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Coursera doubles down on Middle East with new leadership, content and platform features

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Coursera doubles down on Middle East with new leadership, content and platform features

Anthony Tattersall, Vice President of EMEA at Coursera

The accelerated adoption of online learning during the pandemic has created new opportunities for large-scale skills development in the Middle East (ME). Many more learners in the region are using online learning to develop job-relevant skills in a rapidly changing economy. 

Coursera has over 4.8 million learners in the Middle East. More than 100 organisations in the region use Coursera to upskill students, employees and citizens, including institutions like Abu Dhabi School of Government, Emirate NBD Bank, and Effat University.

Building on the growing momentum we see across the region, we’re excited to share new updates to better serve learners and institutions. 

Enabling Arabic right-to-left functionalities
Our recently launched right-to-left functionalities make navigating Coursera in Arabic a more seamless experience for learners. There are more than 400 million Arabic speakers in the world today, and this feature ensures Arabic enterprise learners can easily navigate Coursera, including the homepage, search and browse, assessments, grades, notes, transcripts, and e-mails. 

Delivering more world-class content to Arabic-speaking learners
Learners can now access an additional 2,000 courses on Coursera in Arabic. These include world-class courses from leading universities and industry leaders, including Programming for Everybody (Getting Started with Python) by the University of Michigan, English for Career Development by the University of Pennsylvania, and Introduction to Machine Learning by Duke University. 

Appointing a regional leader for the Middle East operations 
As we double down on efforts to help companies in the region implement their talent transformation agenda, we’re delighted to welcome Kais Zribi as Middle East, North Africa and Turkey (MENAT) Regional Director. He comes with over 20 years of technology and corporate learning experience in leading companies such as Intel Corporation, Samsung and Pearson Education. In his new capacity, he will work closely with our regional customers to support their reskilling and upskilling priorities.

The pandemic has propelled the Middle East towards a future shaped by innovation and technology. We’re excited to help learners in the region develop high-demand digital skills for better career opportunities and engage with organisations to accelerate their skills development strategy.

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Horror Stories

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Horror Stories

As Halloween gets closer, a desire for all things scary and spooky ramps up accordingly — including our appetites for horror stories.

Do you like to read horror fiction, or tell scary stories? What are some of your favorite tales of terror? Why do you think so many people enjoy being scared?

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: alma mater

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Word of the Day: alma mater

1. the school, college or university one graduated from or attended

2. the song of a school, college or university

_________

The term alma mater has appeared in 126 articles on NYTimes.com in the past year, including on Sept. 17 in “Bully Pulpit No More: Jen Psaki’s Turn at the Lectern” by Michael M. Grynbaum:

Jen Psaki, President Biden’s press secretary, may be the most prominent spokeswoman in American politics, but political fame hits different in the post-Trump era.

… As a child, Ms. Psaki admired Barbara Walters, although her parents throttled her television time, offering up episodes of “20/20” as rewards for good behavior. She graduated from Greenwich High School — alma mater of another famed White House press aide, the former Trump communications director Hope Hicks — and attended the College of William & Mary in Virginia, where she served as president of the Chi Omega sorority.

Can you correctly use the term alma mater 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 alma mater 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.

A Day in the Life of an English as a Second Language Teacher: Justine Dalke

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A Day in the Life of an English as a Second Language Teacher: Justine Dalke

Justine Dalke is a certified English as a Second Language (ESL) teacher and holds a variety of specialised teaching qualifications, including teaching grammar, business English, and test preparation.

She has worked in classrooms around the world and taught students from various backgrounds and a diverse range of countries, from Japan to Ukraine to Brazil.

Justine is passionate about spreading knowledge of the English language and spoke to the Alison Blog about her teaching inspiration, the day to day business of being a teacher, and why becoming an ESL teacher is such a rewarding career choice.

 

Hi Justine, did you always want to teach English as a second language? If so, what attracted you to the job?

This is an interesting question because the answer is both “yes” and “no”. When I was in high school, I wanted to be an English teacher. English was my favorite subject and I have always enjoyed the process of learning different languages, so being an English as a second language (ESL) teacher sounded like the perfect job. Then I started university and did some practice teaching and decided it wasn’t for me. I was 17 at the time and didn’t have the right temperament to be a teacher. From that moment, I decided to change my major at university and focus on other career options for a while.

What has been your path to your current job?

As you might guess, it has been a non-traditional path. Before I became an ESL teacher, I had many different jobs but none of them felt like a career. I worked in fashion, retail, customer service, home improvement, and finance, to name just a few. After many years of working in a lot of different fields, I wanted to change careers and decided to pursue my dream of becoming a teacher again. I started by doing some volunteer teaching work in my community while I completed a teaching certification online. After getting my certificate, I got my first job as an ESL teacher in Japan. That was almost five years ago. Since then, I have traveled and taught all over the world while developing my skills as a teacher. Through my work in the classroom, I have discovered that I am most passionate about materials development and so took on freelance work to get experience in that area.

What has been the most important skill you’ve had to develop teaching English as a second language?

Patience. This is, without a doubt, the single most important skill I’ve developed as an ESL teacher. There are many courses and books and videos that can prepare you to become an ESL teacher and they teach you a lot of necessary skills, like how to make a lesson plan, how to teach grammar, how to create classroom activities, and so on. But there is no class that can prepare you for a student that is having a bad day and starts crying during a lesson or a student that struggles with comprehension. Patience is a skill learned on the job.

What does a typical day look like for an English language teacher?

Generally speaking, a typical day for an English teacher starts pretty early. Teachers working at public and private schools usually start classes between 8 and 9 in the morning. Language academies may start a bit later in the morning, but the classes there often go on late into the evening. Classes often range from 35 minutes to several hours. Depending on the length of the class, a teacher may only have one or two classes per day or up to seven. Teachers usually have a lunch break in the middle of the day and a short break period between each class. During break periods or after school teachers need to prepare for upcoming lessons.

 

What skill do you have to use the most in a typical day?

As a teacher, you use the four major language related skills (reading, writing, listening, and speaking) everyday. Besides these obvious skills, teachers rely heavily on their soft skills, especially time management and creative thinking. Time management is a critical skill for teachers because you have a limited amount of time to cover all the material in a given day and the challenge is how to present, produce, and practice while managing students, questions, and challenges. This is also where creative thinking is used – what if the game or activity isn’t going as planned? Teachers need to be able to adjust their lessons immediately to cater to the needs of each class.

Why would you encourage our Learners to choose your profession?

Teaching overall is a very rewarding profession, but I think being an English teacher is doubly so because of the impact you can have on people’s lives. There are over 1.5 billion people learning English and each person has their own reason. As an ESL teacher, you can help people accomplish their personal English goals.

If you could recommend our Learners to upskill in one area in order to become a successful English language teacher, what would it be?

English! There are many skills required to be a successful English teacher, but the most important one is having a good command of the English language. It’s not enough to just speak English well, you also need to understand the various components of the language and how they work together. For another skill besides English, I would recommend public speaking. As a teacher, you are constantly presenting and talking to groups of people and public speaking skills, such as organizing material and watching for feedback, are useful in the classroom.

What’s the best part about your career?

The best part about being an ESL teacher is meeting people from all over the world. As a teacher, I have met countless people and learned about their histories, cultures, and lives. It is a very humbling and eye-opening experience that reminds you how big the world really is.

Check out the Alison Career Guide if you’d like to pursue the career path of ESL Teacher!

Conor O’Loughlin: “You form friendships very easily through music.”

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Conor O’Loughlin: “You form friendships very easily through music.”

Conor O’Loughlin is a concertina player from Corofin in County Clare. He has been playing since he was 8 years old and has won a host of prizes both individually and with bands at All-Ireland Fleadhs over the years.

Born into a musical family in Ireland’s musical heartlands, Conor also has a passion for passing on the tradition and teaches concertina with Music Generation, an organisation committed to providing accessible music education to children around the country.

Conor directed his passions for both music and teaching into the Concertina Courses which he has produced for Alison.

 

Hi Conor, tell us a bit about yourself!

My name is Conor O’Loughlin. I’m 23 and I’m from a small village in County Clare called Corofin. There’s a lot of music around the area. Corofin is steeped in traditional music going back generations and the next small village is Kilfenora, which is famous for the Kilfenora Céilí Band. When I was 6, I started learning the tin whistle first and then began playing the concertina when I was 8. I’ve been playing it ever since.

How did you get into Irish traditional music?

There’s a lot music in my family. My mother plays the button accordion and my two brothers play the flute and banjo. My cousins play as well and probably my first experience of hearing the concertina was from my cousin. I just loved the sound of it and was naturally drawn to it. As kids we were given the option of choosing what instrument we wanted to pick and so I picked the concertina.

I studied with Noel Hill for about a year and a half and then I went to Tim Collins, a Limerick concertina player based in Clare. I started entering Fleadhs, both solo and with different bands and groups, and did very well up through the age groups.

How did your relationship with music change as you got older?

After my Leaving Cert, I wanted to continue with music so I studied traditional music in the University of LImerick. There were auditions because it’s a performance-based course and so you had to have music going into it. You play everyday and you have a tutor for your first instrument. Obviously my first instrument was the concertina but there were lots of other with various first instruments. They have state of the art facilities in UL, with a specific building for music called the Irish World Academy of Music and Dance.

The course I was doing was called Irish Music and Dance, so we focused on those subjects but the topics we studied branched out to things like jazz theory, the background behind music, and how it’s linked to education and therapy. Performance-wise it was strictly Irish music, but music-wise generally, it was quite broad.

Tell us about your experience teaching with Music Generation.

Music Generation was set up by U2 and it’s an organisation that believes that every child, no matter what the circumstances, should have the opportunity to experience and learn music. It started in Dublin and it has now spread country-wide. Nearly every county has a Music Generation programme.

I’ve been teaching with them for a year now. This year, we got funding for a concertina orchestra – 44 children between the ages of 10 and 18, all playing concertinas. They had to audition for it and there was music written specifically for them. We recorded a concert in Glór Theatre in Ennis in April and that premiered online earlier this month.

 

Can you give us a bit of background on the concertina in Ireland?

The concertina is a German instrument and the story goes that it was brought over to Ireland by cargo ships coming over from Germany and got dropped off in Shannon some time in the nineteenth century. County Clare has always been renowned for concertina players, and music generally. There had been great players down the years like Elizabeth Crotty and Chris Droney, who only died last year.

The father figure with regards to our generation of concertina players is Noel Hill. He really re-energised and reinvented the playing of concertina music. Since him, then there’s been a flurry of great concertina players. When I was competing in Fleadhs, there was nearly 40 competing in the Clare Fleadh alone and the standard was out of this world.

What is it that you love about the concertina?

There’s so much you can do on the concertina. With say the flute, for example, you can only play the melody or the harmony. Whereas with the concertina you can add chording. A chord is when you play two or more notes at the same time and by doing that you can actually  accompany yourself using chords. I talk about that in the course. The concertina isn’t an easy instrument to learn but it’s very satisfying when you get to the point of being able to play a tune and add chords to it.

What is it about Irish music that makes it so appealing?

It’s such a big community and yet so small – every body knows each other and it’s very close-knit. At traditional festivals, no matter where you go in the country, you’re going to know somebody. You also have a great opportunity to go travelling. When I was studying in Limerick, I was in a band and we travelled the States and Europe. We were in the States twice, travelling and playing festivals and organised gigs. And then when covid started, we were actually in Austria. We just got back before things went into lockdown!

Why would you recommend learning Irish music to people?

Irish music is extremely social and you get to meet so many people. Traditional music is also based around improvisation. When I go and play a session, I may have a completely different version of a tune from the person next to me, so we improvise and work around each other. So you form friendships very easily through music. It’s a hobby after all so, at a session, you’ve a similar interest to the person sitting beside you playing.

Start your journey into Ireland’s musical heritage by checking out Alison’s Concertina Courses now!

Dermot Sheedy: “In my course, I teach that you can apply the beats that I’ve taught you across so many different genres of music.”

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Dermot Sheedy: “In my course, I teach that you can apply the beats that I’ve taught you across so many different genres of music.”

Dermot Sheedy is a bodhrán player, percussionist and drummer from County Clare. Dermot started playing the bodhrán aged 6 and has 25 years experience of the instrument. A professional musician for the last ten years, he is a member of the Limerick band Hermitage Green, as part of which he has toured the world and achieved two top 5 albums.

Dermot is the force behind Alison’s Bodhrán Courses, released this month as part of our Traditional Irish Music hub. He spoke to the Alison Blog about his love for the instrument, his professional experience and why the bodhrán is the perfect instrument through which to learn about traditional Irish music.

 

So Dermot, how did you get into Irish music?

I started playing because I’m from a musical family. My dad is a great set-dancer and I have two older sisters that played traditional music – the flute and fiddle. I was the young sibling that used to tag along and the bodhrán was an easy instrument to give to the youngest to tip away with lightly in the corner.

Then when I was around 6 at a Fleadh (traditional Irish music competition) in Listowel, I remember seeing a bodhrán player called Neil Lyons playing in the Listowel Arms and just being glued to the hypnotic rhythm of the instrument. It was quite tribal and I just remember feeling, “Oh, I want to do this. This is class.” That was transformative for me. Then when I was twelve years of age I fell deeply in love with a band called Flook, and also Michael McGoldrick, and I just wanted to learn and play as much bodhrán as I could. I taught myself by playing along with all my favourite trad albums and it went from there.

Did you play throughout your school days?

When I was in secondary school I started competing in the Fleadhs in solo competitions in both the bodhrán and the drums. Throughout my time in school I was also playing drums in the Inis Óg Céilí Band and we’d compete in the Fleadhs too. Céilí band music is very important in County Clare. Traditional music is essentially dance music. It’s meant to accompany dancing, which is why it’s so lively and full of craic and rhythm. While at school, I won 7 All-Irelands across bodhrán, drums and céilí bands.

Also, when I was 16, I did a couple of tours with the Irish Harp Orchestra, across Germany and Cyprus. That was an unusual one because I got to play some of the finest concert halls I’ve still ever played in my life, like the Munich Philharmonic and the Cologne Philharmonic.

How did you end up becoming a professional musician?

So I didn’t study music in college, I studied real estate. But when I was 19 I got selected by Dónal Lunny to be in a band called Ciorras, which was formed as part of an series for TG4. It was about picking eight young people with different personalities and putting them together to form a band. It was anchored around the construction of a new percussion instrument and that was called the greadán, which was essentially a drumkit of bodhráns. After filming we toured a good bit with Ciorras, and I was playing both the bodhrán and the greadán.

I was playing with other bands as well at the time and then Hermitage Green came along when I was 21. They were still playing covers in bars and then once I joined we started doing more original stuff and stopped doing cover gigs. We started doing ticketed gigs and it’s all progressed very naturally. We’ve signed to Sony music, sold out shows around the world and also had two top 5 selling albums.

 

Tell us a bit about the history of the bodhrán.

The bodhrán has evolved hugely over the last sixty years. Originally it was largely seen as a ceremonial instrument that was only taken out once a year on Saint Stephen’s Day when it was beaten by the neighbours when they called around to the house. It was really in the fifties, when Seán Ó Riada brought it in to a concert hall setting, that it was formally introduced into the traditional idiom. Over time it continued to develop. Hand techniques changed, tonal work started to emerge and then the stick was added for playing.

What is it that you love about the bodhrán? And why would you encourage others to learn it?

The bodhrán is an unbelievably diverse instrument and it’s a great instrument for people to learn if they’re interested in traditional music. You can get good quite quickly if you have good rhythm and timing, so it’s quite accessible. Also there aren’t a lot of limitations to it across genres. With the bodhrán, I play traditional music but fifty percent of the music I play is non-traditional. You can rock up with the bodhrán to anything, it’s limitless. In my course, I teach traditional music but I also teach that you can apply the beats that I have taught you across so many different genres of music. The way the instrument will evolve in the future is by players listening to other styles of percussion and hopping in with that. It’s an all-round instrument and a great gateway for people getting into traditional music.

Why would you recommend learning Irish music to people?

Learning traditional music and opening yourself up to the traditional music community, you’ll be surprised at the abundance and the welcome across the world that you’ll be tapping into. It’s such a wide-spanning community. When I travel, I meet people who play traditional music all over the world. Someone at the start may be completely unaware of the support networks that are out there for traditional music, online also. Traditional music is a great gift. It’s also naturally and distinctively Irish. If you’re looking to be connected to the flow of what it means to be Irish, then you should choose traditional music.

Start your journey into Ireland’s musical heritage by checking out Alison’s Bodhrán courses now!

Photo credit  Peter O’Hanlon

Learning About Latin American and Hispanic Culture and History Through Music

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Learning About Latin American and Hispanic Culture and History Through Music

How can music represent a mix of cultures? What role does music play in our diverse identities? How can music reveal complex histories? These are some of the questions explored by the short lesson plans below as they spotlight three examples of music from Latin America.

In the first lesson, students delve into reggaeton and its complex history, which includes cultural influences from Panama, New York and Puerto Rico. In the second lesson, students focus on the story of Selena, the Tejano star, and how her story inspired many Mexican Americans to embrace an uncompromising biculturalism. And in the third lesson, students take a musical journey through Cuba to learn more about the island nation and its people.

The teaching activities below, written directly to students, pair recent Times articles with other outside resources as a way to explore this rich and varied musical heritage. Latin America represents a massive geographic area that includes a large and diverse array of countries, cultures, identities and musical genres; the three examples explored here are only a sampling of those that have achieved a degree of international renown, especially in the United States, and we hope these lessons will encourage students to explore Latin American music further.

In this lesson, students will explore the complex history of reggaeton.

Warm-Up

Before reading the featured article, consider the following questions:

Questions for Writing and Discussion

Watch the short trailer above for the podcast “Loud: The History of Reggaeton,” which explores the genre’s roots and evolution. Then read the Times review of the podcast, “Reggaeton’s History Is Complex. A New Podcast Helps Us Listen That Way,” and answer the following questions:

  • How does “Loud” address those myths and misconceptions, according to the author of the review, Isabelia Herrera?

Additional Ideas for Teaching and Learning

  • Listen to the first episode of the “Loud” podcast. What do you learn about the roots of reggaeton? Note to Teachers: This podcast series includes some graphic language.

  • Write and record your own five-minute podcast analyzing a song, album or music genre, and then submit it to our annual Student Podcast Contest. (Our 2021-22 contest opens on April 6, 2022.)

In this lesson, students will learn about Selena, the Tejano star whose death at age 23 in 1995 catapulted her to national fame, and how her music — in the words of the editor Maira Garcia — “was part of the soundtrack to life” for so many Mexican Americans.

Warm-Up

Before reading the featured article, watch the six-minute video above featuring Selena singing one of her defining songs, “Como la Flor.” Then consider the following questions:

Then read Elijah Wald’s description of that performance:

Selena combined virtuosic skills with a kind of magical ordinariness. You can see it in a live performance of one of her defining songs, “Como la Flor.” She begins by emphasizing the heartache of the lyric, slowly drawing out the lines about a lover leaving, her face contorted in pain. Then, in an instant, she drops the mask, smiling and even laughing, reminding the audience they are all watching and enjoying this together — and then she again is in agony, her fist beating her chest, murmuring the final words, “como me duele,” “how it hurts me.”

The triple transformation takes barely a minute, and although she repeated it night after night, both personas feel authentic: She is tearing herself apart for us and also is one of us, entertained by the spectacle. Then her hips sway as the band shifts to a cumbia, the crowd cheers and relaxes, and the show goes on.

Questions for Writing and Discussion

Listen to the five-minute audio trailer for the WBUR podcast “Anything for Selena” and read the Times article “‘Anything for Selena’ Examines a Singer’s Legacy and Latino Identity,” a Q. and A. with Maria Garcia, the podcast host and creator. Then answer the following questions:

  • Why is Selena significant to Ms. Garcia?

  • Ms. Garcia states, “There was this tension between these two parts of me, and to see somebody who embodied both of those parts fully in the States and in Mexico, who traversed the two countries without code switching, who was the same person on both sides of the border — I’d never seen anything like that. It struck me at a young age and it stayed with me all of my life.” Explain in your own words what she means. Why do you think this realization was so important for Ms. Garcia?

  • After reading the article, what do you think is Selena’s legacy?

Additional Ideas for Teaching and Learning

  • Listen to the first episode of “Anything for Selena.” (Escucha en Español.) Then consider why Selena was so important to the podcast host, and reflect on whether there is anyone in your life who helps you find your own place in the world.

In this lesson, students will learn about how music is everywhere on the island of Cuba and how each region moves to its own defining rhythm.

Warm-Up

How much do you know about Cuba? Take this five-question quiz about the nation’s geography and history to find out, and to learn more along the way.

Then consider: How does geography — where our families are from, and where we grow up and live — influence our experience of music?

Questions for Writing and Discussion

Read the article “Discovering Cuba, and Island of Music.” Before you start scrolling, be sure to unmute the videos by clicking the volume button at the bottom left of the video. Then spend some time watching and listening to the music embedded throughout the article. After you’re done, answer the following questions:

  • The article includes seven short videos. Which music featured in the article interests you the most? If you could be present at one of these performances, which one would you choose and why?

  • The authors traveled to Cuba to better understand the island nation through its music. What are some of the things they learned through their journey? What are some things you learned by reading — and experiencing — their article?

  • What are three ways Cuban music reveals the country’s complex history?

Additional Ideas for Teaching and Learning

  • The album “Buena Vista Social Club” was recorded 25 years ago. Listen to “Chan Chan,” the first song on the album. What do you notice about the music? What is your reaction to it? Then read “‘Buena Vista Social Club’ at 25: Memories of Memories,” a written conversation between three New York Times critics about how the album comes across a generation later. According to the critics, what is the cultural significance of “Buena Vista Social Club”?

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

Word of the Day: hasten

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Word of the Day: hasten

1. move fast

2. act or move at high speed

3. cause to occur rapidly

4. speed up the progress of; facilitate

_________

The word hasten has appeared in 104 articles on NYTimes.com in the past year, including on April 8 in “As Diners Return, Restaurants Face a New Hurdle: Finding Workers” by Brett Anderson:

“I don’t think anything like this has ever happened,” said Katie Button, the chef and a co-owner of two restaurants in Asheville, N.C. “Everybody in the world is hiring at the same time.”

… The tight job market has helped hasten changes that restaurant workers pushed for during the shutdowns, including higher pay and better working conditions. Ms. Button has raised wages in accordance with recommendations made by One Fair Wage, an advocacy group for service workers, and is paying $150 bonuses to employees who refer new hires who stay on the job for more than 90 days.

Can you correctly use the word hasten 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 hasten 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.

Learn How To Organize Your Codebase With Software Design Principles

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Learn How To Organize Your Codebase With Software Design Principles
Learn How To Organize Your Codebase With Software Design Principles

While learning how to code, you’ll eventually start building bigger and more complex projects — which is exciting, but it can also introduce new challenges.

Code can be delicate. You’ve spent months working on your app, adding functions here and there. But the code is getting messy, and it’s getting harder to make changes. Can this application be saved?

The answer is yes. By following the foundational principles of software design, you can keep your code flexible, make updates easier, and minimize the time you spend debugging — and we’ll show you how in our new course: Learn Software Design Principles.

Who is it right for?

Learn Software Design Principles is perfect for learners looking to deepen their understanding of Object-Oriented Programming (OOP) and other design principles to better organize their code.

Learning these principles is also a must for anyone pursuing a career in development, as you’ll need them to work with professional-level codebases and collaborate with other developers. Plus, being familiar with these principles will help you stand out as a strong candidate during your job search.

What will you learn from the new course?

In Learn Software Design Principles, we’ll cover the conventions professional developers follow to keep their software versatile and adaptable in the face of constantly evolving user needs. By the end of the course, you’ll be able to:

  • Explain the YAGNI, KISS, and DRY acronyms
  • Recognize the benefits of using OOP in an app
  • Identify UML’s usage in software design
  • Articulate each SOLID principle’s role in software design
  • Compare and contrast common design and architectural patterns

Ready to get started? Check out Learn Software Design Principles!

What’s Going On in This Graph? | Oct. 27, 2021

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What’s Going On in This Graph? | Oct. 27, 2021

4. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button to address that student directly.

On Wednesday, Oct. 27, teachers from our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time.

5. By Friday morning, Oct. 29, we will reveal more information about the graph, including a free link to the article that includes this graph, at the bottom of this post. We encourage you to post additional comments based on the article, possibly using statistical terms defined in the Stat Nuggets.

We’ll post more information here on Thursday afternoon. Stay tuned!

More?

• See all graphs in this series or collections of 60 of our favorite graphs, 28 graphs that teach about inequality and 24 graphs about climate change.

• View our archives that link to all past releases, organized by topic, graph type and Stat Nugget.

• Learn more about the notice and wonder teaching strategy from this 5-minute video and how and why other teachers are using this strategy from our on-demand webinar.

• Sign up for our free weekly Learning Network newsletter so you never miss a graph. Graphs are always released by the Friday before the Wednesday live-moderation to give teachers time to plan ahead.

• Go to the American Statistical Association K-12 website, which includes teacher statistics resources, Census in the Schools student-generated data, professional development opportunities, and more.

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.

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