to change people’s behavior?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\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/l5d8GW6GdR0'\n title='//www.youtube.com/embed/l5d8GW6GdR0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youtu.be/l5d8GW6GdR0\">Three Myths of Behavior Change\u003c/a> (TEDxCSU)\u003c/strong>\u003cbr>\nA sociologist discusses the information and support that people need to change their behavior. (Suggested segment to watch: 8:03-12:58)\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>#DoNowHabits\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>ARTICLE: \u003ca href=\"http://www.theguardian.com/sustainable-business/behavioural-insights/behaviour-change-sustainability-debate\">Ten Things We Learnt About Behaviour Change And Sustainability\u003c/a> (The Guardian)\u003c/strong>\u003cbr>\nThis round-up from a conference in the UK shares information from experts in the field of climate change response and sustainable development.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.pbs.org/wnet/need-to-know/environment/an-island-without-oil/1328/\">An Island Without Oil\u003c/a> (PBS)\u003c/strong>\u003cbr>\nSwitching this small island entirely to renewable energy was a question of convincing the locals. How did they do it?\u003c/p>\n\u003cp>\u003cstrong>AUDIO:\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=104803094\"> Using Psychology To Save You From Yourself\u003c/a> (NPR)\u003c/strong>\u003cbr>\nPolicymakers use research about how people make decisions in order to change behavior.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was contributed by youth volunteers and interns in the \u003ca href=\"http://www.chabotspace.org/ge-about.htm\" target=\"_blank\" rel=\"noopener\">Galaxy Explorers\u003c/a> program at Chabot Space & Science Center. Explorers share science through live public demonstrations, hands-on activities, and outreach events in their schools and communities. Open to all Bay Area teens, the program focuses on providing support and opportunities in the sciences to Oakland youth historically underrepresented in STEM careers.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Chabot’s mission is to inspire and educate visitors about Planet Earth and the Universe through exhibits, telescope viewing, planetarium shows, interactive programs, and engaging experiences to connect visitors with the earth and environment, astronomy and space travel. Chabot’s education programs promote STEM literacy skills needed for a 21st-century society and workforce.\u003cbr>\n\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": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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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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"masters-of-scale": {
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},
"mindshift": {
"id": "mindshift",
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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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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
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