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Whom Do You Turn to for Good Advice?

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Whom Do You Turn to for Good Advice?

Here is some of Clark’s advice, in bold, with his mother’s explanation below each idea.

“You gotta say your affirmations in your mouth and your heart.”

“Another mom on Twitter talked about saying affirmations with their kid before school. We tried it. Sometimes I tell him, ‘Say it like you mean it.’ I guess he translated that.”

“You say, ‘I am brave of this meeting! I am loved! I smell good!’”

“He knows you can be scared of something, so he talks about being brave of things. I love the grammatical construction. I’ve never corrected it because I like it better. I don’t know where the ‘I smell good’ came up, but I like it. I’m going to use it a lot.”

“You gotta walk big. You gotta mean it. Like Dolly on a dinosaur. Because you got it.”

“He really loves Dolly Parton’s ‘Coat of Many Colors.’ When kids are making fun of her in school, she still went in and was brave and talks to those kids. I don’t know where the dinosaur thing came from.”

“Even if you cry a little, you can think about potato chips!”

“When he’s upset, sometimes I tell him to think about things he’s looking forward to. Potato chips are high on his list.”

“You gotta take a deep breath and you gotta do it again.”

“I’ve been teaching him breath exercises when he gets upset.”

“Even if it’s a yucky day, you can get a hug.”

“There have been so many times when there’s nothing I can do. I tell him, ‘Even if it’s a bad day, when you get home, I’ll hug you.’”

Students, read the entire article, then tell us:

  • What do you think of Clark’s advice? Would any of it be helpful to you?

  • Who in your life gives good advice? Can you remember a time when this person’s help was especially useful? Why?

  • Are you usually comfortable asking for advice, or do you prefer to solve problems on your own?

  • Do you like to give advice? Why or why not? Whom do you find yourself helping this way?

  • Is there a young person in your life who, like Clark, might have some wisdom, or knowledge, about how to live and deal with challenges? Who and why?


Want more writing prompts? You can find all of our questions in our Student Opinion column. Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘‘Jeuje,’ ‘Zhoosh,’ ‘Zhuzh’: A Word of Many Spellings, and Meanings’

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Lesson of the Day: ‘‘Jeuje,’ ‘Zhoosh,’ ‘Zhuzh’: A Word of Many Spellings, and Meanings’

Featured Article: “‘Jeuje,’ ‘Zhoosh,’ ‘Zhuzh’: A Word of Many Spellings, and Meanings” by Hayley Phelan

Have you ever heard someone use the term “jeuje” to describe that extra something added to almost anything, but often used when talking about fashion or style? How would you define the word? Do you know anything about its origin?

In this lesson, you will learn about the etymology of the slang term “jeuje.” Then you will research the history of your favorite slang word, and even invent a new word for our monthly vocabulary challenge.

Watch this one-minute video that includes multiple people pronouncing and using the word “zhuzh” in different contexts.

  • Have you heard the word before? Have you used it? If yes, in what context?

  • Is there another word you would use instead of “zhuzh”?

  • What is your favorite slang word? Why?

Read the article, then answer the following questions:

1. Read the first two paragraphs of the article. Based on the description, describe a time when you participated in “the art of the jeuje.”

2. What are some of the theories about the origin of the word? How does Paul Baker, a linguist at Lancaster University in England, trace the possible historical roots of the term?

3. What is “back slang”? Can you think of other slang terms that use back slang or play with letter order?

4. Why was Polari important for the gay community in Britain? Can you think of other examples of languages or dialects that are important within communities that have faced exclusion or oppression?

5. How did the word first become more known in the mainstream in the 1960s? How was Carson Kressley significant in making the word popular in the 21st century?

6. How has social media changed the way in which we encounter and experience slang words? How does Emily Brewster, a senior editor and lexicographer at Merriam Webster, explain the way that slang words are often codified?

Research the etymology of your favorite slang word. Maybe you use “y’all,” “extra,” “cringe” or “cheugy.” Once you’ve selected your preferred slang term, here are some places to start your research:

Then make a one-pager explaining the history and evolution of the slang word. You might use a timeline or a collection of images to show how the word’s meaning has changed over time. Be sure to include the definition of the slang term and an example of it in a sentence of your creation.

Additional Teaching and Learning Opportunities

  • Create a new word. Is there a word that you wish existed? Maybe a blend of two existing words, a play of word letters or something entirely new? Once you’ve come up with your new word, you can submit the word to our February Vocabulary Challenge for a chance to have it published as our Word of the Day.

  • Learn more about words. Are you curious about where new words come from? Would you like to dig deeper into the history of American slang? Or maybe you’d like to know more about Black English, or African American Vernacular English? Watch one of the videos and then report out to your class, teach them three key things you learned from the video and pose two questions, based on the video, for the group to discuss.

  • Learn about slang in other languages. Are you multilingual or learning another language at school? How familiar are you with slang terms in a language other than English? Learn five new slang terms in that language. For example, if you study French, you might learn some verlan, or if you’re learning Spanish, you can learn some Mexican slang.


Want more Lessons of the Day? You can find them all here.

Wildlife in Winter

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Wildlife in Winter

Wolves, whales, bison, owls, sea lions and wild horses: these are just some of the animals you can see in different places across the U.S. right now. Where do you live, and what can you see — whether in your own backyard, in a nearby forest, desert, pond, lake or ocean — this season?

Do you enjoy seeing creatures in the wild? Do you seek them out? What is the most memorable sighting you have ever had?

Tell us in the comments, then read the related article to learn more.


Want more Picture Prompts? Find them all in this column.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Word of the Day: illuminate

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Word of the Day: illuminate

The word illuminate has appeared in 184 articles on NYTimes.com in the past year, including on Feb. 9 in “Neanderthals and Modern Humans Agreed About One Thing: This Cave” by Sabrina Imbler:

The new paper adds to scientists’ growing understanding that modern humans’ migration into Europe was a staggered, complex process that often ended in local extinction, Dr. Harvati said. “Modern humans were not always the ‘winners’ in this process,” she wrote.

Dr. Martisius hopes future publications can illuminate the lives of the early toolmakers in Grotte Mandrin. “Who were they? How long were they in Western Europe?” she asked. “Where did they go?”

The researchers plan to publish more papers on their excavations in Grotte Mandrin, taking their place as the latest in a long line of hominins who found refuge in the cave.

Can you correctly use the word illuminate in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how illuminate can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try one of our monthly vocabulary challenges.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

‘Love-Bombing.’ ‘Gaslighting.’ ‘Victim.’ Is ‘Trauma Talk’ Overused?

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‘Love-Bombing.’ ‘Gaslighting.’ ‘Victim.’ Is ‘Trauma Talk’ Overused?

When talking to your friends, or scrolling through TikTok or Instagram, do you often use or hear words like “trauma,” “gaslighting,” “love-bombing,” or “victim” to describe everyday experiences and behaviors?

What is your reaction to this kind of language being used so frequently? Do you think it is always appropriate and accurate for the issues being discussed? Or are words like these becoming hyperbolic and overused?

In the Opinion essay “If Everything Is ‘Trauma,’ Is Anything?,” Jessica Bennett writes about the pervasive nature of what some have called “therapy-speak” or “trauma talk”:

The man had been effusive, at first — sending compliments, engaging in witty back-and-forths, making a playlist that included that song by Mazzy Star (you know the one). And then, suddenly, he wasn’t.

As it turned out, the guy had sent that same playlist to multiple women. He’d allegedly sent at least one of them an unsolicited nude photo. As he woke up next to one woman, he was planning that night’s date with another. Like so many online daters before him, Caleb was a creep.

But in the language of TikTok — and, perhaps, the language of our current moment — he was more than that: He was pathological. Caleb, better known at this point as “West Elm Caleb,” a 25-year-old furniture designer in Brooklyn who was the subject of viral mania last month, was accused of “love bombing” women by showering them with interest, “gaslighting” them by making them think he liked them, then abruptly ghosting them, leaving his “victims” to bond over their “shared trauma.”

There are plenty of words to describe somebody like Caleb: deceitful, manipulative, inconsiderate, liar. There is in fact a word, one we can’t print here, created entirely for men like this. But in the souped-up language of today, none of those words seem like enough. “All pain is ‘harm.’ All ‘harm’ is ‘trauma.’ All ‘trauma’ comes from someone who is an ‘abuser,’” said Natalie Wynn, a philosopher turned popular YouTube personality. “It’s as if people can’t articulate disagreement or hardships without using this language.” And so, Caleb became a “predator.”

Call it post-traumatic hyperbole. Or TikTok pseudo-psychology. Or even therapy-speak. There are plenty of horrible things going on in the world, and serious mental health crises that warrant such severe language. But when did we start using the language of harm to describe, well, everything?

Consider “love bombing.” The term originated with cult leaders, in the 1970s, to describe the process of luring recruits by showering them with compliments and affection, which was often followed by more serious measures, like sleep deprivation and isolation. “Love bombing is a coordinated effort,” the psychologist Margaret Singer observed in her book, “Cults in Our Midst,” that involved “flattery, verbal seduction, affectionate but usually nonsexual touching, and lots of attention to their every remark.”

Much like “gaslighting” — which comes from a British play that was turned into a Hollywood film, “Gaslight,” in which a husband drives his wife to question her own sanity — “love bombing” became an important term in the domestic violence space to describe patterns of manipulation by an intimate partner. But the terms are meant to refer to patterns, not individual instances of behavior.

Ms. Bennett continues, explaining the phenomenon this way:

The phrase “semantic creep” has been used to describe how the meaning of words change over time. What we’re seeing today, according to the psychologist Nick Haslam, a professor at the University of Melbourne, could be called “trauma creep” — when the language of the clinical, or at least the clinical-adjacent, is used to refer to an increasingly expansive set of everyday experiences.

Beneath our collective embrace of such language, Mr. Haslam argues, is in fact a better understanding — and in turn, sensitivity — to the psychological aspects of harm. Which, to be clear, can be a good thing. “We’re calling out bad behavior that was previously tolerated, identifying harm that was previously ignored,” he said.

The word “trauma” comes from the ancient Greeks, who defined it as physical injury. And while the term is still used to describe physical harm, today it’s more commonly expressed in the context of the emotional. That shift was critical in the 1990s and early 2000s to legitimizing the concept of domestic abuse, said the sociologist Paige Sweet, the author of “The Politics of Surviving” — and even helped shelters gain government resources because it “medicalized” the concept.

But as words gain useful new meanings, over time, they can also lose precision.

Students, read the entire article, then tell us:

  • What is your reaction to the article? Which lines stand out most to you, and why? Have you heard or used this kind of “trauma talk” or “therapy-speak” in your own life?

  • Nick Haslam, a professor at the University of Melbourne, said that our collective embrace of this kind of language could be a good thing because, as Ms. Bennett writes, it showed “a better understanding — and in turn, sensitivity — to the psychological aspects of harm.” Do you agree? Have more clinical words or ideas ever allowed you to identify your own or someone else’s actions, or helped you better understand and navigate a difficult situation?

  • Ms. Bennett cautions that even “as words gain useful new meanings, over time, they can also lose precision.” Can you think of a time when you have heard or used words like “trauma,” “gaslighting,” “love-bombing,” “victim,” “abuser” or other clinical words in a way that was exaggerated or not totally accurate? What effect do you think that language might have had on you or the people around you? Do you think the overuse of these words can be harmful?

  • Ms. Bennett gives several reasons for why this kind of “therapy-speak” might be becoming more prevalent. Why do you think people are using this kind of language more often today? To what degree do you think language shapes our culture versus culture shapes our language?

  • Dr. Haslam said that “when we start to talk about ordinary adversities as ‘traumas’ there is a risk that we’ll see them as harder to overcome and see ourselves as more damaged by them.” What is your reaction Dr. Haslam’s statement? Do you think that focusing on trauma in this way may make it harder to overcome both deep trauma, as well as daily inconveniences? Do you think it is possible to strike a balance between the two?


Want more writing prompts? You can find all of our questions in our Student Opinion column. Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Women Are Becoming Climate Leaders Through New Online Courses

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Women Are Becoming Climate Leaders Through New Online Courses

The Women4Climate (W4C) initiative from C40 and the Fondation L’Oréal have been working to empower and inspire the next generation of women climate leaders. C40 is a network comprising the mayors of nearly 100 global cities who are collaborating to confront the climate crisis. The Fondation L’Oréal supports and empowers women to shape their future and make a difference in society, focusing on three major areas: scientific research, inclusive beauty, and climate action. The Women4Climate initiative was launched by Anne Hidalgo, ex-C40 chair and Mayor of Paris, in 2017. 

Through the W4C Mentorship Program, C40 and the Fondation L’Oréal are matching emerging women leaders with mentors across the globe who can share knowledge and provide guidance to women who are passionate about creating green and just solutions for climate change. The program has also launched an online course to help women strengthen their climate leadership skills. Developed in partnership with the Columbia Climate School and CARE France, Developing Skills for Women Leadership in Climate Action is now available on the Coursera platform. 

Curriculum development for the new course began in 2020. In the process, W4C collaborated with mentees from the W4C Mentorship Program to assess learner needs, with the Columbia Climate School for content about climate science, and with CARE France for content focused on gender and climate change. Additional course contributors include climate leaders and industry experts such as Inna Braverman, Louise Marix-Evans, Mary Anne Hitt, Natalie Isaacs, Renata Koch Alvarenga, David Miller, Luisa Miranda Morel, Vanessa Nakate, Lerato Ngakane, Alexandra Palt, Daniel Ruiz Carrascal, Caterina Sarfatti, Jeff Schlegelmilch, Muna Suleiman, and Professor Laurence Tubiana.

Once curriculum development for the four-week course was complete, the next step was to make the course available to women across the globe. To achieve this, the Fondation l’Oréal and C40 turned to Coursera to help them promote the MOOC. Coursera’s Private Authoring tool proved to be the ideal mechanism for distributing the W4C course, ensuring a tremendous experience for every learner, and democratizing access to the content.  

“We really wanted to make this course accessible to everyone—especially those who may not usually be able to accord certificates,” says Marta Stencel, Women4Climate Community Manager. “Through the use of the private authoring tool, we are able to provide certificates free of charge to any woman or girl who completes the course.”

To learn more and to access the online course on the Coursera Private Authoring Page, please register here.

How Much Do You Know About São Tomé & Príncipe?

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How Much Do You Know About São Tomé & Príncipe?

Can you find São Tomé & Príncipe on a map? What else do you know about this small African nation with a population of about 200,000?

When Should School Mask Mandates Be Lifted?

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When Should School Mask Mandates Be Lifted?

What are the mask rules in your school right now? Do you think they need to change?

As the surge in coronavirus cases brought by the Omicron variant recedes across the United States, governors in several states have started lifting mask mandates for indoor public spaces and schools. Public health experts disagree on whether these changes are coming too soon, and the Centers for Disease Control and Prevention issued a clear message last week: “We are not there yet.”

How is this debate playing out in your school? What do you think the criteria should be for easing or eliminating mask requirements?

New York’s governor said on Wednesday that she was ending the state’s indoor masking rules. The governor of Massachusetts announced that face coverings would soon become optional in schools. And by day’s end, the governors of Illinois, Rhode Island and Washington said that they, too, would loosen coronavirus rules.

The moves, which came rapid fire, one after another, mean that many of the Covid-19 restrictions that have divided Americans will soon be eliminated in places where politicians have long championed sweeping virus precautions. But as the Omicron variant loosens its grip, and as polling shows Americans exhausted with the pandemic, leaders in liberal-leaning states are shifting to a new approach, moving toward an engage-at-your-own-risk stance that many conservative areas embraced a year ago.

“Numbers are coming down, and it is time to adapt,” said Gov. Kathy Hochul of New York, a Democrat who said she was letting expire a state requirement that businesses seek proof of vaccination or require masks at all times in indoor public spaces.

The decisions add to the confusion and patchwork nature of what Americans can and cannot do. While some people welcomed them as a relief and part of a return to normal life, others asked whether states were moving too fast at a time when more than 200,000 new infections were being announced each day and when the country was reporting more than 17,000 deaths a week, more than at any other point in the pandemic except last winter.

“It’s time to give our kids a sense of normalcy,” said Gov. Charlie Baker of Massachusetts, a Republican, announcing that he would let school mask rules expire at the end of February.

But in California, Barbara Ferrer, the top public health official in Los Angeles County, expressed her concern to elected officials this week: “We should not be lifting the masking mandate when we are reporting thousands and thousands of new cases every day. That doesn’t make sense.”

Even as governors were lifting rules, officials in some cities, counties and school districts indicated that they would keep their own mandates in place, adding new complications to an already confusing array of rules across the country.

That divide was especially stark in California, which is set to end an indoor mask mandate for vaccinated people in most public settings this month, but where counties are allowed to keep their own stricter measures. Health officials in some counties, including Marin, Orange, Sacramento, San Francisco and San Diego, pledged to lift strict local rules when the state does. Other counties — including Los Angeles and Santa Clara — said they would not ease restrictions until rates of vaccination, transmission and infection had improved.

Want more writing prompts? You can find all of our questions in our Student Opinion column. Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘The Meaning and History of Memes’

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Lesson of the Day: ‘The Meaning and History of Memes’

Featured Article: “The Meaning and History of Memes” by Alexis Benveniste

Do you like memes? Have you ever created one? Do you have a favorite meme you have seen on social media? What’s the last one you received or shared? Do you have a go-to meme format to express your thoughts and feelings?

Internet culture is saturated with memes, but how would you explain memes to someone who doesn’t know what they are?

In this lesson, you will learn the story of a popular social media phenomenon. Then, you will create a how-to for making memes and nominate your favorites for a Meme Hall of Fame.

Before reading the article, in writing, explain what a meme is to someone who has never seen one — perhaps a grandparent or a younger child. In your description, you might want to refer to some specific memes and meme trends that you like, love or hate.

Next, find a partner and share your explanations: What did you notice? What similarities and differences did you find? Finally, discuss why you think memes are so popular on social media.

Read the article, then answer the following questions:

1. The article shares several different definitions and explanations of the word “meme.” Which did you find most useful or illuminating? How did these explanations compare with yours from the warm-up activity?

2. What details in the history of the meme did you find most interesting or surprising?

3. Alexis Benveniste writes, “Noteworthy pop culture events are breeding grounds for meme creation.” What examples from your own experience support this claim?

4. How does the article explain the prevalence and popularity of memes in our culture? How does creating and sharing memes facilitate a sense of community online while maintaining a feeling of exclusivity? Does that ring true of your own experience with memes?

5. What might be the future of memes, according to the article? What do you see as their possible evolution in five or 10 years?

6. The popular meme creator Saint Hoax said that “memes are basically editorial cartoons for the internet age.” Do you agree? What do you think memes can tell us about our culture or the times we live in? What questions do you still have about the subject?

Option 1: Create a how-to guide for making memes.

Building on your writing in the warm-up activity, create a guide with tips and dos and don’ts for beginner and wannabe meme makers.

Your guide should include:

  • A simple definition of a meme

  • What makes a good meme — and a bad one

  • A few examples of effective memes

  • Places to find the best memes

Option 2: Nominate a meme for the Meme Hall of Fame.

Imagine that a Meme Hall of Fame was created — in the style of the Rock & Roll Hall of Fame or the Baseball Hall of Fame.

Sad Ben Affleck. Crying Michael Jordan. Galaxy Brain. Pondering My Orb. Woman Yelling at Cat. Spider-Man Pointing at Spider-Man.

What three meme trends or formats — past or present — would you nominate for the inaugural class, and why? Be sure to describe the meme and its meaning and what makes it worthy of the Hall of Fame.

You might look through this compilation of memes to help you with your choices.

Share your picks with your entire class and then hold a vote to determine the first five inductees in the Meme Hall of Fame.

Option 3: Create a meme.

Now, it’s your turn! Create a funny, nonsensical, topical or educational meme. The theme, topic and tone are up to you. You can use an existing meme format or build your own. Be sure to explain the meaning of your meme and why you think it’s a good or effective one. To help with your creation, you might use a free online meme generator by Canva or Imgur.

Afterward, share your meme in a class celebration of the emerging and evolving art form.


Want more Lessons of the Day? You can find them all here.

Word of the Day: impart

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Word of the Day: impart

The word impart has appeared in 66 articles on NYTimes.com in the past year, including on Nov. 24 in “NASA Launches New Mission: Crash Into Asteroid, Defend Planet Earth” by Joey Roulette:

The test, if successful, will give NASA a confirmed weapon in its planetary-defense arsenal. But for asteroids bigger than Dimorphos, other conceptual deflection methods might be more fitting, astronomers say. For instance, a fleet of several impactor spacecraft, like the mission design used by astronomers in the Tokyo simulation, could be used to alter a bigger asteroid’s course.

For any potentially hazardous asteroids that would be at least 10 years from impacting Earth, another untested deflection method involves a “gravity tractor” spacecraft that would orbit or hover close to the asteroid for years and impart a small gravitational influence, gradually tugging the rock’s course away from Earth.

Can you correctly use the word impart in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how impart can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try one of our monthly vocabulary challenges.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.