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"headTitle": "Exploring U.S. History Through Soldiers’ Stories | KQED",
"content": "\u003cp>From a multi-media history lesson to a modern approach to tinytype portraits, explore tales from history’s battlefield with these PBS LearningMedia videos. These videos tell stories of soldiers and veterans from across the country and through the ages. \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> is the free public media digital library with trusted quality standards aligned resources for teaching and learning. Sign up for a free account to save resources, download videos and build interactive media experiences for the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/d2c8b872-0267-4f9d-9b32-7b32a2840e0f/photographer-on-a-mission-ed-drew/\" target=\"_blank\" rel=\"noopener\">Photographer on a Mission\u003c/a> | Video | Grades 6-12+\u003c/strong>\u003cbr>\nEd Drew’s tintype portraits of his fellow soldiers in Afghanistan evoked the timelessness of war. Once he returned to the United States, Drew turned his lens toward an organic garden project that’s empowering at-risk youth. Drew takes the best portraits when the students are relaxed. Before every pose, he chats with them, finding common ground and creating a bond that will help him tell their stories. He hopes casting their images within the context of fine art may help dispel negative stereotypes.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/amex/?topic_id=1413\" target=\"_blank\" rel=\"noopener\">Last Days of Vietnam\u003c/a> | Videos | Grades 9-12\u003c/strong>\u003cbr>\nExperience the moral dilemmas facing both U.S. and South Vietnamese soldiers as the North Vietnamese Army closed in on Saigon in April 1975 in this video adapted from American Experience: Last Days in Vietnam. Also learn about the decision to evacuate Americans and South Vietnamese from the U.S. embassy and about the experience of a South Vietnamese Army lieutenant who stayed behind. American Experience: Last Days in Vietnam premiers 4/28.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/ff65fcca-c765-499c-86a4-39669a614eac/joan-ganz-cooney-elmo-and-murray-recite-the-gettysburg-address/\" target=\"_blank\" rel=\"noopener\">Joan Ganz Cooney Recites the Gettysburg Address\u003c/a> | Video | Grades K-12\u003c/strong>\u003cbr>\nWatch Joan Ganz Cooney, Elmo, and Murray recite the Gettysburg Address as part of Ken Burns’ challenge to all Americans to learn the address. To celebrate the 150th anniversary of the Gettysburg Address, filmmaker Ken Burns, along with numerous partners, launched a national effort to encourage everyone in America to video record themselves reading or reciting the speech.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/bcd8f4a2-3368-47d0-b442-344fa91636aa/multiple-perspectives-of-the-war-of-1812/\" target=\"_blank\" rel=\"noopener\">The War of 1812\u003c/a> | Lesson Plan | Grades 2-4, 13+\u003c/strong>\u003cbr>\nThis lesson plan, to be used with the program The War of 1812, gives students background information about the diverse perspectives of those groups involved in the war: Americans, British, Canadian Colonists, and First Nations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/d5b52d96-ba5d-452c-a743-08ce3825e885/tuskegee-airmen-experiences-in-world-war-ii-world-war-ii-stories/\" target=\"_blank\" rel=\"noopener\">Tuskegee Airmen \u003c/a>| Video | Grades 5-10\u003c/strong>\u003cbr>\nThe Tuskegee Airmen, officially known as the 332nd fighter group, were the first African Americans to fly planes in the U.S. military. Although they faced severe discrimination in the country and mandates of the Jim Crow laws in the south, they volunteered in large numbers to help fight in World War II. This segment of Iowa Public Television’s Iowa’s WWII Stories includes historical footage and profiles an Iowa veteran and member of the Tuskegee Airmen.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/a38531d3-82a4-4835-a1a3-746a116d4d51/seals-in-the-vietnam-war-navy-seals-their-untold-story/\" target=\"_blank\" rel=\"noopener\">SEALs in the Vietnam War \u003c/a>| Navy SEALs | Grades 6-12\u003c/strong>\u003cbr>\nUnderstand key elements of U.S. strategy and operations during the Vietnam War through the contributions of the U.S. Navy SEALs to this conflict. SEAL teams partnered with the CIA to train their South Vietnamese counterparts and they collaborated with American military scientists on weapons technology. Because they wore camouflage makeup during their missions, the SEAL combat teams in Vietnam were known as “Men with Green Faces.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/d5d9e018-73fc-4d00-a128-2b0c55ccd8f6/rebel-loreta-velazquez-civil-war-soldier-and-spy/\" target=\"_blank\" rel=\"noopener\">Civil War Soldier and Spy\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nIt is estimated that between 500 and 1,000 women went into military service during the American Civil War, yet their contributions to major events of that era are often overlooked, misunderstood, misrepresented, or undocumented. Using excerpts from the documentary film Rebel: Loreta Velazquez Civil War Soldier and Spy and the remarkable story of Loreta Velazquez as a guide, students will: consider how factors such as gender and race shape our understanding of history.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/georgia-world-war-ii-oral-history-project/\" target=\"_blank\" rel=\"noopener\">WWII Oral History Project\u003c/a> | Video Collection | Grades 6-12\u003c/strong>\u003cbr>\nGPB’s World War II Veterans Oral History Project presents the story of World War II through the personal accounts of men and women from Georgia whose lives were touched by the war. Through letters, photographs, and full-length video interviews, the project makes the experiences of Georgia’s “greatest generation” available for generations to come.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/5befce11-0550-4b27-9a5f-0000769eb84e/student-reporting-labs-military-families/\" target=\"_blank\" rel=\"noopener\">Military Families\u003c/a> | PBS NewsHour | Grades 7-12\u003c/strong>\u003cbr>\nThere are over 21.2 million veterans living today in the United States. They served the country during the last six wars World War II, the Korean War, the Vietnam War, the Persian Gulf War, the Iraq War and the War in Afghanistan. The video shares the unique perspective of elementary to high school students in military living on a base in the Middle Eastern country of Bahrain.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/pres10.socst.ush.now.escalate/escalation-of-the-vietnam-war-by-lbj/\">Escalation of the Vietnam War\u003c/a> | Video | Grades 9-12+\u003c/strong>\u003cbr>\nIn this video segment adapted from American Experience, view archival photos, newsreel footage, and interviews to examine the decision-making process that led Lyndon Johnson to order increased United States military involvement in the Vietnam War. With military and political advisers recommending massive American troop involvement over a number of years, and only one adviser urging complete withdrawal, Johnson chose to continue the commitments made by past presidents. This decision reflected Johnson’s conviction that history taught the United States never to give in to aggressors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/cc13.pd.voicesofvets/voices-of-veterans/\" target=\"_blank\" rel=\"noopener\">Voices of Veterans\u003c/a> | Video | Grades 12+\u003c/strong>\u003cbr>\nVeterans help make history come alive each year at North Warren Regional School District with their Voices of Veterans program in this episode of NJEA’s Classroom Close-up. Students invite veterans into their school to learn about what it means to serve in the military. Teachers and school staff also share their own personal connections with veterans that are particularly close to their hearts. The program and veterans’ stories help students make connections with the information they read about in history books.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From a multi-media history lesson to a modern approach to tinytype portraits, explore tales from history’s battlefield with these PBS LearningMedia videos. These videos tell stories of soldiers and veterans from across the country and through the ages. \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> is the free public media digital library with trusted quality standards aligned resources for teaching and learning. Sign up for a free account to save resources, download videos and build interactive media experiences for the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/d2c8b872-0267-4f9d-9b32-7b32a2840e0f/photographer-on-a-mission-ed-drew/\" target=\"_blank\" rel=\"noopener\">Photographer on a Mission\u003c/a> | Video | Grades 6-12+\u003c/strong>\u003cbr>\nEd Drew’s tintype portraits of his fellow soldiers in Afghanistan evoked the timelessness of war. Once he returned to the United States, Drew turned his lens toward an organic garden project that’s empowering at-risk youth. Drew takes the best portraits when the students are relaxed. Before every pose, he chats with them, finding common ground and creating a bond that will help him tell their stories. He hopes casting their images within the context of fine art may help dispel negative stereotypes.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/amex/?topic_id=1413\" target=\"_blank\" rel=\"noopener\">Last Days of Vietnam\u003c/a> | Videos | Grades 9-12\u003c/strong>\u003cbr>\nExperience the moral dilemmas facing both U.S. and South Vietnamese soldiers as the North Vietnamese Army closed in on Saigon in April 1975 in this video adapted from American Experience: Last Days in Vietnam. Also learn about the decision to evacuate Americans and South Vietnamese from the U.S. embassy and about the experience of a South Vietnamese Army lieutenant who stayed behind. American Experience: Last Days in Vietnam premiers 4/28.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/ff65fcca-c765-499c-86a4-39669a614eac/joan-ganz-cooney-elmo-and-murray-recite-the-gettysburg-address/\" target=\"_blank\" rel=\"noopener\">Joan Ganz Cooney Recites the Gettysburg Address\u003c/a> | Video | Grades K-12\u003c/strong>\u003cbr>\nWatch Joan Ganz Cooney, Elmo, and Murray recite the Gettysburg Address as part of Ken Burns’ challenge to all Americans to learn the address. To celebrate the 150th anniversary of the Gettysburg Address, filmmaker Ken Burns, along with numerous partners, launched a national effort to encourage everyone in America to video record themselves reading or reciting the speech.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/bcd8f4a2-3368-47d0-b442-344fa91636aa/multiple-perspectives-of-the-war-of-1812/\" target=\"_blank\" rel=\"noopener\">The War of 1812\u003c/a> | Lesson Plan | Grades 2-4, 13+\u003c/strong>\u003cbr>\nThis lesson plan, to be used with the program The War of 1812, gives students background information about the diverse perspectives of those groups involved in the war: Americans, British, Canadian Colonists, and First Nations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/d5b52d96-ba5d-452c-a743-08ce3825e885/tuskegee-airmen-experiences-in-world-war-ii-world-war-ii-stories/\" target=\"_blank\" rel=\"noopener\">Tuskegee Airmen \u003c/a>| Video | Grades 5-10\u003c/strong>\u003cbr>\nThe Tuskegee Airmen, officially known as the 332nd fighter group, were the first African Americans to fly planes in the U.S. military. Although they faced severe discrimination in the country and mandates of the Jim Crow laws in the south, they volunteered in large numbers to help fight in World War II. This segment of Iowa Public Television’s Iowa’s WWII Stories includes historical footage and profiles an Iowa veteran and member of the Tuskegee Airmen.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/a38531d3-82a4-4835-a1a3-746a116d4d51/seals-in-the-vietnam-war-navy-seals-their-untold-story/\" target=\"_blank\" rel=\"noopener\">SEALs in the Vietnam War \u003c/a>| Navy SEALs | Grades 6-12\u003c/strong>\u003cbr>\nUnderstand key elements of U.S. strategy and operations during the Vietnam War through the contributions of the U.S. Navy SEALs to this conflict. SEAL teams partnered with the CIA to train their South Vietnamese counterparts and they collaborated with American military scientists on weapons technology. Because they wore camouflage makeup during their missions, the SEAL combat teams in Vietnam were known as “Men with Green Faces.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/d5d9e018-73fc-4d00-a128-2b0c55ccd8f6/rebel-loreta-velazquez-civil-war-soldier-and-spy/\" target=\"_blank\" rel=\"noopener\">Civil War Soldier and Spy\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nIt is estimated that between 500 and 1,000 women went into military service during the American Civil War, yet their contributions to major events of that era are often overlooked, misunderstood, misrepresented, or undocumented. Using excerpts from the documentary film Rebel: Loreta Velazquez Civil War Soldier and Spy and the remarkable story of Loreta Velazquez as a guide, students will: consider how factors such as gender and race shape our understanding of history.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/georgia-world-war-ii-oral-history-project/\" target=\"_blank\" rel=\"noopener\">WWII Oral History Project\u003c/a> | Video Collection | Grades 6-12\u003c/strong>\u003cbr>\nGPB’s World War II Veterans Oral History Project presents the story of World War II through the personal accounts of men and women from Georgia whose lives were touched by the war. Through letters, photographs, and full-length video interviews, the project makes the experiences of Georgia’s “greatest generation” available for generations to come.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/5befce11-0550-4b27-9a5f-0000769eb84e/student-reporting-labs-military-families/\" target=\"_blank\" rel=\"noopener\">Military Families\u003c/a> | PBS NewsHour | Grades 7-12\u003c/strong>\u003cbr>\nThere are over 21.2 million veterans living today in the United States. They served the country during the last six wars World War II, the Korean War, the Vietnam War, the Persian Gulf War, the Iraq War and the War in Afghanistan. The video shares the unique perspective of elementary to high school students in military living on a base in the Middle Eastern country of Bahrain.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/pres10.socst.ush.now.escalate/escalation-of-the-vietnam-war-by-lbj/\">Escalation of the Vietnam War\u003c/a> | Video | Grades 9-12+\u003c/strong>\u003cbr>\nIn this video segment adapted from American Experience, view archival photos, newsreel footage, and interviews to examine the decision-making process that led Lyndon Johnson to order increased United States military involvement in the Vietnam War. With military and political advisers recommending massive American troop involvement over a number of years, and only one adviser urging complete withdrawal, Johnson chose to continue the commitments made by past presidents. This decision reflected Johnson’s conviction that history taught the United States never to give in to aggressors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/cc13.pd.voicesofvets/voices-of-veterans/\" target=\"_blank\" rel=\"noopener\">Voices of Veterans\u003c/a> | Video | Grades 12+\u003c/strong>\u003cbr>\nVeterans help make history come alive each year at North Warren Regional School District with their Voices of Veterans program in this episode of NJEA’s Classroom Close-up. Students invite veterans into their school to learn about what it means to serve in the military. Teachers and school staff also share their own personal connections with veterans that are particularly close to their hearts. The program and veterans’ stories help students make connections with the information they read about in history books.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Memorial Day Resources for Your Classroom",
"headTitle": "Memorial Day Resources for Your Classroom | KQED",
"content": "\u003cp>Memorial Day is an opportunity to reflect on the past by taking time out to honor those who have fallen in battle and to remember the long difficult wars that develop from the conflict of competing ideas and desires. Memorial Day also offers a rich backdrop for class exploration including discussions about the nature of war as well as a timeline of the history of specific wars and/or battles. Short video interviews with survivors of war, either civilian or soldier, bring the stories home.\u003c/p>\n\u003cp>Primary sources – documents, images, artifacts or other items – are the original records of events from those who were present during a specific time or place. Photographs, letters, diaries, census rolls; even kitchen or farmyard artifacts are all part of our story. Using the rich resources from PBS productions like Ken Burns “The Civil War” or “The War”, classroom teachers can show glimpses into the past by using ‘story’ as a way to engage students. \u003ca href=\"http://ca.pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener\">PBS LearningMedia\u003c/a> has many interviews and images from the Civil War to the War in Iraq.\u003c/p>\n\u003cp>Here are four examples:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/ff06c107-0955-4217-af8e-9ceb7a0eba32/memories-of-d-day-james-williams-jr-wwii-europe/\" target=\"_blank\" rel=\"noopener\">The Memories of D-Day: James Williams Jr\u003c/a>\u003c/strong>\u003cbr>\n\u003cstrong> \u003ca href=\"http://www.pbslearningmedia.org/resource/e1db2bf2-d54d-45ba-b6c6-f31e6d01abd4/the-last-days-of-world-war-ii/\" target=\"_blank\" rel=\"noopener\"> The Last Days of World War II\u003c/a>\u003c/strong>\u003cbr>\n\u003cstrong> \u003ca href=\"http://video.pbs.org/program/vietnam-war-stories/\" target=\"_blank\" rel=\"noopener\">Vietnam War Stories\u003c/a>\u003c/strong>\u003cbr>\n\u003cstrong> \u003ca href=\"http://ca.pbslearningmedia.org/resource/0e1e4fea-5158-447c-b8c9-9e3f9159f23f/0e1e4fea-5158-447c-b8c9-9e3f9159f23f/\" target=\"_blank\" rel=\"noopener\">Author Tim O’Brien recalls Vietnam War Experience\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Teachers and librarians can help students to understand the context of primary source resources by using a process of thinking developed by the librarians at the Library of Congress, Teaching with Primary Sources. A “jump start” activity to get students thinking about an event is to ‘deconstruct’ an image or document. Using an image from the Vietnam War [for example]:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Project an image of soldiers in the Vietnam War onto a whiteboard.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Ask: “What do you see?” Have them share answers aloud while you write them on the board. Have them be precise, stating only what they see. [e.g. I see a man with a helmet on. I see a man with a rifle in his hand.]\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. Ask: “Now take a moment of quiet [30 seconds] then tell me what you think you see –describe items again based on what you know [e.g. the man with a helmet is a soldier. He might be American because….].\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>As students speak out their observations put them on the board aiming for a wide variety of words, descriptions, and phrases.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Ask: “What do you wonder? Write on the board.\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. Read aloud, or hand out copies of\u003ca href=\"http://www.nytimes.com/1993/06/01/us/transcript-of-clinton-speech-at-vietnam-war-memorial.html\" target=\"_blank\" rel=\"noopener\"> President Clinton’s dedication speech\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. Play video: \u003ca href=\"http://ca.pbslearningmedia.org/resource/bb09.res.vid.vietnam/vietnam-veteran-memorial/\" target=\"_blank\" rel=\"noopener\">Vietnam War Memorial, Washington D.C.\u003c/a> . Discuss the speech.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. Show one or more of the Vietnam video stories (listed above) following up with another discussion process of seeing, reflecting and wondering.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Students can continue with follow up research or complete this activity:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Explain: Using these images and what you now know about the Vietnam War and the memorial, write a six-word poem. You must use four of the words from the board and two “filler” words if necessary. All the words will come from discussion.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Have students decorate their poems and post them on the wall. You can copy words from board onto wordle.net. Post the wordle on the wall and discuss how the ‘big’ words indicate words that were repeated. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Ask: What words are ‘biggest’? Why do you think we used those words and thoughts?\u003c/p>\n\u003cp>Primary sources provide an engagement that pulls the past into the present. Many students become interested in the questions they ask in this process and want to explore further. \u003ca href=\"http://ca.pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener\">PBS LearningMedia \u003c/a>offers hundreds of videos with differing points of view. Students can use them to develop a more complete picture of the time period.\u003c/p>\n\u003cp>\u003cstrong>About the Author\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Connie Williams, Teacher Librarian at Petaluma High School, is the governor appointee representing school libraries on the CA State Library Services Board. This blog is part of a collaborative effort between KQED and the California School Library Association (CSLA).\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Memorial Day is an opportunity to reflect on the past by taking time out to honor those who have fallen in battle and to remember the long difficult wars that develop from the conflict of competing ideas and desires. Memorial Day also offers a rich backdrop for class exploration including discussions about the nature of war as well as a timeline of the history of specific wars and/or battles. Short video interviews with survivors of war, either civilian or soldier, bring the stories home.\u003c/p>\n\u003cp>Primary sources – documents, images, artifacts or other items – are the original records of events from those who were present during a specific time or place. Photographs, letters, diaries, census rolls; even kitchen or farmyard artifacts are all part of our story. Using the rich resources from PBS productions like Ken Burns “The Civil War” or “The War”, classroom teachers can show glimpses into the past by using ‘story’ as a way to engage students. \u003ca href=\"http://ca.pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener\">PBS LearningMedia\u003c/a> has many interviews and images from the Civil War to the War in Iraq.\u003c/p>\n\u003cp>Here are four examples:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/ff06c107-0955-4217-af8e-9ceb7a0eba32/memories-of-d-day-james-williams-jr-wwii-europe/\" target=\"_blank\" rel=\"noopener\">The Memories of D-Day: James Williams Jr\u003c/a>\u003c/strong>\u003cbr>\n\u003cstrong> \u003ca href=\"http://www.pbslearningmedia.org/resource/e1db2bf2-d54d-45ba-b6c6-f31e6d01abd4/the-last-days-of-world-war-ii/\" target=\"_blank\" rel=\"noopener\"> The Last Days of World War II\u003c/a>\u003c/strong>\u003cbr>\n\u003cstrong> \u003ca href=\"http://video.pbs.org/program/vietnam-war-stories/\" target=\"_blank\" rel=\"noopener\">Vietnam War Stories\u003c/a>\u003c/strong>\u003cbr>\n\u003cstrong> \u003ca href=\"http://ca.pbslearningmedia.org/resource/0e1e4fea-5158-447c-b8c9-9e3f9159f23f/0e1e4fea-5158-447c-b8c9-9e3f9159f23f/\" target=\"_blank\" rel=\"noopener\">Author Tim O’Brien recalls Vietnam War Experience\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Teachers and librarians can help students to understand the context of primary source resources by using a process of thinking developed by the librarians at the Library of Congress, Teaching with Primary Sources. A “jump start” activity to get students thinking about an event is to ‘deconstruct’ an image or document. Using an image from the Vietnam War [for example]:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Project an image of soldiers in the Vietnam War onto a whiteboard.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Ask: “What do you see?” Have them share answers aloud while you write them on the board. Have them be precise, stating only what they see. [e.g. I see a man with a helmet on. I see a man with a rifle in his hand.]\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. Ask: “Now take a moment of quiet [30 seconds] then tell me what you think you see –describe items again based on what you know [e.g. the man with a helmet is a soldier. He might be American because….].\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>As students speak out their observations put them on the board aiming for a wide variety of words, descriptions, and phrases.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Ask: “What do you wonder? Write on the board.\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. Read aloud, or hand out copies of\u003ca href=\"http://www.nytimes.com/1993/06/01/us/transcript-of-clinton-speech-at-vietnam-war-memorial.html\" target=\"_blank\" rel=\"noopener\"> President Clinton’s dedication speech\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. Play video: \u003ca href=\"http://ca.pbslearningmedia.org/resource/bb09.res.vid.vietnam/vietnam-veteran-memorial/\" target=\"_blank\" rel=\"noopener\">Vietnam War Memorial, Washington D.C.\u003c/a> . Discuss the speech.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. Show one or more of the Vietnam video stories (listed above) following up with another discussion process of seeing, reflecting and wondering.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Students can continue with follow up research or complete this activity:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Explain: Using these images and what you now know about the Vietnam War and the memorial, write a six-word poem. You must use four of the words from the board and two “filler” words if necessary. All the words will come from discussion.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Have students decorate their poems and post them on the wall. You can copy words from board onto wordle.net. Post the wordle on the wall and discuss how the ‘big’ words indicate words that were repeated. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Ask: What words are ‘biggest’? Why do you think we used those words and thoughts?\u003c/p>\n\u003cp>Primary sources provide an engagement that pulls the past into the present. Many students become interested in the questions they ask in this process and want to explore further. \u003ca href=\"http://ca.pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener\">PBS LearningMedia \u003c/a>offers hundreds of videos with differing points of view. Students can use them to develop a more complete picture of the time period.\u003c/p>\n\u003cp>\u003cstrong>About the Author\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Connie Williams, Teacher Librarian at Petaluma High School, is the governor appointee representing school libraries on the CA State Library Services Board. This blog is part of a collaborative effort between KQED and the California School Library Association (CSLA).\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "MAP: Primary Results, Delegate Counts and Remaining Contests",
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"content": "\u003cp>The end's in sight!\u003c!--more-->\u003c/p>\n\u003cp>Of primary season, at least (lest you forgot - we still have six more months of general election mayhem in front of us).\u003c/p>\n\u003cp>Only six states are still in line to participate in the exhausting presidential nominating process. All of them, including California, the biggest fish in the pond, vote June 7. The final Democratic primary is in Washington D.C. on June 14.\u003c/p>\n\u003cp>No candidate from either party has yet to win the magic number of delegates needed to clinch the nomination, but there's little doubt as to who will emerge victorious. Donald Trump is the last Republican candidate standing, and therefore the all-but-imminent party nominee. And although Senator Bernie Sanders has continued to perform strongly in recent Democratic primaries, it's very unlikely he'll be able to overcome Hillary Clinton's significantly lead in the delegate count (largely because of her concentration of superdelegates).\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://interactives.ap.org/2016/delegates-overview/\" height=\"375\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Scroll over the map below for details on each state's primary or caucus. Click each state to see which candidates won. Note that for the handful of states with Democratic and Republican contests on different days, the color key corresponds to the date of the first contest.\u003c/p>\n\u003cdiv align=\"center\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"1000\" height=\"750\" frameborder=\"0\" src=\"https://mgreen.cartodb.com/viz/3ee1acd2-ca18-11e5-bc2d-0e3ff518bd15/embed_map\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\n\u003c/div>\n\u003cdiv align=\"center\">\u003c/div>\n\u003cp>Quick civics lesson:\u003c/p>\n\u003cp>The number of delegates up for grabs in each state generally reflects its population size. In most states, delegates are allocated proportionately based on the results of the primary or caucus (although in a handful of Republican contests, including Florida and Delaware, the Republican primary is winner-take-all).\u003c/p>\n\u003cp>This means, unless the race remains incredibly close into the late spring -- which was a possibility this year --each party's nomination is generally secured long before a decent number of states get to vote. The staggered nature of this system affords candidates the luxury of focusing resources on specific areas of the country rather than trying to be everywhere at once.\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\u003ciframe src=\"https://www.youtube.com/embed/videoseries?list=PLtJ3pGPLv8AQcwBE_7C5V3iNlXznMJTWZ\" width=\"400\" height=\"225\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/aside>\n\u003c/div>\n\u003cp>However, the system is also somewhat controversial, in that millions of voters in late-primary states -- \u003ca href=\"http://ww2.kqed.org/news/2016/03/15/why-is-californias-presidential-primary-so-late\" target=\"_blank\">including California \u003c/a> -- often miss out on the opportunity to directly impact the outcome of their party's nomination. Opponents of the process argue that this gives undue influence to small, largely white, rural early-voting states like Iowa and New Hampshire, which they say, can result in nominees who don't necessarily represent the preferences of the larger U.S. electorate.\u003c/p>\n\u003cp>Note that most delegates are \"pledged,\" meaning they are mandated to support a particular candidate at their party's national convention in July. However, each party also has a certain number of unpledged delegates, and these guys can support whoever they want. In the Republican Party they're called \"unbound delegates\" and make up about 7 percent of the total delegate count. In the Democratic Party, they're known as \"superdelegates\" and make up 15 percent of the delegate count. As mentioned earlier, Clinton is ahead of Sanders in the pledged delegate count. But what makes her overall lead so formidable is the overwhelming portion of party superdelegates, who have committed to supporting her (a process that Sanders and his supporters \u003ca href=\"http://www.vox.com/2016/5/6/11597550/superdelegates-bernie-sanders-clinton\" target=\"_blank\">call blatantly unfair\u003c/a>).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Last technical thing to keep in mind (for now) in this incredibly complicated process: a primary or caucus is considered \"closed\" when participation is limited to only registered members of that party, \"open\" when participation is open to all registered voters and \"mixed\" when independent voters are allowed to participate.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The end's in sight!\u003c!--more-->\u003c/p>\n\u003cp>Of primary season, at least (lest you forgot - we still have six more months of general election mayhem in front of us).\u003c/p>\n\u003cp>Only six states are still in line to participate in the exhausting presidential nominating process. All of them, including California, the biggest fish in the pond, vote June 7. The final Democratic primary is in Washington D.C. on June 14.\u003c/p>\n\u003cp>No candidate from either party has yet to win the magic number of delegates needed to clinch the nomination, but there's little doubt as to who will emerge victorious. Donald Trump is the last Republican candidate standing, and therefore the all-but-imminent party nominee. And although Senator Bernie Sanders has continued to perform strongly in recent Democratic primaries, it's very unlikely he'll be able to overcome Hillary Clinton's significantly lead in the delegate count (largely because of her concentration of superdelegates).\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://interactives.ap.org/2016/delegates-overview/\" height=\"375\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Scroll over the map below for details on each state's primary or caucus. Click each state to see which candidates won. Note that for the handful of states with Democratic and Republican contests on different days, the color key corresponds to the date of the first contest.\u003c/p>\n\u003cdiv align=\"center\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"1000\" height=\"750\" frameborder=\"0\" src=\"https://mgreen.cartodb.com/viz/3ee1acd2-ca18-11e5-bc2d-0e3ff518bd15/embed_map\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\n\u003c/div>\n\u003cdiv align=\"center\">\u003c/div>\n\u003cp>Quick civics lesson:\u003c/p>\n\u003cp>The number of delegates up for grabs in each state generally reflects its population size. In most states, delegates are allocated proportionately based on the results of the primary or caucus (although in a handful of Republican contests, including Florida and Delaware, the Republican primary is winner-take-all).\u003c/p>\n\u003cp>This means, unless the race remains incredibly close into the late spring -- which was a possibility this year --each party's nomination is generally secured long before a decent number of states get to vote. The staggered nature of this system affords candidates the luxury of focusing resources on specific areas of the country rather than trying to be everywhere at once.\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\u003ciframe src=\"https://www.youtube.com/embed/videoseries?list=PLtJ3pGPLv8AQcwBE_7C5V3iNlXznMJTWZ\" width=\"400\" height=\"225\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/aside>\n\u003c/div>\n\u003cp>However, the system is also somewhat controversial, in that millions of voters in late-primary states -- \u003ca href=\"http://ww2.kqed.org/news/2016/03/15/why-is-californias-presidential-primary-so-late\" target=\"_blank\">including California \u003c/a> -- often miss out on the opportunity to directly impact the outcome of their party's nomination. Opponents of the process argue that this gives undue influence to small, largely white, rural early-voting states like Iowa and New Hampshire, which they say, can result in nominees who don't necessarily represent the preferences of the larger U.S. electorate.\u003c/p>\n\u003cp>Note that most delegates are \"pledged,\" meaning they are mandated to support a particular candidate at their party's national convention in July. However, each party also has a certain number of unpledged delegates, and these guys can support whoever they want. In the Republican Party they're called \"unbound delegates\" and make up about 7 percent of the total delegate count. In the Democratic Party, they're known as \"superdelegates\" and make up 15 percent of the delegate count. As mentioned earlier, Clinton is ahead of Sanders in the pledged delegate count. But what makes her overall lead so formidable is the overwhelming portion of party superdelegates, who have committed to supporting her (a process that Sanders and his supporters \u003ca href=\"http://www.vox.com/2016/5/6/11597550/superdelegates-bernie-sanders-clinton\" target=\"_blank\">call blatantly unfair\u003c/a>).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Last technical thing to keep in mind (for now) in this incredibly complicated process: a primary or caucus is considered \"closed\" when participation is limited to only registered members of that party, \"open\" when participation is open to all registered voters and \"mixed\" when independent voters are allowed to participate.\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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"content": "\u003cp>More Americans are attending college today than ever before. And that’s generally considered a good thing. \u003cspan>\u003c/span>\u003c/p>\n\u003cp>But skyrocketing college tuition at both public and private universities has left a growing number of graduates mired in debt and struggling to find good paying jobs. It’s a widening problem that’s received an \u003c/p>\n\u003cp>Source:: \u003ca href=\"http://ww2.kqed.org/lowdown/2014/01/14/is-college-really-worth-it/\" target=\"_self\" title=\"Is College Worth It? An Illustrated Cost-Benefit Analysis\" rel=\"noopener\">The Lowdown\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "\u003cp>More Americans are attending college today than ever before. And that's generally considered a good thing. \u003cspan>\u003c/span>\u003c/p>\n\u003cp>But skyrocketing college tuition at both public and private universities has left a growing number of graduates mired in debt and struggling to find good paying jobs. It's a widening problem that's received an",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More Americans are attending college today than ever before. And that’s generally considered a good thing. \u003cspan>\u003c/span>\u003c/p>\n\u003cp>But skyrocketing college tuition at both public and private universities has left a growing number of graduates mired in debt and struggling to find good paying jobs. It’s a widening problem that’s received an \u003c/p>\n\u003cp>Source:: \u003ca href=\"http://ww2.kqed.org/lowdown/2014/01/14/is-college-really-worth-it/\" target=\"_self\" title=\"Is College Worth It? An Illustrated Cost-Benefit Analysis\" rel=\"noopener\">The Lowdown\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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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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"headTitle": "Should Animals Be Kept in Zoos? | KQED",
"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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"excerpt": "Zoos provide opportunities for public education and entertainment, as well as scientific research and conservation, but many people believe animals belong only in the wild. What do you think?",
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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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"order": 9
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
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"masters-of-scale": {
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"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
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"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
"link": "/perspectives",
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
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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/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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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",
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