Beethoven’s dominance of classical programming is a little crazy. Yet he was indisputably amazing. He cultivated the mystique of the composer as colossus, as a seer and hero striding the earth, channeling messages from on high and revealing them to us mere mortals.
In person, he may not have advanced this image. Unkempt and ornery, he had delusions about having royal blood, kept falling for women of the upper ranks in Vienna who were unattainable matches, and, in a pathetic attempt at having a family, spent years in court fighting to gain custody of his nephew from the boy’s widowed mother, whom he considered morally unfit. (He succeeded, with predictably fraught results.)
Daily Word Challenge
Can you correctly use the word ornery 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 ornery can be used in a sentence, read these usage examples on Vocabulary.com.
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.
This lesson is a part of our new Accessible Activities feature, which aims to welcome a wider variety of learners to our site and to The Times. Learn more and tell us what you think here.
The beginning of November marks one of the most important holidays in Mexico: Day of the Dead. The Times reports:
Day of the Dead, or Día de Muertos, is one of the most important celebrations in Mexico, with roots dating back thousands of years, long before Spanish settlers arrived. It has become a blend of Catholic tradition and Mexican mysticism, commemorating death as another element of life and as a way to remember and honor loved ones.
In this lesson, you will learn more about this holiday and about one of the traditions associated with it: the creation of an ofrenda, or altar, for loved ones who have died. Then, you will think of a special way to honor someone in your life who has passed away.
Warm-Up
What do you know about Day of the Dead, or Día de Muertos? Is it a holiday you observe with your family? Or have you learned about it from friends, school or movies? To find out more about the celebration, watch this three-minute video from Inside Edition:
Then, in writing or class discussion, respond to these questions:
Have you ever experienced the death of a loved one? If so, how did you commemorate the person’s death, or celebrate the person’s life?
Do you have traditions or customs in your culture or community to honor the dead?
Vocabulary
Here are 10 words you’ll find in this article that you may not know:
1. What purpose does the ofrenda, or altar, serve in observing Day of the Dead?
2. What are some of the important items that are included in an ofrenda?
3. What is the significance of the seven levels of the altar? Are there numbers that are important in your culture, religion or spiritual practice?
4. Why does the author include candles and a glass of water in his altar?
5. What can we tell from Mr. Lopez’s altar about the beliefs of people who celebrate Day of the Dead about death?
6. Think about someone close to you who has died. What items, foods, drinks or other symbols remind you of him or her?
Going Further
Now, think of a special way to honor a loved one who has died. Here are some ideas of things you could do to remember someone:
Write a poem, story or song about the person.
Draw, paint or make a mixed-media collage of a memory you have with the person.
Make an altar with objects that remind you of the person.
Do something you used to do with that person, such as cook a recipe the person taught you, watch his or her favorite movie, or play a sport he or she loved.
Here are some prompts to get you thinking about your loved one and what you could do to commemorate his or her life:
What three words would you use to describe this person?
What personal items remind you of this person?
What special memories do you have of the person?
What lessons has this person taught you?
What aspects of your own spiritual, cultural or religious traditions can you include in your creation?
After you’ve completed your creation or task, write a statement describing what you did or made and why. What does this piece or activity mean to you? How does it honor your loved one? Why did you make the artistic choices you did to create your piece?
Want more Lessons of the Day? You can find them all here.
Many of us dream of trying something new, but then somehow fail to get around to it. A new Times series, “It’s Never Too Late,” tells the inspiring stories of people who have decided to switch gears, change their lives and pursue their dreams.
In this lesson, you will learn about people who prove that you can always change your life. In a Going Further activity, you will use some of the Times’s articles as mentor texts to create your own portrait of an older person who tried something new later in their lives. Or, you can make a plan to pursue a dream of your own!
Warm-Up
Consider the two sayings:
Which of these sayings do you find more accurate, more true to life?
Turn to a partner and share your thoughts. Then, discuss one or more of the following questions:
Are there certain things that are easier or harder to learn, depending on your age?
Is there anything that, in your relatively young life, you already feel it’s too late to try?
Are there any goals you have that might be better to pursue when you are older?
Article Choices:
Choose one of the articles in the “It’s Never Too Late” series to read in its entirety:
It’s Never Too Late to Fall in Love For Phyllis Raphael, 86, a chance meeting on the street turned into a get-together. Then came a date. A second and third followed. So did a love affair.
It’s Never Too Late to Record Your First Album For a celebrated architecture professor at the University of California, Berkeley, an album of 11 original songs, in a variety of genres, was eight decades in the making.
It’s Never Too Late to Climb That Mountain Dierdre Wolownick, whose son, Alex Honnold, is one of the world’s top rock climbers, ascended Yosemite’s El Capitan to celebrate her 70th birthday.
Answer the questions below based on the article you read:
1. Which article in the “It’s Never Too Late” series did you select and why? Give a short snapshot of the older person profiled in the piece, including at least two significant biographical details.
2. What was this person’s goal? What obstacles prevented them from pursuing their dream when they were younger? What finally prompted or inspired them to go for it?
3. What did they discover when they achieved their long-sought-after goal — about themselves and about life?
4. What quote, image or detail from the article did you find most surprising, moving or memorable? If you could interview the person profiled in the article, what else would you want to know about them? Why?
5. Return to the warm-up activity: How does reading the article add to or change your perspective on the two sayings? What life lessons and inspiration can you draw from the story? Have you ever had a dream or goal? If so, are you now more inspired to pursue it? How might you do that?
Going Further
Option 1: Interview an older person
Imagine you have been hired to write the next entry in the “It’s Never Too Late” series. Who would you profile and why? What questions would you ask? How might these experiences inform, engage and inspire readers of The Times?
Do you know any inspiring people who prove it’s never too late to switch gears, change a life and pursue dreams? You can choose to spotlight someone in your own family.
Whomever you choose, follow the formula used in this column. Make sure to include a photo, a brief preface introducing the person (including at least two biographical details about their life before they reached their goal), and an interview excerpt that you feel highlights that person’s achievement, in their own words.
Be sure to do some background research on the person you choose so you can develop a set of interview questions in advance. You can also draw from some of the questions used in the series, such as: Tell me about the life you’d been leading before this change? How did you find the courage and strength to take that initial step? What were the biggest challenges in your journey? What would you tell other people who feel stuck and are looking to make a change?
If you are doing this project as a class, you might bring your stories together when everyone is done and publish them somehow — on a school website, via social media, or by printing them and hanging them in a public place.
Option 2: Pursue a goal you always dreamed of, but never had the courage to try.
“It’s Never Too Late” is the name of the Times series, but why wait until you are much older? Think of a goal — big or small — and go for it now!
Whether it’s learning to swim, playing a new musical instrument or climbing a mountain for the first time, now it’s your turn to learn a new skill, pursue a deferred dream or just try something completely different.
Once you settle on your goal, map it out. How will you start pursuing it now? Where do you hope to end up? What steps will help you get there? Create a path for yourself.
For inspiration, you might use the stories from the series as well as the sage advice of its protagonists, such as the words of 93-year-old Vera Jiji, who took up cello at 62. She urged others: “Don’t say no to yourself.” Jocelyn Nicole Johnson, who at 50 made her literary debut, advised others to “embrace rejection and find your people.” And Rose Young, who learned to ride a horse at 63, said, “Don’t be afraid of embarrassment or opening yourself up to criticism.”
We wish you the best in realizing your goal!
Want more Lessons of the Day? You can find them all here.
“My name is Dr. Ashitiva Ghai. I was born and raised in Kenya and I am 41 years old. When I finished my bachelor’s degree, I secured a work-study in the United States of America where I then got a scholarship to do my postgraduate studies.
I am a research assistant at Texas State University and a part time Lecturer at the University of Nairobi in the Department of Extra Mural Studies. I hold dual citizenship as both an American citizen and as a Kenyan citizen. I am also an Alison Course Creator, having created more than ten courses. I specialize in management information systems.”
Initially the name of the group was Alison South African Students. Through my contribution to the group, I was made an admin. I suggested that we change the name of the group to Alison Free Online Learning Group so that all Alison students feel included and to develop a feeling of togetherness as an Alison fraternity. The group then grew from 3,000 members to its current 15,000 and the growth is still very rapid.
Why did you become interested in encouraging more students to enroll on Alison and empower themselves?
I was amazed by the philosophy of Alison founder Mike Feerick and his believe in the power of learning and its ability to change lives and promote progress across all sectors of global society. I believe education is an indispensable tool that all humans must possess in order to better their lives and make the planet a better place for humanity.
What’s next for you, in terms of education or work?
I am hoping to become a professor very soon. I am currently doing my research, which I publish online to that other researchers can benefit from these resources. One thing that keeps me motivated and moving on is Alison’s philosophy that learning has the ability to change lives. I believe that, in contemporary society, we all need knowledge and that knowledge can only be achieved through free or affordable quality learning across the globe.
What would you say to someone if they asked you about Alison? Would you recommend it and why?
I would recommend and I have always recommended Alison courses for professional development due to their quality and richness. I have seen Alison graduates who have been employed and doing very well in different sectors. Alison is the best since it meets all the requirements of quality education.
1. After looking closely at the image above (or at the full-size image), think about these three questions:
2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)
3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.
Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.
4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?
The Reveal
We’ll post more information here on Thursday afternoon. Stay tuned!
Students 13 and older in the United States and the 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.
Each Wednesday, we shine a spotlight on five student activities that support a broad range of learners. In this week’s roundup of accessible activities, we invite students to learn about Indigenous environmental activism, recommend new music, tell us a story, closely analyze a photograph and watch a short film about a beachfront haven for Black families.
Note: To learn more about this new weekly feature, read our introductory post. Please share your thoughts in the comments section or by emailing us at LNFeedback@nytimes.com.
1. Learn about everyday people fighting to protect their land.
This Lesson of the Dayfocuses on the predominantly Indigenous residents of the village of Narsaq, Greenland, who stood up for their home and fought outside mining companies. Then, students will share about a time when they took an action for something they believed in.
2. Share the new music you’re currently listening to.
In this Student Opinion, students read five new music recommendations from the Times’s chief pop music critic. Then, they share what they’re listening to now and how they find new music.
3. Watch a film and think about community.
Our Film Clubbrings students into the world of New York’s Sag Harbor, a community that became a refuge for African American families. After watching the film, students respond to the question: What communities protect, affirm and nurture you?
4. Write a story based on an image.
Students look closely at the image in this Picture Prompt and write their own story — real or imagined — based on what they see. They can share their story with classmates or in the comments section.
5. Analyze a photograph.
Students can engage with other young people around the world, as they try to answer the question: What’s Going On in This Picture? Using observational skills, they can share their findings in the comments section and respond to what other students noticed in the picture.
A marathon is 26.2 miles. Many people who enter these races feel that simply crossing the finish line is an accomplishment, though others try to get there as fast as they can without risking injury.
Even training for a marathon is grueling. For example, The Times offers a training plan for first-time marathoners that lasts six months.
If you don’t want to run a marathon, is there some other test of dedication and determination that you’d like to take on? (Keep in mind that it doesn’t have to be athletic but can be a personal goal of any kind!)
The Los Angeles Marathon is often overshadowed by larger and more storied marathons.
That may be especially true this year, when the race takes place on Nov. 7, the same day as the New York City Marathon, after the Los Angeles race was postponed from March because of the pandemic.
But the Los Angeles race, which travels from Dodger Stadium to Century City, has accomplished something the major marathons have never attempted.
Over the past three decades, more than 50,000 middle school and high school students, most of them from underserved communities, have trained for and completed the race as part of the organization Students Run L.A.
Their accomplishment is remarkable, and their participation could help answer two questions that educators, coaches and doctors have long pondered: Can teenage bodies handle the load of long-distance running, and, if so, can distance running improve academic performance?
Anecdotal evidence to support the relationship between running and academic performance is easy to find around the Los Angeles Marathon. Consider Lupe Conde, a recent graduate of Aspire Ollin University Preparatory Academy in Huntington Park, Calif., who will be running in her fourth Los Angeles Marathon this year.
Conde said she got into marathon running after seeing older girls in the school with marathon medals. She wanted one. So in ninth grade she joined the dozen or so students who train each year with a teacher in the school.
It took her eight hours to complete that first marathon. She said she would never do it again. But the race was too hard to resist.
“I used running as a way to cope and keep me going, not just physically but also mentally,” Conde, 18, said in a recent interview. “With all the work, and the A.P. classes, I used it to help with my mental health. It taught me grit and perseverance.”
Then there is Assael Mendez, a high school soccer player who graduated from Lawndale High School this year. He said attending U.C.L.A. had always been his dream, but he started to doubt himself in the grind of his sophomore and junior years at Lawndale.
That changed when Mendez, 18, trained for the marathon for the first time in his junior year. When he wanted to stop on his long training runs, he would ask himself why he thought he could go to U.C.L.A. and succeed there if he couldn’t keep running.
“I would go home and I would think, ‘If I can run 13 miles, then I can finish this homework,’” he said.
Mendez is now in his freshman year at U.C.L.A.
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.
Your resume is your chance to show the hiring manager your full set of skills, including soft skills like your ability to collaborate and effectively communicate with coworkers. You can also use your resume to connect your previous experience to the position you’re applying for to further highlight how you’re a good match for the role.
With skills to build web applications from end-to-end, Full-Stack Developers are highly sought after employees. But, that also means the industry is competitive. To help increase your chances of landing an interview for your next role, you’ll want your resume in top shape.
Below, you’ll find what to include on a Full-Stack Developer resume to grab the attention of the hiring manager and boost your chances of landing your next job.
What to include on a Full-Stack Developer resume
Here are a few key sections to include on your resume.
Contact information
Your contact information should be easy to find so the hiring manager can find it quickly once they’re ready to contact you. Consider putting it in the top right-hand corner or directly under your name at the top of the page. Along with your name, phone number, and professional email address, you can also consider including links to your portfolio and LinkedIn profile.
Summary or objective
The next section of your resume is typically a summary or objective. A summary is a brief description of your experience. It can also include an achievement you’re especially proud of.
While it might seem like a summary is only for experienced professionals, that’s not the case. If you’ve just completed an online program, graduated from a traditional college, or are a self-taught developer, you can still highlight your achievements in this section.
An objective focuses on your career goals. You can mention the position you’re applying for, two or three key skills, and what you hope to accomplish in the position.
Full-Stack Developer skills
You’ll also want to dedicate a section of your resume to your skills. This section can come right after your summary or after your work experience, depending on which layout you decide to go with. In your skills section, you’ll want to highlight both hard skills and soft skills.
As a Full-Stack Developer, you’ve likely learned multiple programming languages, databases, content management systems, and frameworks. These are all examples of hard skills. Depending on how you format your resume, you could group your skills into categories, like “programming languages,”“front-end stack,” and “back-end stack.” Here are some categories and technical skills to consider highlighting:
Content management systems: WordPress, Squarespace, Wix, and Ghost
Design: UI/UX design, Photoshop, Illustrator, and Sketch
Cloud computing: If you’re familiar with cloud technologies and platforms, like AWS, include these.
Soft skills are harder-to-quantify skills that employers look for like problem solving, collaboration, written communication, innovation, time management, leadership, and creativity. You can also highlight your soft skills as you discuss your prior work experience.
Experience
The next section of your resume discusses your work experience. List this in reverse chronological order — start with the most recent job and work your way backward.
In each listing, include your job title, the company you worked for, where the position was located (city and state), and what you did. You’ll want to do more than just list your tasks, though. You want to highlight what you accomplished in quantifiable terms.
This applies even if the work experience isn’t directly related to full-stack development. For example, if one of your previous positions was in retail management, discuss how you increased sales or improved employee productivity. This shows employers that you can take initiative and improve your workplace for the better.
Courses and education
You’ll also want a section for your courses and education. Include any degrees you’ve earned, even if they’re not directly related to being a Full-Stack Developer. You should also include any courses you’ve taken or certificates you’ve earned. List your degrees first and in reverse chronological order if you attended multiple schools.
Tips for getting your resume noticed
What can you do to make your resume stand out? Here are a few tips:
Attractive formatting. There’s a lot of information to include on a resume. Consider formatting your resume with columns to make the most of the space. Use a readable font type and size. You can easily find templates online to help you format your resume.
Save as a PDF. Unless the employer has a preference, save and upload your resume as a PDF. That way, the formatting that you worked so hard on is preserved, and it’ll look the same on any device.
Write your summary or objective last. It’ll be easier to write your summary or objective once you’ve completed the rest of your resume. That way, it aligns with the experience you’ve highlighted throughout your resume.
Start each entry in your work experience descriptions with a verb. A verb puts the focus on what you accomplished at each position. Words like “wrote,” “developed,” “created,” or “led,” will show hiring managers what you can do.
Tailor every resume: While a lot of your resume will stay the same, take the time to adjust each one to incorporate the qualifications mentioned in the job description in your resume. For example, if the posting mentions specific technical skills that you have, make sure those are listed in your skills section.
What if this is your first Full-Stack Developer job?
If you’re applying for your first Full-Stack Developer job, your approach depends on whether you have previous experience in IT. If you have experience in front-end or back-end development, you’ll want to highlight that experience along with the skills you’ve learned that make you a good candidate for the position.
If this is your first job in IT, you’ll want to move your education section up to or near the top of your resume. It should either follow your objective or your skills section.
In your work experience, highlight your transferable skills like problem-solving, leadership, creativity, and persistence. These skills are just as important as your technical skills, if not more.
How to get ready for your Full-Stack Developer interview
Leading the launch of a new product or offering is a complicated task that requires organizational skills and practice. Often, it also requires technical knowledge.
Even if their job doesn’t involve coding, many Product Managers still choose to learn a few programming languages. Not only does this deepen their understanding of the development process, but it also allows for better communication with developers and other stakeholders.
Below, we’ll explore some of the most popular languages for Product Managers, their uses, and how to learn them.
Choosing the best programming language to learn as a Product Manager
After deciding to learn a programming language, you’ll have to figure out which one is best for you. There are many languages out there, and each has its own market and user base.
While some languages were developed for a specific purpose, many have evolved over time to encompass more uses than before. Some are used to build websites, while others are used to analyze data or create systems that make daily tasks easier.
Ultimately, the best language for you depends on your goals and career path. As Richie Wu, one of our Senior Product Managers, explains:
“As a Product Manager, you don’t necessarily need to know how to program — but you do need to understand the ins and outs of how your product works. So, the best programming language to learn would be the one that your product is built in.”
Richie goes on to explain how many Product Managers also choose to learn SQL to better understand how user data is accessed and stored.
Now that you understand how to select the right language, let’s explore the ones commonly used by Product Managers.
1. Javascript
JavaScript’s versatility is one of the biggest reasons behind its popularity. While it was originally designed for web development, developers quickly extended its use into other areas.
JavaScript’s popularity across industries makes it a great first language for Product Managers. If this feels like the right language for you, get familiar with its basics in our introduction to JavaScript.
2. Python
Python is another great choice for Product Managers who are new to code. Many people find that it’s easier to get the hang of than other languages, with a syntax that’s similar to English and contains fewer symbols than other languages.
Python is commonly used for data science and machine learning, so it could be the ideal language for you to learn if you work with development teams in scientific fields. Still, its wide range of associated libraries extends its use into many other fields. To learn more, check out our article on what Python is used for.
Ready to get started with Python? Take your first steps with the language in our Learn Python 3 course.
3. SQL
SQL (Structured Query Language) is one of the most popular programming languages worldwide because it allows users to retrieve data from databases quickly and easily. Product Managers and Marketers love SQL because it allows them to extract the data they need without waiting for developers to do it for them.
If you find yourself working with large amounts of data, SQL could be the right language for you. To get started, check out our Learn SQL course.
Once you’ve figured out which language is best for you, take a look through our programming courses to find one the fits your needs. For example, if you’re already familiar with the basics of SQL and want to learn more about its utility, try learning intermediate SQL for Marketers and Product Managers.
Or, if you decided to learn Python, you could take courses like:
Many people hesitate before learning how to code, whether because they think they lack the required skills or simply don’t have the time. But, coding is for everyone, and with online courses, you can tailor your training to your schedule.
Use your imagination to write the opening of a short story or poem inspired by this photo — or, tell us about a memory from your own life that this image makes you think of.
Post it 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.
