Find lesson plans for high school and middle school that encourage critical thinking and are relevant to current events in social studies, science, and arts.
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003caside class=\"alignright\">\u003cb>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown!\u003c/span>\u003c/span>\u003c/b>\u003cbr>\n\u003cimg class=\"alignnone wp-image-22868\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg\" width=\"340\" height=\"122\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-800x286.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-768x274.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680.jpg 957w\" sizes=\"(max-width: 340px) 100vw, 340px\">Nonfiction analysis, discussion prompts and multimedia projects for teachers and students.\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/Voting-rights-lesson-plan_final2.pdf\" target=\"_blank\" rel=\"noopener\">Voting rights history lesson plan\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cp>The Supreme Court’s 2013 decision to strike down a key section of the Voting Rights Act opened the floodgates to a series of voter restriction measures throughout parts of the United States.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/04/05/how-to-navigate-americas-perplexing-patchwork-of-voting-laws/\">[RELATED: Which states require photo IDs]\u003c/a>\u003c/p>\n\u003cp>While federal courts reversed stricter voting laws in Texas, Wisconsin and North Carolina ahead of the 2016 election, some of those laws were later upheld, including Wisconsin’s voting ID law and a similar measure in Missouri.\u003c/p>\n\u003cp>Comic journalist Andy Warner explains, in three illustrated parts, the history of the Voting Rights Act and the impact of the Supreme Court's 2013 decision, as reflected in new restrictive voting laws enacted in a number of conservative states across the country.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/VRA1_Fullsize_corrected.gif\">\u003cimg class=\"alignnone size-full wp-image-30736\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/VRA1_Fullsize_corrected.gif\" alt=\"\" width=\"620\" height=\"3853\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How Much is Behavior Based on Nature Versus Nurture?",
"headTitle": "How Much is Behavior Based on Nature Versus Nurture? | KQED",
"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>To what extent should we take into account genetic pre-dispositions when evaluating and responding to other people’s actions?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves? Many remain polarized on how to factor genetics into our actions and reactions, or whether we should take them into account at \u003ca href=\"http://www.independent.co.uk/news/science/nature-nurture-or-neither-epigenetics-is-the-new-twist-in-an-ageold-argument-7808598.html\" target=\"_blank\" rel=\"noopener noreferrer\">all\u003c/a>. With opportunities to send off your saliva for \u003ca href=\"http://northernpublicradio.org/post/whole-genome-sequencing-here-stay-what-does-mean-genetic-privacy\" target=\"_blank\" rel=\"noopener noreferrer\">genome sequencing\u003c/a>, the option to consider genetics when preventing or reacting to behaviors is tempting. Certain courtrooms are beginning to accept defenses citing biomedical explanations about \u003ca href=\"http://www.npr.org/blogs/health/2012/08/17/158944525/would-judge-give-psychopath-with-genetic-defect-lighter-sentence\" target=\"_blank\" rel=\"noopener noreferrer\">aggression genes\u003c/a>, and even \u003ca href=\"http://www.nouvelles.umontreal.ca/udem-news/news/20140121-toddlers-aggression-is-strongly-associated-with-genetic-factors.html\" target=\"_blank\" rel=\"noopener noreferrer\">toddler tantrums\u003c/a> can be dealt with differently according to genetic findings. Do we need to consider genetics before judging or responding to somebody?\u003c/p>\n\u003cp>A recent \u003ca href=\"http://online.wsj.com/news/articles/SB10001424127887323527004579079132234671374\" target=\"_blank\" rel=\"noopener noreferrer\">article\u003c/a> from the Wall Street Journal states that environmental sensitivity is directly attributable to genetic factors. These scientists have categorized people into two general groups: the orchids, whose behaviors are much more susceptible to environmental factors, and the dandelions, who are relatively less affected by external factors. These differences in environmental sensitivity are due to variations in genes that regulate \u003ca href=\"http://www.psychologytoday.com/blog/mouse-man/200904/what-is-dopamine\" target=\"_blank\" rel=\"noopener noreferrer\">dopamine\u003c/a> production, such as DRD4. Those who produce less dopamine – the orchids – have a tendency to wilt under stringent and negative conditions and to flourish under stable and positive conditions.\u003c/p>\n\u003cp>According to the data, there was clear-cut evidence that the children with a DRD4 variant were more responsive (i.e. decreased aggression) when exposed to positive changes in parental treatment. This indicates that taking genetics into account can in fact promote better informed responses to behaviors. Yet some scientists question the validity of a genetic predisposition to environmental sensitivity, and others mention confounding factors such as natural variation in people’s genetics or upbringing, among a host of other influences. How much emphasis should we place on genetics when evaluating other’s actions, or responding to them?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"497\" frameborder=\"0\" scrolling=\"no\" marginheight=\"0\" marginwidth=\"0\" id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002686543&playerType=embed\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>New York Times video \u003ca href=\"http://www.nytimes.com/2014/02/04/science/to-study-aggression-a-fight-club-for-flies.html?_r=0\">To Study Aggression, a Fight Club for Flies\u003c/a>\u003c/strong>\u003cbr>\nA recent aggression study using fruit flies may be the start to a deeper understanding of genetic links to aggression and uncontrollable anger; although flies and humans are very different organisms, the study implicates there may be some parallel implications for mammals.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>NOVA video \u003ca href=\"http://www.pbs.org/wgbh/nova/tech/criminal-minds.html\">Criminal Minds: Born or Made?\u003c/a>\u003c/strong>\u003cbr>\nHow do genes, brain structure, and the environment interact to create criminals rather than rule-abiding citizens? NOVA explores recent science behind genetic predisposition to violence and aggression.\u003c/p>\n\u003cp>\u003cstrong>NPR Talk of the Nation audio\u003ca href=\"http://www.npr.org/2012/01/02/144583977/twins-data-reshaping-nature-versus-nurture-debate\">Twins Data Reshaping Nature Versus Nurture Debate\u003c/a>\u003c/strong>\u003cbr>\nListen as researcher Peter Miller of National Geographic Magazine explains new research regarding genetics’ role in the shaping of who we are, and the field of epigenetics through the lens of (seemingly) identical twins.\u003c/p>\n\u003cp>\u003cstrong>Metro article \u003ca href=\"http://metro.co.uk/2014/03/03/what-gives-us-our-personality-nature-takes-on-nurture-4342057/\" target=\"_blank\" rel=\"noopener noreferrer\">What Gives Us Our Personality? Nature Takes on Nurture\u003c/a>\u003c/strong>\u003cbr>\nThis article presents views from a child clinical psychologist and a neuroscientist on the link between genetic inheritance and personality.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Do Now Science is a monthly activity in collaboration with \u003ca href=\"http://www.calacademy.org/\" target=\"_blank\" rel=\"noopener noreferrer\">California Academy of Sciences\u003c/a>. The Science Do Now is posted every second Tuesday of the month.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was contributed by youth from the Spotlight team within \u003ca href=\"http://www.calacademy.org/youthprograms/careers-in-science/\">The California Academy of Sciences’ Careers in Science Intern Program\u003c/a>. CiS is a multi-year, year-round work-based youth development program for young people from groups typically under-represented in the sciences.\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>To what extent should we take into account genetic pre-dispositions when evaluating and responding to other people’s actions?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves? Many remain polarized on how to factor genetics into our actions and reactions, or whether we should take them into account at \u003ca href=\"http://www.independent.co.uk/news/science/nature-nurture-or-neither-epigenetics-is-the-new-twist-in-an-ageold-argument-7808598.html\" target=\"_blank\" rel=\"noopener noreferrer\">all\u003c/a>. With opportunities to send off your saliva for \u003ca href=\"http://northernpublicradio.org/post/whole-genome-sequencing-here-stay-what-does-mean-genetic-privacy\" target=\"_blank\" rel=\"noopener noreferrer\">genome sequencing\u003c/a>, the option to consider genetics when preventing or reacting to behaviors is tempting. Certain courtrooms are beginning to accept defenses citing biomedical explanations about \u003ca href=\"http://www.npr.org/blogs/health/2012/08/17/158944525/would-judge-give-psychopath-with-genetic-defect-lighter-sentence\" target=\"_blank\" rel=\"noopener noreferrer\">aggression genes\u003c/a>, and even \u003ca href=\"http://www.nouvelles.umontreal.ca/udem-news/news/20140121-toddlers-aggression-is-strongly-associated-with-genetic-factors.html\" target=\"_blank\" rel=\"noopener noreferrer\">toddler tantrums\u003c/a> can be dealt with differently according to genetic findings. Do we need to consider genetics before judging or responding to somebody?\u003c/p>\n\u003cp>A recent \u003ca href=\"http://online.wsj.com/news/articles/SB10001424127887323527004579079132234671374\" target=\"_blank\" rel=\"noopener noreferrer\">article\u003c/a> from the Wall Street Journal states that environmental sensitivity is directly attributable to genetic factors. These scientists have categorized people into two general groups: the orchids, whose behaviors are much more susceptible to environmental factors, and the dandelions, who are relatively less affected by external factors. These differences in environmental sensitivity are due to variations in genes that regulate \u003ca href=\"http://www.psychologytoday.com/blog/mouse-man/200904/what-is-dopamine\" target=\"_blank\" rel=\"noopener noreferrer\">dopamine\u003c/a> production, such as DRD4. Those who produce less dopamine – the orchids – have a tendency to wilt under stringent and negative conditions and to flourish under stable and positive conditions.\u003c/p>\n\u003cp>According to the data, there was clear-cut evidence that the children with a DRD4 variant were more responsive (i.e. decreased aggression) when exposed to positive changes in parental treatment. This indicates that taking genetics into account can in fact promote better informed responses to behaviors. Yet some scientists question the validity of a genetic predisposition to environmental sensitivity, and others mention confounding factors such as natural variation in people’s genetics or upbringing, among a host of other influences. How much emphasis should we place on genetics when evaluating other’s actions, or responding to them?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"497\" frameborder=\"0\" scrolling=\"no\" marginheight=\"0\" marginwidth=\"0\" id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002686543&playerType=embed\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>New York Times video \u003ca href=\"http://www.nytimes.com/2014/02/04/science/to-study-aggression-a-fight-club-for-flies.html?_r=0\">To Study Aggression, a Fight Club for Flies\u003c/a>\u003c/strong>\u003cbr>\nA recent aggression study using fruit flies may be the start to a deeper understanding of genetic links to aggression and uncontrollable anger; although flies and humans are very different organisms, the study implicates there may be some parallel implications for mammals.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>NOVA video \u003ca href=\"http://www.pbs.org/wgbh/nova/tech/criminal-minds.html\">Criminal Minds: Born or Made?\u003c/a>\u003c/strong>\u003cbr>\nHow do genes, brain structure, and the environment interact to create criminals rather than rule-abiding citizens? NOVA explores recent science behind genetic predisposition to violence and aggression.\u003c/p>\n\u003cp>\u003cstrong>NPR Talk of the Nation audio\u003ca href=\"http://www.npr.org/2012/01/02/144583977/twins-data-reshaping-nature-versus-nurture-debate\">Twins Data Reshaping Nature Versus Nurture Debate\u003c/a>\u003c/strong>\u003cbr>\nListen as researcher Peter Miller of National Geographic Magazine explains new research regarding genetics’ role in the shaping of who we are, and the field of epigenetics through the lens of (seemingly) identical twins.\u003c/p>\n\u003cp>\u003cstrong>Metro article \u003ca href=\"http://metro.co.uk/2014/03/03/what-gives-us-our-personality-nature-takes-on-nurture-4342057/\" target=\"_blank\" rel=\"noopener noreferrer\">What Gives Us Our Personality? Nature Takes on Nurture\u003c/a>\u003c/strong>\u003cbr>\nThis article presents views from a child clinical psychologist and a neuroscientist on the link between genetic inheritance and personality.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Do Now Science is a monthly activity in collaboration with \u003ca href=\"http://www.calacademy.org/\" target=\"_blank\" rel=\"noopener noreferrer\">California Academy of Sciences\u003c/a>. The Science Do Now is posted every second Tuesday of the month.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was contributed by youth from the Spotlight team within \u003ca href=\"http://www.calacademy.org/youthprograms/careers-in-science/\">The California Academy of Sciences’ Careers in Science Intern Program\u003c/a>. CiS is a multi-year, year-round work-based youth development program for young people from groups typically under-represented in the sciences.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=b_qXCcgwAn8\">Featured Media Resource: [VIDEO] “Women Dancers Redefine Oakland’s Street Dancing Scene\u003c/a>” (KQED Arts)\u003c/strong>\u003cbr>\n\u003cem>Mix’d Ingrdnts is an Oakland-based, all-women dance company that aims to redefine options for women in the street dance genre.\u003c/em>\u003c/p>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What role can art play in changing culture and society? Share an example of an artist who has impacted your own cultural perceptions. \u003c/span>\u003cstrong>\u003ci>#DoNowArt4Change\u003c/i>\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDedspace and #DoNowArt4Change\u003cem>. Remember: Back up your argument with supporting evidence. Link to legitimate sources that support your view.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About the Art and Social Change\u003c/strong>\u003c/h2>\n\u003cp>Artists have often played a key role in social movements in the United States, addressing issues ranging from immigration to sexism to gun violence. Through their expressive talents, artists can challenge cultural narratives, shift imagery and inspire emotions in a way that traditional political methods alone rarely do. In a 2013 essay entitled \u003ca href=\"http://creativetimereports.org/2013/04/01/change-the-culture-change-the-world/\">\u003cspan style=\"font-weight: 400\">“Change the Culture, Change the World,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> artist \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cspan style=\"font-weight: 400\">Favianna Rodriguez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> puts it this way: “You may attend a rally or vote, but you also read books, listen to music, engage with visual art, turn on the radio and create your identity through culture. Artists are central, not peripheral, to social change. To have the movements that make the wave, you need cultural workers.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Mix'd Ingrdnts/KQED Arts\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-82954\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts.jpg\" alt=\"Mix'd Ingrdnts\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland-based dancers Jenay Anolin and Samara Atkins infuse their love for street dance with a social mission: to challenge what they see as the objectification of women in the genre. They started \u003c/span>\u003ca href=\"http://mixdingrdnts.com/\">\u003cspan style=\"font-weight: 400\">Mix’d Ingrdnts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an all-female, multi-genre, multi-ethnic dance crew as a way to express themselves and their vision of street dance as a form of empowerment and freedom for women and girls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel that women have a capability to express themselves through their movement, but it doesn’t have to be degrading,” says Anolin. Atkins says that she had self-image issues growing up, and eventually found a powerful voice in dance. Now Mix’d Ingdnts performs and gives classes around the Bay Area, hoping to inspire the next generation of young women to find confidence through dance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What role can the arts can play in changing society and culture? Who are artists who you think have created meaningful change?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO COLLECTION: \u003c/strong>\u003cstrong>“\u003ca href=\"http://cloudhead.org/2013/09/03/the-power-of-art-to-affect-social-change-shown-in-5-ted-talks/t\">The Power of Art to Affect Social Change,\u003c/a>\u003c/strong>\u003cb> (Cloudhead) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nThis is a curated list of five artists from around the world who use their talents to work towards making social change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO: \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2015/06/30/art-activism-with-sanaz-mazinani/\">\u003cb>“Art Activism with Sanaz Mazinani” \u003c/b>\u003c/a>\u003cb>(KQED Art School) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nSanaz Mazinani is an artist with a background in political activism who uses art to inspire dialogue about perceptions of cultural identity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO: \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cb>Printmaking with Favianna Rodriguez\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003cb>(KQED Art School) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nFavianna Rodriguez is an interdisciplinary visual artist and community organizer who merges her artistic practice with political activism.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/artschool/2015/07/27/ranu-mukherjees-hybrid-films/\">\u003cb>“Hybrid Filmmaking with Ranu Mukherjee”\u003c/b>\u003c/a> \u003cb>(KQED Art School) \u003c/b>\u003cstrong>\u003cspan style=\"font-weight: 400\">\u003cbr>\nMultimedia artist Ranu Mukherjee talks about her newest piece, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Home and the World\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which examines cultural hybridity, the aftermath of colonialism, and feminist questio\u003c/span>\u003cspan style=\"font-weight: 400\">ns. \u003c/span>\u003c/strong>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://hypothes.is/education/\">DO NEXT: ANNOTATE THE SOURCE!\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Janelle-Bence-students.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Annotate the source: Using a free web annotation tool like \u003ca href=\"https://hypothes.is/education/\">hypothes.is\u003c/a>, your students can annotate primary source documents related to the Do Now topic. It is easier than it sounds — it’s a more social way for groups of people to comment on sections of a text. Try it out with annotating Favianna Rodriguez’s essay: \u003ca href=\"http://creativetimereports.org/2013/04/01/change-the-culture-change-the-world/\">“Change the Culture Change the World.”\u003c/a>\u003c/p>\n\u003ch4>Here are some resources to help you get started:\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"https://hypothes.is/blog/back-to-school-with-annotation-10-ways-to-annotate-with-students/\">10 Ways to Annotate with Students”\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/quick-start-guide/\">Quick Start Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/annotation-tips-for-students/\">Annotation Tips for Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/creating-groups/\">Creating Groups\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. \u003cstrong>Make sure to tag your creations with #DoNowArt4Change.\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">1) \u003cstrong>Create Your Own Art 4 Change: \u003c/strong>Create a work of art in any genre that addresses an issue that you feel passionate about and share on social media.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>2)\u003cstrong> Interview an Artist: \u003c/strong>Research local artists who address social issues in your own community and record an interview with them and share on social media\u003cstrong>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>3)\u003cstrong> Tell the Story Behind the Art: \u003c/strong>Find a piece of art in any genre (music, dance, visual, etc.) that you feel powerfully addresses a social issue. Do some research about the artist, their motivations for creating the art, and what you feel the impact of their work is. Share the story on Instagram.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=b_qXCcgwAn8\">Featured Media Resource: [VIDEO] “Women Dancers Redefine Oakland’s Street Dancing Scene\u003c/a>” (KQED Arts)\u003c/strong>\u003cbr>\n\u003cem>Mix’d Ingrdnts is an Oakland-based, all-women dance company that aims to redefine options for women in the street dance genre.\u003c/em>\u003c/p>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What role can art play in changing culture and society? Share an example of an artist who has impacted your own cultural perceptions. \u003c/span>\u003cstrong>\u003ci>#DoNowArt4Change\u003c/i>\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDedspace and #DoNowArt4Change\u003cem>. Remember: Back up your argument with supporting evidence. Link to legitimate sources that support your view.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About the Art and Social Change\u003c/strong>\u003c/h2>\n\u003cp>Artists have often played a key role in social movements in the United States, addressing issues ranging from immigration to sexism to gun violence. Through their expressive talents, artists can challenge cultural narratives, shift imagery and inspire emotions in a way that traditional political methods alone rarely do. In a 2013 essay entitled \u003ca href=\"http://creativetimereports.org/2013/04/01/change-the-culture-change-the-world/\">\u003cspan style=\"font-weight: 400\">“Change the Culture, Change the World,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> artist \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cspan style=\"font-weight: 400\">Favianna Rodriguez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> puts it this way: “You may attend a rally or vote, but you also read books, listen to music, engage with visual art, turn on the radio and create your identity through culture. Artists are central, not peripheral, to social change. To have the movements that make the wave, you need cultural workers.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"Mix'd Ingrdnts/KQED Arts\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-82954\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts.jpg\" alt=\"Mix'd Ingrdnts\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Mixd-Ingrdnts-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland-based dancers Jenay Anolin and Samara Atkins infuse their love for street dance with a social mission: to challenge what they see as the objectification of women in the genre. They started \u003c/span>\u003ca href=\"http://mixdingrdnts.com/\">\u003cspan style=\"font-weight: 400\">Mix’d Ingrdnts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an all-female, multi-genre, multi-ethnic dance crew as a way to express themselves and their vision of street dance as a form of empowerment and freedom for women and girls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel that women have a capability to express themselves through their movement, but it doesn’t have to be degrading,” says Anolin. Atkins says that she had self-image issues growing up, and eventually found a powerful voice in dance. Now Mix’d Ingdnts performs and gives classes around the Bay Area, hoping to inspire the next generation of young women to find confidence through dance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What role can the arts can play in changing society and culture? Who are artists who you think have created meaningful change?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO COLLECTION: \u003c/strong>\u003cstrong>“\u003ca href=\"http://cloudhead.org/2013/09/03/the-power-of-art-to-affect-social-change-shown-in-5-ted-talks/t\">The Power of Art to Affect Social Change,\u003c/a>\u003c/strong>\u003cb> (Cloudhead) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nThis is a curated list of five artists from around the world who use their talents to work towards making social change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO: \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2015/06/30/art-activism-with-sanaz-mazinani/\">\u003cb>“Art Activism with Sanaz Mazinani” \u003c/b>\u003c/a>\u003cb>(KQED Art School) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nSanaz Mazinani is an artist with a background in political activism who uses art to inspire dialogue about perceptions of cultural identity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO: \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cb>Printmaking with Favianna Rodriguez\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003cb>(KQED Art School) \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nFavianna Rodriguez is an interdisciplinary visual artist and community organizer who merges her artistic practice with political activism.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/artschool/2015/07/27/ranu-mukherjees-hybrid-films/\">\u003cb>“Hybrid Filmmaking with Ranu Mukherjee”\u003c/b>\u003c/a> \u003cb>(KQED Art School) \u003c/b>\u003cstrong>\u003cspan style=\"font-weight: 400\">\u003cbr>\nMultimedia artist Ranu Mukherjee talks about her newest piece, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Home and the World\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which examines cultural hybridity, the aftermath of colonialism, and feminist questio\u003c/span>\u003cspan style=\"font-weight: 400\">ns. \u003c/span>\u003c/strong>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://hypothes.is/education/\">DO NEXT: ANNOTATE THE SOURCE!\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Janelle-Bence-students.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Annotate the source: Using a free web annotation tool like \u003ca href=\"https://hypothes.is/education/\">hypothes.is\u003c/a>, your students can annotate primary source documents related to the Do Now topic. It is easier than it sounds — it’s a more social way for groups of people to comment on sections of a text. Try it out with annotating Favianna Rodriguez’s essay: \u003ca href=\"http://creativetimereports.org/2013/04/01/change-the-culture-change-the-world/\">“Change the Culture Change the World.”\u003c/a>\u003c/p>\n\u003ch4>Here are some resources to help you get started:\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"https://hypothes.is/blog/back-to-school-with-annotation-10-ways-to-annotate-with-students/\">10 Ways to Annotate with Students”\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/quick-start-guide/\">Quick Start Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/annotation-tips-for-students/\">Annotation Tips for Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://hypothes.is/creating-groups/\">Creating Groups\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. \u003cstrong>Make sure to tag your creations with #DoNowArt4Change.\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">1) \u003cstrong>Create Your Own Art 4 Change: \u003c/strong>Create a work of art in any genre that addresses an issue that you feel passionate about and share on social media.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>2)\u003cstrong> Interview an Artist: \u003c/strong>Research local artists who address social issues in your own community and record an interview with them and share on social media\u003cstrong>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>3)\u003cstrong> Tell the Story Behind the Art: \u003c/strong>Find a piece of art in any genre (music, dance, visual, etc.) that you feel powerfully addresses a social issue. Do some research about the artist, their motivations for creating the art, and what you feel the impact of their work is. Share the story on Instagram.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>Featured Media Resource: [VIDEO] \u003c/strong>\u003cspan id=\"eow-title\" class=\"watch-title\" dir=\"ltr\" title=\"Income and Wealth Inequality: Crash Course Economics\">\u003ca href=\"https://www.youtube.com/watch?v=0xMCWr0O3Hs\">\u003cstrong>Income and Wealth Inequality: Crash Course Economic\u003c/strong>s\u003c/a> \u003c/span>\u003cstrong>\u003cstrong>(CrashCourse)\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Income inequality is at its highest level since the Great Depression, leaving a large gap between the rich and poor. \u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146215\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg\" alt=\"BEST7-pas_ipada081911_187442a_8col\" width=\"741\" height=\"498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg 741w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col-400x269.jpg 400w\" sizes=\"(max-width: 741px) 100vw, 741px\">\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument. Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument. Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Describe some examples of income inequality in your community. Do you think it’s a problem that should be addressed? \u003cb>\u003ci>#DoNowIncome and #2NextPrez\u003c/i>\u003c/b>\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, SoundCloud, Facebook, Tumblr, or Vine.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDEdspace, #DoNowIncome, and #2NextPrez.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More About Income Inequality in the U.S.\u003c/strong>\u003c/h2>\n\u003cp>In late 2011, \u003ca href=\"https://www.washingtonpost.com/national/on-leadership/what-is-occupy-wall-street-the-history-of-leaderless-movements/2011/10/10/gIQAwkFjaL_story.html\">Occupy Wall Street protests spread like wildfire\u003c/a>, highlighting the widening income gap between the richest Americans and everyone else.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The issue took center stage for a time, grabbing headlines and, briefly at least, the attention of elected officials. But when the protest camps were dismantled and the media crews packed up, little had changed.\u003c/p>\n\u003cp>Today, the income divide remains as wide as it was when the protests began. The economy is officially rebounding from the depths of the 2008-2009 recession and employment rates continue to rise. However, wages remain stagnant for large numbers of Americans. Wealth inequality in the U.S. is now at near record highs, with about 90 percent of wealth owned by the top .1 percent of families, according to\u003ca href=\"http://<http://www.theguardian.com/business/2014/nov/13/us-wealth-inequality-top-01-worth-as-much-as-the-bottom-90>\"> recent economic research.\u003c/a>\u003c/p>\n\u003cp>A \u003ca href=\"http://<http://www.pewsocialtrends.org/2015/12/09/the-american-middle-class-is-losing-ground/>\">recent Pew Research report\u003c/a> found that the middle class is losing ground: “After more than four decades of serving as the nation’s economic majority, the U.S. middle class is now matched in size by those in the economic tiers above and below it.”\u003c/p>\n\u003ch2>Income Inequality and the 2016 Presidential Election\u003c/h2>\n\u003cp>Democratic presidential candidate Bernie Sanders has made\u003ca href=\"http://money.cnn.com/2015/05/21/news/economy/bernie-sanders-income-inequality-2016/\"> income inequality a focal point of his 2016 campaign\u003c/a>. He is championing a sweeping plan to help narrow the gap between rich and poor by raising taxes on the highest earners and corporations, breaking up the largest banks and channeling $1 trillion to infrastructure projects to create more working class jobs. The platform has gained Sanders an impressive level of traction, particularly among younger voters who feel increasingly uncertain about their economic future. His opponent, Hillary Clinton, still remains the frontrunner in the race, but has lost an unexpected number of state contests to Sanders, in part because she’s taken \u003ca href=\"http://money.cnn.com/2015/10/13/news/economy/clinton-sanders-income-inequality/\">a less direct stance on the issue\u003c/a>.\u003c/p>\n\u003cp>Republican candidate Donald Trump claims he’ll address rising income disparities with \u003ca href=\"https://www.donaldjtrump.com/positions/tax-reform\">a tax plan\u003c/a> that calls for reducing taxes on those making less than $25,000 annually, and reducing CEO salaries—but his plan doesn’t go into specifics about how he’ll make this happen.\u003c/p>\n\u003cp>With the conversation around income inequality now near the forefront of this year’s election, how does the issue impact your community?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.latimes.com/nation/la-na-campaign-income-20150205-story.html\">Income Inequality Emerges As Key Issue in 2016 Presidential Campaign\u003c/a>\u003ca href=\"http://www.latimes.com/nation/la-na-campaign-income-20150205-story.html\"> \u003c/a>(The Los Angeles Times)\u003cbr>\n\u003c/strong>Wage increases have slowed over the last 15 years, and many voters have noticed. Read more about how the issue took center stage in this year’s election.\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE: \u003cstrong>\u003ca href=\"http://www.nytimes.com/newsgraphics/2014/01/05/poverty-map/?ref=multimedia\">Mapping Poverty in America\u003c/a> \u003cstrong>(The New York Times)\u003c/strong>\u003c/strong>\u003cbr>\n\u003c/strong>Use this map to discover where poverty hits hardest in the U.S.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.refinery29.com/2016/04/108186/presidential-candidates-economic-inequality-2016\">Where The 2016 Presidential Candidates Stand On Income Inequality\u003c/a>\u003c/strong> \u003cstrong>(Refinery29)\u003c/strong>\u003cbr>\nLearn more about where the former and remaining presidential candidates stand on income inequality.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://ideas.ted.com/what-our-toothbrushes-tell-us-about-inequality/\">What Toothbrushes Tell Us About Inequality\u003c/a> (TED Ideas)\u003c/strong>\u003cbr>\nWhat do everyday items tell us about wealth inequality? Check out this photography project that explores the topic from an artist’s perspective.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowIncome.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Illustrate solutions:\u003c/strong> Make an infographic with an online tool like \u003ca href=\"http://www.easel.ly/\">Ease.ly\u003c/a> or \u003ca href=\"http://piktochart.com/\">Piktochart \u003c/a>to propose an idea for narrowing the income gap in the U.S. Share on Twitter or Instagram and tag your community leaders.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>\u003cstrong>For Educators \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>Go here for \u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">more tips\u003c/a> for teaching with Do Now, \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">using Twitter in the classroom\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a> tutorials.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: [VIDEO] \u003c/strong>\u003cspan id=\"eow-title\" class=\"watch-title\" dir=\"ltr\" title=\"Income and Wealth Inequality: Crash Course Economics\">\u003ca href=\"https://www.youtube.com/watch?v=0xMCWr0O3Hs\">\u003cstrong>Income and Wealth Inequality: Crash Course Economic\u003c/strong>s\u003c/a> \u003c/span>\u003cstrong>\u003cstrong>(CrashCourse)\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Income inequality is at its highest level since the Great Depression, leaving a large gap between the rich and poor. \u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146215\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg\" alt=\"BEST7-pas_ipada081911_187442a_8col\" width=\"741\" height=\"498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg 741w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col-400x269.jpg 400w\" sizes=\"(max-width: 741px) 100vw, 741px\">\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument. Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument. Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Describe some examples of income inequality in your community. Do you think it’s a problem that should be addressed? \u003cb>\u003ci>#DoNowIncome and #2NextPrez\u003c/i>\u003c/b>\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, SoundCloud, Facebook, Tumblr, or Vine.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDEdspace, #DoNowIncome, and #2NextPrez.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More About Income Inequality in the U.S.\u003c/strong>\u003c/h2>\n\u003cp>In late 2011, \u003ca href=\"https://www.washingtonpost.com/national/on-leadership/what-is-occupy-wall-street-the-history-of-leaderless-movements/2011/10/10/gIQAwkFjaL_story.html\">Occupy Wall Street protests spread like wildfire\u003c/a>, highlighting the widening income gap between the richest Americans and everyone else.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The issue took center stage for a time, grabbing headlines and, briefly at least, the attention of elected officials. But when the protest camps were dismantled and the media crews packed up, little had changed.\u003c/p>\n\u003cp>Today, the income divide remains as wide as it was when the protests began. The economy is officially rebounding from the depths of the 2008-2009 recession and employment rates continue to rise. However, wages remain stagnant for large numbers of Americans. Wealth inequality in the U.S. is now at near record highs, with about 90 percent of wealth owned by the top .1 percent of families, according to\u003ca href=\"http://<http://www.theguardian.com/business/2014/nov/13/us-wealth-inequality-top-01-worth-as-much-as-the-bottom-90>\"> recent economic research.\u003c/a>\u003c/p>\n\u003cp>A \u003ca href=\"http://<http://www.pewsocialtrends.org/2015/12/09/the-american-middle-class-is-losing-ground/>\">recent Pew Research report\u003c/a> found that the middle class is losing ground: “After more than four decades of serving as the nation’s economic majority, the U.S. middle class is now matched in size by those in the economic tiers above and below it.”\u003c/p>\n\u003ch2>Income Inequality and the 2016 Presidential Election\u003c/h2>\n\u003cp>Democratic presidential candidate Bernie Sanders has made\u003ca href=\"http://money.cnn.com/2015/05/21/news/economy/bernie-sanders-income-inequality-2016/\"> income inequality a focal point of his 2016 campaign\u003c/a>. He is championing a sweeping plan to help narrow the gap between rich and poor by raising taxes on the highest earners and corporations, breaking up the largest banks and channeling $1 trillion to infrastructure projects to create more working class jobs. The platform has gained Sanders an impressive level of traction, particularly among younger voters who feel increasingly uncertain about their economic future. His opponent, Hillary Clinton, still remains the frontrunner in the race, but has lost an unexpected number of state contests to Sanders, in part because she’s taken \u003ca href=\"http://money.cnn.com/2015/10/13/news/economy/clinton-sanders-income-inequality/\">a less direct stance on the issue\u003c/a>.\u003c/p>\n\u003cp>Republican candidate Donald Trump claims he’ll address rising income disparities with \u003ca href=\"https://www.donaldjtrump.com/positions/tax-reform\">a tax plan\u003c/a> that calls for reducing taxes on those making less than $25,000 annually, and reducing CEO salaries—but his plan doesn’t go into specifics about how he’ll make this happen.\u003c/p>\n\u003cp>With the conversation around income inequality now near the forefront of this year’s election, how does the issue impact your community?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.latimes.com/nation/la-na-campaign-income-20150205-story.html\">Income Inequality Emerges As Key Issue in 2016 Presidential Campaign\u003c/a>\u003ca href=\"http://www.latimes.com/nation/la-na-campaign-income-20150205-story.html\"> \u003c/a>(The Los Angeles Times)\u003cbr>\n\u003c/strong>Wage increases have slowed over the last 15 years, and many voters have noticed. Read more about how the issue took center stage in this year’s election.\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE: \u003cstrong>\u003ca href=\"http://www.nytimes.com/newsgraphics/2014/01/05/poverty-map/?ref=multimedia\">Mapping Poverty in America\u003c/a> \u003cstrong>(The New York Times)\u003c/strong>\u003c/strong>\u003cbr>\n\u003c/strong>Use this map to discover where poverty hits hardest in the U.S.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.refinery29.com/2016/04/108186/presidential-candidates-economic-inequality-2016\">Where The 2016 Presidential Candidates Stand On Income Inequality\u003c/a>\u003c/strong> \u003cstrong>(Refinery29)\u003c/strong>\u003cbr>\nLearn more about where the former and remaining presidential candidates stand on income inequality.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://ideas.ted.com/what-our-toothbrushes-tell-us-about-inequality/\">What Toothbrushes Tell Us About Inequality\u003c/a> (TED Ideas)\u003c/strong>\u003cbr>\nWhat do everyday items tell us about wealth inequality? Check out this photography project that explores the topic from an artist’s perspective.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowIncome.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Illustrate solutions:\u003c/strong> Make an infographic with an online tool like \u003ca href=\"http://www.easel.ly/\">Ease.ly\u003c/a> or \u003ca href=\"http://piktochart.com/\">Piktochart \u003c/a>to propose an idea for narrowing the income gap in the U.S. Share on Twitter or Instagram and tag your community leaders.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>\u003cstrong>For Educators \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>Go here for \u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">more tips\u003c/a> for teaching with Do Now, \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">using Twitter in the classroom\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a> tutorials.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Should Genetically Modified Mosquitoes Be Used to Stop the Spread of Zika?",
"headTitle": "Should Genetically Modified Mosquitoes Be Used to Stop the Spread of Zika? | KQED",
"content": "\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was developed by Ashley Panton-Lula, a student at Southern Connecticut State University.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource (above)\u003cbr>\nVIDEO: PBS NewsHour\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pbs.org/newshour/bb/can-mutant-mosquitoes-be-used-to-fight-zika-and-dengue-fever/\">Can Mutant Mosquitoes Be Used to Fight Zika and Dengue Fever?\u003cbr>\n\u003c/a>The latest idea from scientists about how to stop the spread of the Zika virus is by reducing populations of its main vector–the \u003cem>Aedes aegypti\u003c/em> mosquito–using genetic engineering.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Should genetically modified mosquitoes be used to stop the spread of Zika? \u003cstrong>#DoNowUZika\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUZika\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Zika Virus\u003c/h2>\n\u003cp>Many people think that the \u003ca href=\"http://www.cdc.gov/zika/\">Zika virus\u003c/a> just appeared within the last year. However, the Zika virus was \u003ca href=\"http://www.who.int/emergencies/zika-virus/history/en/\">discovered in 1947\u003c/a> in rhesus macaque monkeys found in Uganda. \u003ca href=\"http://www.sciencemag.org/news/2016/02/zika-s-long-strange-trip-limelight\">It was not until recently\u003c/a>, when outbreaks of the virus started to affect a lot of people, that it received more attention.\u003c/p>\n\u003cfigure id=\"attachment_199610\" class=\"wp-caption alignleft\" style=\"max-width: 880px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-199610\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/zikamain_051916_880.jpg\" alt=\"Map of Zika virus\" width=\"880\" height=\"550\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880.jpg 880w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-400x250.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-768x480.jpg 768w\" sizes=\"(max-width: 880px) 100vw, 880px\">\u003cfigcaption class=\"wp-caption-text\">A map of all countries and territories with active Zika virus transmission. \u003ccite>(Courtesy of CDC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Zika virus is transmitted by \u003ca href=\"http://www.theatlantic.com/health/archive/2016/05/the-other-zika-mosquito-aedes-albopictus-asian-tiger/480828/\">\u003cem>Aedes aegypti and Aedes albopictus\u003c/em> mosquitoes\u003c/a>. These mosquitoes are invasive to North and South America and also transmit \u003ca href=\"http://www.cdc.gov/dengue/\">dengue\u003c/a> and \u003ca href=\"http://www.cdc.gov/Chikungunya/index.html\">chikungunya\u003c/a>. Pregnant women infected with Zika give birth to babies with birth defects, including \u003ca href=\"http://www.cdc.gov/ncbddd/birthdefects/microcephaly.html\">microcephaly\u003c/a>, hearing and vision problems, and other brain deficiencies. However, not all pregnant women who are infected with the Zika virus will have babies with these birth defects.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Due to the prevalence of mosquitoes, controlling the spread of Zika has been challenging. Some scientists believe one way to stop the spread of the Zika virus is to use \u003ca href=\"http://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM487377.pdf\">genetically modified \u003cem>Aedes aegypti\u003c/em> mosquitoes\u003c/a>. The idea is to release genetically modified male mosquitoes into the wild to mate with infected mosquitoes. The offspring of the genetically modified mosquitoes would inherit a gene that causes them to die. Over several generations, this would result in a reduced population. \u003ca href=\"http://www.who.int/neglected_diseases/news/mosquito_vector_control_response/en/\">The World Health Organization\u003c/a> recommends piloting this approach in combination with other interventions including pesticide spraying, eliminating standing pools of water, using insect repellent and mosquito nets, and educating the public about the dangers of Zika. These controls, however, involve huge coordination between civilians, government agencies and others. Some people think our best hoping for fighting the Zika virus and reducing the mosquito population is with these genetically modified mosquitoes.\u003c/p>\n\u003cp>While the genetically modified mosquitos have been \u003ca href=\"http://www.iflscience.com/plants-and-animals/dengue-fighting-mosquitoes-are-suppressing-wild-populations-brazil\">proven to reduce populations of \u003cem>Aedes aegypti\u003c/em>\u003c/a> in some areas, some people are concerned about the ethical implications of genetically modified animals. Some feel that the genes of animals shouldn’t be manipulated for human gain, and argue that we should be more aggressive in other prevention methods, which include using insecticides and personal protection measures. There is also concern among some opponents that potential negative effects have not been adequately studied. However, \u003ca href=\"http://e360.yale.edu/feature/genetically_modified_mosquito_sparks_a_controversy_in_florida/2883/\">some supporters \u003c/a>for the use of genetically modified mosquitoes to control the spread of Zika argue that using insecticides is less effective and has a greater negative environmental impact than using the genetically modified mosquitoes.\u003c/p>\n\u003cp>Should we use genetically modified mosquitoes to stop the spread of the \u003cem>Aedes aegypti\u003c/em> mosquitoes that carry the Zika virus? What do you think?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: PBS NewsHour\u003cbr>\n\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/updates/why-its-so-hard-to-zap-the-zika-mosquito-and-what-we-can-do/\">Why It’s so Hard to Zap the Zika Mosquito and What We Can Do\u003c/a> \u003c/span>\u003cbr>\nThis article provides a quick overview of the Zika virus and mitigation efforts.\u003c/p>\n\u003cp>\u003cstrong>Article: Huffington Post\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.huffingtonpost.com/entry/gmo-mosquitos-to-fight-zika-virus_us_56e2f194e4b0b25c9181b4c6\">Here’s What You Need To Know About ‘GMO Mosquitos’ And Zika Virus\u003c/a>\u003cbr>\nThis quick guide answers some questions about genetically modified mosquitoes and Zika.\u003c/p>\n\u003cp>\u003cstrong>Article: CBS News\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.cbsnews.com/news/can-genetically-modified-mosquitoes-snuff-out-the-zika-virus/\">Can Genetically Modified Mosquitoes Snuff out the Zika Virus?\u003c/a>\u003cbr>\nCBS News covers information about genetically modified mosquitoes that can stop the spread of the \u003cem>Aedes aegypti\u003c/em> mosquitoes.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was developed by Ashley Panton-Lula, a student at Southern Connecticut State University.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource (above)\u003cbr>\nVIDEO: PBS NewsHour\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pbs.org/newshour/bb/can-mutant-mosquitoes-be-used-to-fight-zika-and-dengue-fever/\">Can Mutant Mosquitoes Be Used to Fight Zika and Dengue Fever?\u003cbr>\n\u003c/a>The latest idea from scientists about how to stop the spread of the Zika virus is by reducing populations of its main vector–the \u003cem>Aedes aegypti\u003c/em> mosquito–using genetic engineering.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Should genetically modified mosquitoes be used to stop the spread of Zika? \u003cstrong>#DoNowUZika\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUZika\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Zika Virus\u003c/h2>\n\u003cp>Many people think that the \u003ca href=\"http://www.cdc.gov/zika/\">Zika virus\u003c/a> just appeared within the last year. However, the Zika virus was \u003ca href=\"http://www.who.int/emergencies/zika-virus/history/en/\">discovered in 1947\u003c/a> in rhesus macaque monkeys found in Uganda. \u003ca href=\"http://www.sciencemag.org/news/2016/02/zika-s-long-strange-trip-limelight\">It was not until recently\u003c/a>, when outbreaks of the virus started to affect a lot of people, that it received more attention.\u003c/p>\n\u003cfigure id=\"attachment_199610\" class=\"wp-caption alignleft\" style=\"max-width: 880px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-199610\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/zikamain_051916_880.jpg\" alt=\"Map of Zika virus\" width=\"880\" height=\"550\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880.jpg 880w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-400x250.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/zikamain_051916_880-768x480.jpg 768w\" sizes=\"(max-width: 880px) 100vw, 880px\">\u003cfigcaption class=\"wp-caption-text\">A map of all countries and territories with active Zika virus transmission. \u003ccite>(Courtesy of CDC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Zika virus is transmitted by \u003ca href=\"http://www.theatlantic.com/health/archive/2016/05/the-other-zika-mosquito-aedes-albopictus-asian-tiger/480828/\">\u003cem>Aedes aegypti and Aedes albopictus\u003c/em> mosquitoes\u003c/a>. These mosquitoes are invasive to North and South America and also transmit \u003ca href=\"http://www.cdc.gov/dengue/\">dengue\u003c/a> and \u003ca href=\"http://www.cdc.gov/Chikungunya/index.html\">chikungunya\u003c/a>. Pregnant women infected with Zika give birth to babies with birth defects, including \u003ca href=\"http://www.cdc.gov/ncbddd/birthdefects/microcephaly.html\">microcephaly\u003c/a>, hearing and vision problems, and other brain deficiencies. However, not all pregnant women who are infected with the Zika virus will have babies with these birth defects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Due to the prevalence of mosquitoes, controlling the spread of Zika has been challenging. Some scientists believe one way to stop the spread of the Zika virus is to use \u003ca href=\"http://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM487377.pdf\">genetically modified \u003cem>Aedes aegypti\u003c/em> mosquitoes\u003c/a>. The idea is to release genetically modified male mosquitoes into the wild to mate with infected mosquitoes. The offspring of the genetically modified mosquitoes would inherit a gene that causes them to die. Over several generations, this would result in a reduced population. \u003ca href=\"http://www.who.int/neglected_diseases/news/mosquito_vector_control_response/en/\">The World Health Organization\u003c/a> recommends piloting this approach in combination with other interventions including pesticide spraying, eliminating standing pools of water, using insect repellent and mosquito nets, and educating the public about the dangers of Zika. These controls, however, involve huge coordination between civilians, government agencies and others. Some people think our best hoping for fighting the Zika virus and reducing the mosquito population is with these genetically modified mosquitoes.\u003c/p>\n\u003cp>While the genetically modified mosquitos have been \u003ca href=\"http://www.iflscience.com/plants-and-animals/dengue-fighting-mosquitoes-are-suppressing-wild-populations-brazil\">proven to reduce populations of \u003cem>Aedes aegypti\u003c/em>\u003c/a> in some areas, some people are concerned about the ethical implications of genetically modified animals. Some feel that the genes of animals shouldn’t be manipulated for human gain, and argue that we should be more aggressive in other prevention methods, which include using insecticides and personal protection measures. There is also concern among some opponents that potential negative effects have not been adequately studied. However, \u003ca href=\"http://e360.yale.edu/feature/genetically_modified_mosquito_sparks_a_controversy_in_florida/2883/\">some supporters \u003c/a>for the use of genetically modified mosquitoes to control the spread of Zika argue that using insecticides is less effective and has a greater negative environmental impact than using the genetically modified mosquitoes.\u003c/p>\n\u003cp>Should we use genetically modified mosquitoes to stop the spread of the \u003cem>Aedes aegypti\u003c/em> mosquitoes that carry the Zika virus? What do you think?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: PBS NewsHour\u003cbr>\n\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/updates/why-its-so-hard-to-zap-the-zika-mosquito-and-what-we-can-do/\">Why It’s so Hard to Zap the Zika Mosquito and What We Can Do\u003c/a> \u003c/span>\u003cbr>\nThis article provides a quick overview of the Zika virus and mitigation efforts.\u003c/p>\n\u003cp>\u003cstrong>Article: Huffington Post\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.huffingtonpost.com/entry/gmo-mosquitos-to-fight-zika-virus_us_56e2f194e4b0b25c9181b4c6\">Here’s What You Need To Know About ‘GMO Mosquitos’ And Zika Virus\u003c/a>\u003cbr>\nThis quick guide answers some questions about genetically modified mosquitoes and Zika.\u003c/p>\n\u003cp>\u003cstrong>Article: CBS News\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.cbsnews.com/news/can-genetically-modified-mosquitoes-snuff-out-the-zika-virus/\">Can Genetically Modified Mosquitoes Snuff out the Zika Virus?\u003c/a>\u003cbr>\nCBS News covers information about genetically modified mosquitoes that can stop the spread of the \u003cem>Aedes aegypti\u003c/em> mosquitoes.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Should We Make Cities More Inviting to Wildlife?",
"headTitle": "Should We Make Cities More Inviting to Wildlife? | KQED",
"content": "\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by Melissa Fuest, a student at \u003ca href=\"https://www2.gmu.edu/\">George Mason University\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource (above)\u003cbr>\nVIDEO: MinuteEarth\u003c/strong>\u003cbr>\n\u003ca href=\"http://Why%20do%20Some%20Species%20Thrive%20in%20Cities?\">Why Do Some Species Thrive in Cities?\u003c/a>\u003cbr>\nLearn about examples of how wildlife has adapted to cityscapes over the course of time.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>How important is it to try to make densely populated cities more inviting to wildlife? \u003cstrong>#DoNowUWildlife\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUWildlife\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Wildlife in Urban Areas\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 50 percent of the human population now \u003c/span>\u003ca href=\"http://www.un.org/en/development/desa/news/population/world-urbanization-prospects-2014.html\">\u003cspan style=\"font-weight: 400\">lives in cities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that number is expected to rise to 66 percent by 2050. With our world’s rapidly growing urban areas, our collective ecological footprint increases and \u003c/span>\u003ca href=\"http://millerlab.nres.illinois.edu/pdfs/Conservation%20Where%20People%20Live%20and%20Work.pdf\">\u003cspan style=\"font-weight: 400\">threatens the health and biodiversity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of surrounding ecosystems. How can we offset the negative effects of human expansion? Perhaps one option is to bring conservation of the natural world into our cities. This could mean building wildlife corridors, creating and preserving city green space, or making our built environments safe for animals. In one sense, this creates advantages to both wildlife and humans that would otherwise not exist. However, sharing space with wildlife also causes concerns over human-wildlife conflicts. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a number of justifications for merging human environments with wildlife. For one, many cities are located in biodiversity “hotspots”, or areas of high concentrations of species diversity, so balancing human and wildlife needs could help preserve the unique ecosystems and species found in these areas. Conservation in cities could also bring \u003c/span>\u003ca href=\"http://millerlab.nres.illinois.edu/pdfs/Conservation%20Where%20People%20Live%20and%20Work.pdf\">\u003cspan style=\"font-weight: 400\">opportunities for environmental education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and in turn inspire stewardship actions, to those who would otherwise be excluded from experiences in traditional, remote conservation spaces, such as preserves and wilderness areas. Research has even linked green spaces with \u003c/span>\u003ca href=\"http://rsbl.royalsocietypublishing.org/content/3/4/390\">\u003cspan style=\"font-weight: 400\">higher psychological well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in humans. And, some species offer valuable ecosystem services to society; take, for instance, a coyote’s appetite for rodents or a brown bat’s ability to devour large quantities of pesky bugs.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_187996\" class=\"wp-caption alignright\" style=\"max-width: 400px\">[media-credit standalone=0 name=\"jude / flickr\" link=\"https://www.flickr.com/photos/jude_the_obscure/2484864770/\" align=\"alignright\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/Raccoon.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-187996\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/Raccoon-400x266.jpg\" alt=\"Raccoons have become very successful in living in urban areas.\" width=\"400\" height=\"266\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-1440x957.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-1920x1277.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-960x638.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Raccoons have become very successful in living in urban areas.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there are many arguments for encouraging wildlife in urban environments, there are just as many concerns. Close quarters with other mammals that may have diseases such as \u003c/span>\u003ca href=\"http://www.cdc.gov/rabies/location/usa/surveillance/wild_animals.html\">\u003cspan style=\"font-weight: 400\">rabies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or Lyme disease is a concern for both humans and pets. One \u003c/span>\u003ca href=\"http://www.bioone.org/doi/abs/10.1603/ME13232?journalCode=ment&\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a small town in Connecticut found that reducing the deer population by 87 percent or more reduced reports of Lyme disease in humans by 80 percent. Some people also worry about negative encounters between wildlife and pets or children, however there is \u003c/span>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.2193/0022-541X(2004)068%5B0218:BR%5D2.0.CO;2/abstract\">\u003cspan style=\"font-weight: 400\">little research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about attack frequency on humans in the United States. \u003c/span>\u003ca href=\"http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=2181&context=icwdm_usdanwrc\">\u003cspan style=\"font-weight: 400\">Recent research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that focused on human-coyote interactions in the Denver Metropolitan Area found that of 4,006 coyote reports, about 12 percent were attacks on pets and less than 1 percent were attacks on humans. \u003c/span>\u003ca href=\"http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=5308&context=etd\">\u003cspan style=\"font-weight: 400\">Related studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that there were less likely to be human-coyote conflicts in urban areas if they contained smaller amounts of highly developed areas and large amounts of forested and agricultural areas. Vehicle collisions and resulting injuries or fatalities for both \u003c/span>\u003ca href=\"http://news.nationalgeographic.com/2015/08/150814-mountain-lions-animals-science-california-death/\">\u003cspan style=\"font-weight: 400\">wildlife\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and people are also an issue. It’s estimated that there are between \u003c/span>\u003ca href=\"http://www.fhwa.dot.gov/publications/research/safety/08034/exec.cfm\">\u003cspan style=\"font-weight: 400\">one and two million collisions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with big animals and cars every year in the United States. While many of these occur on rural roads, the number of collisions with animals increased 50 percent from 1990 to 2004. Another concern is the health of wildlife in cities as many animals such as raccoons and bears are attracted to–and feed on–trash.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How important is it to try to make densely populated cities more inviting to wildlife? Should wildlife be encouraged or discouraged to share space with humans?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Video: WNET\u003cbr>\n\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/wnet/nature/meet-the-coywolf-field-video-the-coywolf-and-its-new-york-city-habitat/8640/\">Meet the Coywolf: The Coywolf and Its New York City Habitat\u003c/a> \u003c/span>\u003cbr>\nIn this episode of \u003cem>Nature\u003c/em>, two researchers from a collaborative research group called the Gotham Coyote Project track coywolf activity in New York City.\u003c/p>\n\u003cp>\u003cstrong>Audio: NPR\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=105385196\">Urban Coyotes Have Streetwise Ways\u003c/a>\u003cbr>\nHear first-hand accounts of encounters with urban coyotes, explore the ups and downs of living with these animals, and learn about their cryptic nature.\u003c/p>\n\u003cp>\u003cstrong>Article: The Guardian\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.theguardian.com/cities/2014/apr/14/cities-animals-urban-environment-species\">Should Cities Be for Animals Too?\u003c/a>\u003cbr>\nModern cities become examples of how biodiversity in urban environments can be mutually beneficial to both humans and a variety of other animals.\u003c/p>\n\u003cp>\u003cstrong>Article: National Geographic\u003cbr>\n\u003c/strong>\u003ca href=\"http://news.nationalgeographic.com/2016/04/160418-animals-urban-cities-wildlife-science-coyotes/\">How Wild Animals Are Hacking Live in the City\u003c/a>\u003cbr>\nSee how urban wildlife, like coyotes, raccoons, birds and ants, has adapted to living in cities.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"excerpt": "As the world's urban population grows, so does our impact on surrounding ecosystems and wildlife. Should we make urban areas more inviting to wildlife or discourage wild animals from sharing space with humans?\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by Melissa Fuest, a student at \u003ca href=\"https://www2.gmu.edu/\">George Mason University\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource (above)\u003cbr>\nVIDEO: MinuteEarth\u003c/strong>\u003cbr>\n\u003ca href=\"http://Why%20do%20Some%20Species%20Thrive%20in%20Cities?\">Why Do Some Species Thrive in Cities?\u003c/a>\u003cbr>\nLearn about examples of how wildlife has adapted to cityscapes over the course of time.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>How important is it to try to make densely populated cities more inviting to wildlife? \u003cstrong>#DoNowUWildlife\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUWildlife\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Wildlife in Urban Areas\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 50 percent of the human population now \u003c/span>\u003ca href=\"http://www.un.org/en/development/desa/news/population/world-urbanization-prospects-2014.html\">\u003cspan style=\"font-weight: 400\">lives in cities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that number is expected to rise to 66 percent by 2050. With our world’s rapidly growing urban areas, our collective ecological footprint increases and \u003c/span>\u003ca href=\"http://millerlab.nres.illinois.edu/pdfs/Conservation%20Where%20People%20Live%20and%20Work.pdf\">\u003cspan style=\"font-weight: 400\">threatens the health and biodiversity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of surrounding ecosystems. How can we offset the negative effects of human expansion? Perhaps one option is to bring conservation of the natural world into our cities. This could mean building wildlife corridors, creating and preserving city green space, or making our built environments safe for animals. In one sense, this creates advantages to both wildlife and humans that would otherwise not exist. However, sharing space with wildlife also causes concerns over human-wildlife conflicts. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a number of justifications for merging human environments with wildlife. For one, many cities are located in biodiversity “hotspots”, or areas of high concentrations of species diversity, so balancing human and wildlife needs could help preserve the unique ecosystems and species found in these areas. Conservation in cities could also bring \u003c/span>\u003ca href=\"http://millerlab.nres.illinois.edu/pdfs/Conservation%20Where%20People%20Live%20and%20Work.pdf\">\u003cspan style=\"font-weight: 400\">opportunities for environmental education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and in turn inspire stewardship actions, to those who would otherwise be excluded from experiences in traditional, remote conservation spaces, such as preserves and wilderness areas. Research has even linked green spaces with \u003c/span>\u003ca href=\"http://rsbl.royalsocietypublishing.org/content/3/4/390\">\u003cspan style=\"font-weight: 400\">higher psychological well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in humans. And, some species offer valuable ecosystem services to society; take, for instance, a coyote’s appetite for rodents or a brown bat’s ability to devour large quantities of pesky bugs.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_187996\" class=\"wp-caption alignright\" style=\"max-width: 400px\">[media-credit standalone=0 name=\"jude / flickr\" link=\"https://www.flickr.com/photos/jude_the_obscure/2484864770/\" align=\"alignright\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/Raccoon.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-187996\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/Raccoon-400x266.jpg\" alt=\"Raccoons have become very successful in living in urban areas.\" width=\"400\" height=\"266\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-1440x957.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-1920x1277.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/Raccoon-960x638.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Raccoons have become very successful in living in urban areas.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there are many arguments for encouraging wildlife in urban environments, there are just as many concerns. Close quarters with other mammals that may have diseases such as \u003c/span>\u003ca href=\"http://www.cdc.gov/rabies/location/usa/surveillance/wild_animals.html\">\u003cspan style=\"font-weight: 400\">rabies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or Lyme disease is a concern for both humans and pets. One \u003c/span>\u003ca href=\"http://www.bioone.org/doi/abs/10.1603/ME13232?journalCode=ment&\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a small town in Connecticut found that reducing the deer population by 87 percent or more reduced reports of Lyme disease in humans by 80 percent. Some people also worry about negative encounters between wildlife and pets or children, however there is \u003c/span>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.2193/0022-541X(2004)068%5B0218:BR%5D2.0.CO;2/abstract\">\u003cspan style=\"font-weight: 400\">little research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about attack frequency on humans in the United States. \u003c/span>\u003ca href=\"http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=2181&context=icwdm_usdanwrc\">\u003cspan style=\"font-weight: 400\">Recent research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that focused on human-coyote interactions in the Denver Metropolitan Area found that of 4,006 coyote reports, about 12 percent were attacks on pets and less than 1 percent were attacks on humans. \u003c/span>\u003ca href=\"http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=5308&context=etd\">\u003cspan style=\"font-weight: 400\">Related studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that there were less likely to be human-coyote conflicts in urban areas if they contained smaller amounts of highly developed areas and large amounts of forested and agricultural areas. Vehicle collisions and resulting injuries or fatalities for both \u003c/span>\u003ca href=\"http://news.nationalgeographic.com/2015/08/150814-mountain-lions-animals-science-california-death/\">\u003cspan style=\"font-weight: 400\">wildlife\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and people are also an issue. It’s estimated that there are between \u003c/span>\u003ca href=\"http://www.fhwa.dot.gov/publications/research/safety/08034/exec.cfm\">\u003cspan style=\"font-weight: 400\">one and two million collisions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with big animals and cars every year in the United States. While many of these occur on rural roads, the number of collisions with animals increased 50 percent from 1990 to 2004. Another concern is the health of wildlife in cities as many animals such as raccoons and bears are attracted to–and feed on–trash.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How important is it to try to make densely populated cities more inviting to wildlife? Should wildlife be encouraged or discouraged to share space with humans?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Video: WNET\u003cbr>\n\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/wnet/nature/meet-the-coywolf-field-video-the-coywolf-and-its-new-york-city-habitat/8640/\">Meet the Coywolf: The Coywolf and Its New York City Habitat\u003c/a> \u003c/span>\u003cbr>\nIn this episode of \u003cem>Nature\u003c/em>, two researchers from a collaborative research group called the Gotham Coyote Project track coywolf activity in New York City.\u003c/p>\n\u003cp>\u003cstrong>Audio: NPR\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=105385196\">Urban Coyotes Have Streetwise Ways\u003c/a>\u003cbr>\nHear first-hand accounts of encounters with urban coyotes, explore the ups and downs of living with these animals, and learn about their cryptic nature.\u003c/p>\n\u003cp>\u003cstrong>Article: The Guardian\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.theguardian.com/cities/2014/apr/14/cities-animals-urban-environment-species\">Should Cities Be for Animals Too?\u003c/a>\u003cbr>\nModern cities become examples of how biodiversity in urban environments can be mutually beneficial to both humans and a variety of other animals.\u003c/p>\n\u003cp>\u003cstrong>Article: National Geographic\u003cbr>\n\u003c/strong>\u003ca href=\"http://news.nationalgeographic.com/2016/04/160418-animals-urban-cities-wildlife-science-coyotes/\">How Wild Animals Are Hacking Live in the City\u003c/a>\u003cbr>\nSee how urban wildlife, like coyotes, raccoons, birds and ants, has adapted to living in cities.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Will Robots Replace Us at Work? | KQED",
"content": "\u003cp>\u003cem>This post is part of KQED’s Do Now project. Do Now is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now aims to build civic engagement and digital literacy for learners of all ages. This post was written by the the following youth from the Science News Team within the California Academy of Sciences’ \u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">TechTeens program\u003c/a>: Mathew L., Maggie Y., Ori L., Sophie H., Darrah B., Alex B. and Alvin S.\u003c/em>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>\u003cspan style=\"font-weight: 400\">Are the benefits of using robots in the workforce worth the risk of job loss? \u003c/span>#DoNowRobots\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDedspace and #DoNowRobots\u003cem>. Remember: Back up your argument with supporting evidence. Link to legitimate sources that support your view.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Learn More About Robots\u003c/span>\u003c/h2>\n\u003caside class=\"alignright\">\n\u003ch2 style=\"text-align: center\">Educators, We Want To Hear From You!\u003c/h2>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-143642\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Vogel2-1-400x225.jpeg\" width=\"300\" height=\"169\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-400x225.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-800x450.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-768x432.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-1440x810.jpeg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-1180x664.jpeg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-960x540.jpeg 960w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/figure>\n\u003ch3>Tell us how you use Do Now in your classroom by taking \u003ca href=\"http://goo.gl/forms/C2ixFGnxUP\">this brief survey\u003c/a>.\u003c/h3>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since their introduction into the economy, robots have played \u003ca href=\"http://science.howstuffworks.com/robots-changed-manufacturing.htm\">key roles in manufacturing\u003c/a> and agriculture. Robots are programmed to complete repetitive, menial tasks and are highly efficient. Robots can work virtually nonstop, unlike human workers who need costly job perks like health benefits, time to eat and sleep, and most of all, wages. In the past, robots have been largely confined to the manufacturing industry, but lately robots have been creeping into new industries and aspects of human life. You may even have a robot in your home! Millions of households across the world have \u003ca href=\"http://www.wired.com/2015/09/irobot-roomba-980/\">robots that vacuum\u003c/a> the floor.\u003c/span>\u003cspan style=\"font-weight: 400\"> Robots are not just being used for petty tasks like home cleaning, but are even utilized in scientific labs to carry out monotonous yet precise tasks, such as \u003c/span>\u003ca href=\"http://opentrons.com/\">\u003cspan style=\"font-weight: 400\">micropipetting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Thanks to drastic advancements in software engineering, robots are now capable of completing much more complex tasks, and soon, they may completely revolutionize the workplace by superseding millions of human workers.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_183562\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-183562 size-thumbnail\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-400x267.jpg\" width=\"400\" height=\"267\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-960x640.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Eirik Newth/Flickr\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>The Debate\u003c/strong>\u003c/h2>\n\u003ch3 style=\"padding-left: 30px\">Pros\u003c/h3>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">Robotics are becoming a cheap and efficient source of labor. Machines have been replacing many dangerous or boring human jobs, allowing people to leave the labor industry and start working in more artistic and intellectual fields. According to the company RobotWorx, robots do jobs \u003c/span>\u003ca href=\"https://www.robots.com/articles/viewing/benefits-of-robots\">\u003cspan style=\"font-weight: 400\">better suited for machines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, allowing humans to apply their knowledge to more deserving tasks. Business owners also favor robots compared to humans, as machines produce more consistent and accurate results at lower costs. According to John Tamny of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Forbes\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine, the robot industry \u003c/span>\u003ca href=\"http://www.forbes.com/sites/johntamny/2015/03/01/why-robots-will-be-the-biggest-job-creators-in-history/#360be2df1749\">\u003cspan style=\"font-weight: 400\">“will ultimately be the biggest job [creator]”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and demand even more high-tech jobs in both programming and manufacturing.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Does the prospect of robots entering the workforce influence your future career choice? \u003c/span>\u003c/li>\n\u003cli>\n\u003cli>\u003cspan style=\"font-weight: 400\">What could people who aren’t in control of the robot sector do to make sure that robots do less harm than good?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch3 style=\"padding-left: 30px\">Cons\u003c/h3>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">Despite their potential benefits, many people are worried about the effects that automation of simple labor tasks may have on the economy and workforce. Every year, more businesses replace their unskilled workers with automated machines. Within the next 20 years, \u003c/span>\u003ca href=\"http://www.businessinsider.com/jobs-robots-are-most-likely-to-take-over-2015-5\">\u003cspan style=\"font-weight: 400\">many jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including electrical equipment assemblers, telemarketers, and retail workers, are predicted to have a 95 percent chance or higher of becoming automated. Already, companies such as McDonalds have begun initiatives to replace their human employees by introducing computerized kiosks, which could \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.businessinsider.com/what-self-serve-kiosks-at-mcdonalds-mean-for-cashiers-2015-8\">“reduce required labor by 30 percent\u003c/a>.”\u003c/span>\u003cspan style=\"font-weight: 400\"> In addition, there is fear that machines will one day turn on their creators. While this fear originates from science fiction and Hollywood, it might eventually develop into a real threat. \u003c/span>\u003cspan style=\"font-weight: 400\">Berkeley Robot for the Elimination of Tedious Tasks (\u003ca href=\"http://alumni.berkeley.edu/california-magazine/just-in/2015-06-08/good-bad-and-robot-experts-are-trying-make-machines-be-moral\">BRETT\u003c/a>) is a robot, developed at the University of California at Berkeley, that has been programmed with the ability to learn. In a video, BRETT learns through trial and error how to construct a child’s toy. With this kind of learning technology, there is no telling what these machines will be able to accomplish in the not so far future.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Considering the advantages and disadvantages of implementing robots into our society, are the benefits worth the costs? Should we risk the possibility of losing our jobs for increased convenience?\u003c/p>\n\u003chr>\n\u003ch2>\u003cb>Do Next \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now plays out in people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowRobots\u003c/em>\u003c/strong>.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Come up with an idea for your dream robot. Think about things in your daily life that your robot might be able to do to allow you to do more productive, creative activities. What will you robot help you with? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Research the history of robots in the manufacturing industry. Create a timeline with \u003ca href=\"http://www.timetoast.com/\">Timetoast\u003c/a> highlighting major innovations in workforce automation. Add descriptions about their subsequent impact on the industry.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>INTERACTIVE: \u003ca href=\"http://www.bbc.com/news/technology-34066941\">Will A Robot Take Your Job\u003c/a> (BBC)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Do you know what your dream job is? Explore the likelihood that it will be automated in the future using this interactive search tool. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.theatlantic.com/technology/archive/2016/03/what-is-a-human/473166/\">What Is A Robot?\u003c/a> (The Atlantic)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This article helps define the human relationship with robots and walks through the history of robotic design. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>OPINION: \u003ca href=\"https://www.washingtonpost.com/opinions/can-we-adapt-to-robots-in-the-workplace/2015/03/15/ce58ea7a-c9aa-11e4-b2a1-bed1aaea2816_story.html\">Robots in the Workplace\u003c/a> (The Washington Post)\u003c/strong>\u003cbr>\nAutomation in the workplace has impacted various industries over the last century. Read more about past and current shifts in the workforce in response to new robotic technology.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ \u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">TechTeens program\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">The TechTeens\u003c/a> are youth leaders who use digital media to develop and communicate science stories for the public.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post is part of KQED’s Do Now project. Do Now is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now aims to build civic engagement and digital literacy for learners of all ages. This post was written by the the following youth from the Science News Team within the California Academy of Sciences’ \u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">TechTeens program\u003c/a>: Mathew L., Maggie Y., Ori L., Sophie H., Darrah B., Alex B. and Alvin S.\u003c/em>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>\u003cspan style=\"font-weight: 400\">Are the benefits of using robots in the workforce worth the risk of job loss? \u003c/span>#DoNowRobots\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDedspace and #DoNowRobots\u003cem>. Remember: Back up your argument with supporting evidence. Link to legitimate sources that support your view.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Learn More About Robots\u003c/span>\u003c/h2>\n\u003caside class=\"alignright\">\n\u003ch2 style=\"text-align: center\">Educators, We Want To Hear From You!\u003c/h2>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-143642\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Vogel2-1-400x225.jpeg\" width=\"300\" height=\"169\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-400x225.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-800x450.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-768x432.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-1440x810.jpeg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-1180x664.jpeg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Vogel2-1-960x540.jpeg 960w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/figure>\n\u003ch3>Tell us how you use Do Now in your classroom by taking \u003ca href=\"http://goo.gl/forms/C2ixFGnxUP\">this brief survey\u003c/a>.\u003c/h3>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since their introduction into the economy, robots have played \u003ca href=\"http://science.howstuffworks.com/robots-changed-manufacturing.htm\">key roles in manufacturing\u003c/a> and agriculture. Robots are programmed to complete repetitive, menial tasks and are highly efficient. Robots can work virtually nonstop, unlike human workers who need costly job perks like health benefits, time to eat and sleep, and most of all, wages. In the past, robots have been largely confined to the manufacturing industry, but lately robots have been creeping into new industries and aspects of human life. You may even have a robot in your home! Millions of households across the world have \u003ca href=\"http://www.wired.com/2015/09/irobot-roomba-980/\">robots that vacuum\u003c/a> the floor.\u003c/span>\u003cspan style=\"font-weight: 400\"> Robots are not just being used for petty tasks like home cleaning, but are even utilized in scientific labs to carry out monotonous yet precise tasks, such as \u003c/span>\u003ca href=\"http://opentrons.com/\">\u003cspan style=\"font-weight: 400\">micropipetting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Thanks to drastic advancements in software engineering, robots are now capable of completing much more complex tasks, and soon, they may completely revolutionize the workplace by superseding millions of human workers.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_183562\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-183562 size-thumbnail\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-400x267.jpg\" width=\"400\" height=\"267\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/05/252196607_ef2c6efce6_o-960x640.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Eirik Newth/Flickr\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>The Debate\u003c/strong>\u003c/h2>\n\u003ch3 style=\"padding-left: 30px\">Pros\u003c/h3>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">Robotics are becoming a cheap and efficient source of labor. Machines have been replacing many dangerous or boring human jobs, allowing people to leave the labor industry and start working in more artistic and intellectual fields. According to the company RobotWorx, robots do jobs \u003c/span>\u003ca href=\"https://www.robots.com/articles/viewing/benefits-of-robots\">\u003cspan style=\"font-weight: 400\">better suited for machines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, allowing humans to apply their knowledge to more deserving tasks. Business owners also favor robots compared to humans, as machines produce more consistent and accurate results at lower costs. According to John Tamny of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Forbes\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine, the robot industry \u003c/span>\u003ca href=\"http://www.forbes.com/sites/johntamny/2015/03/01/why-robots-will-be-the-biggest-job-creators-in-history/#360be2df1749\">\u003cspan style=\"font-weight: 400\">“will ultimately be the biggest job [creator]”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and demand even more high-tech jobs in both programming and manufacturing.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Does the prospect of robots entering the workforce influence your future career choice? \u003c/span>\u003c/li>\n\u003cli>\n\u003cli>\u003cspan style=\"font-weight: 400\">What could people who aren’t in control of the robot sector do to make sure that robots do less harm than good?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch3 style=\"padding-left: 30px\">Cons\u003c/h3>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">Despite their potential benefits, many people are worried about the effects that automation of simple labor tasks may have on the economy and workforce. Every year, more businesses replace their unskilled workers with automated machines. Within the next 20 years, \u003c/span>\u003ca href=\"http://www.businessinsider.com/jobs-robots-are-most-likely-to-take-over-2015-5\">\u003cspan style=\"font-weight: 400\">many jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including electrical equipment assemblers, telemarketers, and retail workers, are predicted to have a 95 percent chance or higher of becoming automated. Already, companies such as McDonalds have begun initiatives to replace their human employees by introducing computerized kiosks, which could \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.businessinsider.com/what-self-serve-kiosks-at-mcdonalds-mean-for-cashiers-2015-8\">“reduce required labor by 30 percent\u003c/a>.”\u003c/span>\u003cspan style=\"font-weight: 400\"> In addition, there is fear that machines will one day turn on their creators. While this fear originates from science fiction and Hollywood, it might eventually develop into a real threat. \u003c/span>\u003cspan style=\"font-weight: 400\">Berkeley Robot for the Elimination of Tedious Tasks (\u003ca href=\"http://alumni.berkeley.edu/california-magazine/just-in/2015-06-08/good-bad-and-robot-experts-are-trying-make-machines-be-moral\">BRETT\u003c/a>) is a robot, developed at the University of California at Berkeley, that has been programmed with the ability to learn. In a video, BRETT learns through trial and error how to construct a child’s toy. With this kind of learning technology, there is no telling what these machines will be able to accomplish in the not so far future.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Considering the advantages and disadvantages of implementing robots into our society, are the benefits worth the costs? Should we risk the possibility of losing our jobs for increased convenience?\u003c/p>\n\u003chr>\n\u003ch2>\u003cb>Do Next \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now plays out in people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowRobots\u003c/em>\u003c/strong>.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Come up with an idea for your dream robot. Think about things in your daily life that your robot might be able to do to allow you to do more productive, creative activities. What will you robot help you with? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Research the history of robots in the manufacturing industry. Create a timeline with \u003ca href=\"http://www.timetoast.com/\">Timetoast\u003c/a> highlighting major innovations in workforce automation. Add descriptions about their subsequent impact on the industry.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>INTERACTIVE: \u003ca href=\"http://www.bbc.com/news/technology-34066941\">Will A Robot Take Your Job\u003c/a> (BBC)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Do you know what your dream job is? Explore the likelihood that it will be automated in the future using this interactive search tool. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.theatlantic.com/technology/archive/2016/03/what-is-a-human/473166/\">What Is A Robot?\u003c/a> (The Atlantic)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This article helps define the human relationship with robots and walks through the history of robotic design. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>OPINION: \u003ca href=\"https://www.washingtonpost.com/opinions/can-we-adapt-to-robots-in-the-workplace/2015/03/15/ce58ea7a-c9aa-11e4-b2a1-bed1aaea2816_story.html\">Robots in the Workplace\u003c/a> (The Washington Post)\u003c/strong>\u003cbr>\nAutomation in the workplace has impacted various industries over the last century. Read more about past and current shifts in the workforce in response to new robotic technology.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ \u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">TechTeens program\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cblockquote>\u003cp>\u003cstrong>Update: Our award-winning video series Above the Noise took a fresh look at the pros and cons of zoos. Students can \u003ca href=\"https://learn.kqed.org/discussions/43?utm_source=kqed-edu&utm_medium=blog&utm_campaign=donow\">watch the video\u003c/a> to get a primer on the facts then write their own responses on KQED Learn.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by \u003cspan style=\"font-weight: 400\">Sophia Buscher and Victoria Staudenraus\u003c/span>, students at \u003ca href=\"https://www.stmarys-ca.edu/\">St. Mary’s College of California\u003c/a>, in partnership with the \u003ca href=\"http://lindsaywildlife.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Lindsay Wildlife Experience\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"//www.cnn.com/video/api/embed.html#/video/world/2012/08/23/intv-zoo-debate-marshall.cnn\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"http://www.cnn.com/videos/world/2012/08/23/intv-zoo-debate-marshall.cnn\">Zoo Conservation Raise Debate\u003c/a> (CNN)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Hear opposing thoughts from a field biologist at the University of York and the president of the Born Free Foundation about keeping animals in zoos for conservation purposes.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you think animals should be kept in zoos? \u003cstrong>#DoNowUZoo\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUZoo\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Animals in Zoos\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although wild animals have been held captive for thousands of years, the first modern zoo opened in 1763 in Paris, France. As people became more interested in science and natural history, zoos served as a way to display and study animals. Today, zoos provide opportunities for public education and entertainment, as well as scientific research and conservation. There are about \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.aza.org/what-is-accreditation/\">2,800\u003c/a> licensed \u003ca href=\"https://www.aphis.usda.gov/publications/animal_welfare/content/printable_version/fs_anexhit.pdf\">animal exhibitors\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> throughout the U.S., which include zoos, circuses, petting farms, wildlife and marine mammal parks, and some sanctuaries. Out of these, \u003c/span>\u003ca href=\"https://www.aza.org/current-accreditation-list/\">\u003cspan style=\"font-weight: 400\">233 are accredited\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the \u003c/span>\u003ca href=\"https://www.aza.org/\">\u003cspan style=\"font-weight: 400\">Association of Zoos and Aquariums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (AZA). The AZA “\u003c/span>\u003ca href=\"http://news.nationalgeographic.com/news/2003/11/1113_031113_zoorole.html\">\u003cspan style=\"font-weight: 400\">holds animal exhibitors to high standards of animal care, science and conservation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” in the United States and all over the world. Even though many animal exhibitors are still considered zoos, they have not met the requirements of the AZA and, therefore, have not been accredited. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proponents of zoos point to the fact that they educate the general public, are beneficial for scientific research, and work toward conservation efforts and captive breeding. At the San Francisco Zoo, there are educational programs for children ages 1-17. From camps, to mobile programs that bring smaller animals to schools, to family activities that look at local wildlife near the zoo, the public is able to get hands-on education about animals they may not be able to meet and learn about otherwise. The \u003ca href=\"http://lindsaywildlife.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Lindsay Wildlife Experience\u003c/a> in Walnut Creek, California, offers similar experiences to connect locals with wildlife and educate people on how they can do small things to help benefit wildlife in urban areas. Zoos can also be beneficial for scientific research. Studies are sometimes better able to be completed in zoos because of the controlled environment of a zoo. Lastly, zoos help endangered populations by using \u003c/span>\u003ca href=\"https://nationalzoo.si.edu/scbi/endangeredspecies/capbreedpops/default.cfm\">\u003cspan style=\"font-weight: 400\">captive breeding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and release. The AZA’s \u003c/span>\u003ca href=\"https://www.aza.org/species-survival-plan-program/\">\u003cspan style=\"font-weight: 400\">Species Survival Plan Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a long-term plan that incorporates conservation breeding, preservation of habitat, education and research to support the survival of threatened and endangered species. Many zoos also work on \u003c/span>\u003ca href=\"http://www.sfzoo.org/conservation/local-conservation-efforts.htm\">\u003cspan style=\"font-weight: 400\">local conservation efforts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to maintain local wildlife populations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other hand, many would say that wild animals should not be held in captivity. It has been argued that captive breeding isn’t always effective, zoos do not provide natural habitats, and that zoos put unnecessary stress on animals. Some studies have shown that reintroduced animals have \u003c/span>\u003ca href=\"http://news.nationalgeographic.com/news/2008/01/080123-carnivores-wild.html\">\u003cspan style=\"font-weight: 400\">high mortality rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because they are poorly adapted and lack the skills needed to survive in the wild. Since an animal’s well-being is dependent on their environment, some contend that zoos do not provide healthy habitats for animals. Enclosures–even when designed to mimic an animal’s natural habitat–are still not really natural. And, zoos can’t really provide the space that large or wide-ranging animals, like elephants, are used to. Due in part to unnatural enclosures, animals in zoos are \u003c/span>\u003ca href=\"http://news.discovery.com/animals/zoo-animals/chimpanzee-mental-illness-zoos-110705.htm\">\u003cspan style=\"font-weight: 400\">under stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Animals are often bored and, as a result, some become aggressive and can lash out at other animals or zookeepers. In \u003c/span>\u003ca href=\"http://news.discovery.com/animals/zoo-animals/chimpanzee-mental-illness-zoos-110705.htm\">\u003cspan style=\"font-weight: 400\">a study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> done on 40 chimpanzees in six different zoos, all of the chimps exhibited behavior their counterparts in nature did not. Some of these behaviors included rocking back and forth, tearing out their hair, self-mutilation, and the drinking of their urine. This behavior is not seen in their wild counterparts suggesting that being in the zoo is causing these chimps to develop mental illness due to stress.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do you think? Should animals be kept in zoos? Why or why not?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Video: DNews\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=RHBuAOp5upU\">The Pros & Cons of Zoos\u003c/a>\u003cbr>\nHear about some of the benefits zoos and some of negative effects that they have on animals.\u003c/p>\n\u003cp>\u003cstrong>Video: BBC\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=irS_5-eVFUo\">Horizon: Should We Close Our Zoos?\u003c/a>\u003cbr>\nThis clip briefly examines the history of zoos, and questions experts and professionals about keeping animals in small enclosures.\u003c/p>\n\u003cp>\u003cstrong>Audio: WNYC\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.wnyc.org/story/there-still-place-zoos/\">A Passionate Call to Leave Animals Alone and Zoos Behind\u003c/a>\u003cbr>\nNot everyone enjoys their visit to the zoo. Hear why Tim Zimmerman believes we should reconsider our arguments for keeping zoos open. He offers an alternative to traditional zoos that can make both animals and human visitors happy.\u003c/p>\n\u003cp>\u003cstrong>Article: The Washington Post\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.washingtonpost.com/lifestyle/kidspost/at-zoos-not-every-resident-is-a-spring-chicken/2016/04/18/5fd13a4e-0289-11e6-b823-707c79ce3504_story.html\">At Zoos, Not Every Resident is a Spring Chicken\u003c/a>\u003cbr>\nFrom protecting elderly animals to preserving endangered species, read more about the benefits of holding animals in captivity.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cstrong>Update: Our award-winning video series Above the Noise took a fresh look at the pros and cons of zoos. Students can \u003ca href=\"https://learn.kqed.org/discussions/43?utm_source=kqed-edu&utm_medium=blog&utm_campaign=donow\">watch the video\u003c/a> to get a primer on the facts then write their own responses on KQED Learn.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a weekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by \u003cspan style=\"font-weight: 400\">Sophia Buscher and Victoria Staudenraus\u003c/span>, students at \u003ca href=\"https://www.stmarys-ca.edu/\">St. Mary’s College of California\u003c/a>, in partnership with the \u003ca href=\"http://lindsaywildlife.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Lindsay Wildlife Experience\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"//www.cnn.com/video/api/embed.html#/video/world/2012/08/23/intv-zoo-debate-marshall.cnn\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"http://www.cnn.com/videos/world/2012/08/23/intv-zoo-debate-marshall.cnn\">Zoo Conservation Raise Debate\u003c/a> (CNN)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Hear opposing thoughts from a field biologist at the University of York and the president of the Born Free Foundation about keeping animals in zoos for conservation purposes.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you think animals should be kept in zoos? \u003cstrong>#DoNowUZoo\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUZoo\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Animals in Zoos\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although wild animals have been held captive for thousands of years, the first modern zoo opened in 1763 in Paris, France. As people became more interested in science and natural history, zoos served as a way to display and study animals. Today, zoos provide opportunities for public education and entertainment, as well as scientific research and conservation. There are about \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.aza.org/what-is-accreditation/\">2,800\u003c/a> licensed \u003ca href=\"https://www.aphis.usda.gov/publications/animal_welfare/content/printable_version/fs_anexhit.pdf\">animal exhibitors\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> throughout the U.S., which include zoos, circuses, petting farms, wildlife and marine mammal parks, and some sanctuaries. Out of these, \u003c/span>\u003ca href=\"https://www.aza.org/current-accreditation-list/\">\u003cspan style=\"font-weight: 400\">233 are accredited\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the \u003c/span>\u003ca href=\"https://www.aza.org/\">\u003cspan style=\"font-weight: 400\">Association of Zoos and Aquariums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (AZA). The AZA “\u003c/span>\u003ca href=\"http://news.nationalgeographic.com/news/2003/11/1113_031113_zoorole.html\">\u003cspan style=\"font-weight: 400\">holds animal exhibitors to high standards of animal care, science and conservation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” in the United States and all over the world. Even though many animal exhibitors are still considered zoos, they have not met the requirements of the AZA and, therefore, have not been accredited. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proponents of zoos point to the fact that they educate the general public, are beneficial for scientific research, and work toward conservation efforts and captive breeding. At the San Francisco Zoo, there are educational programs for children ages 1-17. From camps, to mobile programs that bring smaller animals to schools, to family activities that look at local wildlife near the zoo, the public is able to get hands-on education about animals they may not be able to meet and learn about otherwise. The \u003ca href=\"http://lindsaywildlife.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Lindsay Wildlife Experience\u003c/a> in Walnut Creek, California, offers similar experiences to connect locals with wildlife and educate people on how they can do small things to help benefit wildlife in urban areas. Zoos can also be beneficial for scientific research. Studies are sometimes better able to be completed in zoos because of the controlled environment of a zoo. Lastly, zoos help endangered populations by using \u003c/span>\u003ca href=\"https://nationalzoo.si.edu/scbi/endangeredspecies/capbreedpops/default.cfm\">\u003cspan style=\"font-weight: 400\">captive breeding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and release. The AZA’s \u003c/span>\u003ca href=\"https://www.aza.org/species-survival-plan-program/\">\u003cspan style=\"font-weight: 400\">Species Survival Plan Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a long-term plan that incorporates conservation breeding, preservation of habitat, education and research to support the survival of threatened and endangered species. Many zoos also work on \u003c/span>\u003ca href=\"http://www.sfzoo.org/conservation/local-conservation-efforts.htm\">\u003cspan style=\"font-weight: 400\">local conservation efforts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to maintain local wildlife populations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other hand, many would say that wild animals should not be held in captivity. It has been argued that captive breeding isn’t always effective, zoos do not provide natural habitats, and that zoos put unnecessary stress on animals. Some studies have shown that reintroduced animals have \u003c/span>\u003ca href=\"http://news.nationalgeographic.com/news/2008/01/080123-carnivores-wild.html\">\u003cspan style=\"font-weight: 400\">high mortality rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because they are poorly adapted and lack the skills needed to survive in the wild. Since an animal’s well-being is dependent on their environment, some contend that zoos do not provide healthy habitats for animals. Enclosures–even when designed to mimic an animal’s natural habitat–are still not really natural. And, zoos can’t really provide the space that large or wide-ranging animals, like elephants, are used to. Due in part to unnatural enclosures, animals in zoos are \u003c/span>\u003ca href=\"http://news.discovery.com/animals/zoo-animals/chimpanzee-mental-illness-zoos-110705.htm\">\u003cspan style=\"font-weight: 400\">under stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Animals are often bored and, as a result, some become aggressive and can lash out at other animals or zookeepers. In \u003c/span>\u003ca href=\"http://news.discovery.com/animals/zoo-animals/chimpanzee-mental-illness-zoos-110705.htm\">\u003cspan style=\"font-weight: 400\">a study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> done on 40 chimpanzees in six different zoos, all of the chimps exhibited behavior their counterparts in nature did not. Some of these behaviors included rocking back and forth, tearing out their hair, self-mutilation, and the drinking of their urine. This behavior is not seen in their wild counterparts suggesting that being in the zoo is causing these chimps to develop mental illness due to stress.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do you think? Should animals be kept in zoos? Why or why not?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Video: DNews\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=RHBuAOp5upU\">The Pros & Cons of Zoos\u003c/a>\u003cbr>\nHear about some of the benefits zoos and some of negative effects that they have on animals.\u003c/p>\n\u003cp>\u003cstrong>Video: BBC\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=irS_5-eVFUo\">Horizon: Should We Close Our Zoos?\u003c/a>\u003cbr>\nThis clip briefly examines the history of zoos, and questions experts and professionals about keeping animals in small enclosures.\u003c/p>\n\u003cp>\u003cstrong>Audio: WNYC\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.wnyc.org/story/there-still-place-zoos/\">A Passionate Call to Leave Animals Alone and Zoos Behind\u003c/a>\u003cbr>\nNot everyone enjoys their visit to the zoo. Hear why Tim Zimmerman believes we should reconsider our arguments for keeping zoos open. He offers an alternative to traditional zoos that can make both animals and human visitors happy.\u003c/p>\n\u003cp>\u003cstrong>Article: The Washington Post\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.washingtonpost.com/lifestyle/kidspost/at-zoos-not-every-resident-is-a-spring-chicken/2016/04/18/5fd13a4e-0289-11e6-b823-707c79ce3504_story.html\">At Zoos, Not Every Resident is a Spring Chicken\u003c/a>\u003cbr>\nFrom protecting elderly animals to preserving endangered species, read more about the benefits of holding animals in captivity.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>",
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"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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"marketplace": {
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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": {
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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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"onourwatch": {
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"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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"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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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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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.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"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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"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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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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