Educators caution that a good deal of what is uploaded on YouTube is not worth watching. Used judiciously, however, the site can be a valuable educational resource. The following are examples of the kind of clips that provoke debate. In an IT and media communications class, students could do worse than use YouTube to find videos related to environmental issues. One of them is an amusing but instructive two-minute animated clip, produced by stopglobalwarming.org, whose focus is the disappearing habitat of the polar bear. It begins with a conventional introduction to the bitter cold temperatures of the Arctic Circle, 'the land of eternal ice'. By the end, however, those few bears who have survived global warming are floating around on the last remaining patches of that ice, asking one another: 'Is it hot enough for you?' ( http://www.youtube.com/v/7rTnf9-Es-Q ) A French class could include a three-minute YouTube clip introducing students to Corneille, a displaced Rwandan francophone singer who has become popular all over the French-speaking world. But the music quickly becomes an entry to a far more complex story. The now glamorous Corneille, 29, was previously Cornelius Nyungura until his Hutu parents were killed in the Rwandan genocide of 1994. That's one fascinating story, and his journey to Germany and Canada is another. And then there is always his music. ( http://youtube.com/watch?v=jtFln0bgdhw ) A general studies class focusing on media ownership and propaganda could use EPIC 2014 ( http://www.robinsloan.com/epic/ ), a movie by Robert Sloan and Matt Thompson depicting a media future in which an ever-expanding Google behemoth, now called Googlezon, takes over and trivialises the news to suit the individual whims of its users. After the viewing and a lot of discussion, students work in groups of six to make their own videos about the media, which, of course, they upload on YouTube.