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Do You Experience Climate Anxiety?

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Do You Experience Climate Anxiety?

Do you experience anxiety, grief or fear about climate change? What has that felt like? How have you coped with it?

Do you think that this type of distress can be channeled into action?

In “Got Climate Anxiety? These People Are Doing Something About It,” Susan Shain writes about the formal and informal support networks that exist for those anxious about climate change:

After Britt Wray married in 2017, she and her husband began discussing whether or not they were going to have children. The conversation quickly turned to climate change and to the planet those children might inherit.

“It was very, very heavy,” said Dr. Wray, now a postdoctoral fellow at Stanford University and the London School of Hygiene and Tropical Medicine. “I wasn’t expecting it.” She said she became sad and stressed, crying when she read new climate reports or heard activists speak.

Jennifer Atkinson, an associate professor of environmental humanities at the University of Washington Bothell, became depressed after students told her they couldn’t sleep because they feared social collapse or mass extinction.

There are different terms for what the two women experienced, including eco-anxiety and climate grief, and Dr. Wray calls it eco-distress. “It’s not just anxiety that shows up when we’re waking up to the climate crisis,” she said. “It’s dread, it’s grief, it’s fear.”

It’s also not unusual. Over the past five years, according to researchers at Yale University and George Mason University, the number of Americans who are “very worried” about climate change has more than doubled, to 26 percent. In 2020, an American Psychiatric Association poll found that more than half of Americans are concerned about climate change’s effect on their mental health.

Dr. Kritee, a senior climate scientist at the Environmental Defense Fund, counsels people who are experiencing climate distress:

Dr. Kritee, who has a doctorate in biochemistry and microbiology, said she believed people of all backgrounds should process their feelings about climate change. She makes her services affordable through scholarships, scaled payments and donation-based classes. Some of her sessions are open only to people of color, who are often on the front lines of climate change, and whose ecological grief, she said, is often compounded by racial trauma.

Regarding the white and affluent, who most likely will not feel climate change’s worst effects, Dr. Kritee said it was crucial they confront their grief, too. In doing so, she said, they can begin to contemplate questions like, “If I am hurting so much, what is happening to people who are less privileged?”

Some of her past workshop participants have been inspired to make lifestyle changes or volunteer for environmental campaigns, choices that could, when undertaken collectively, benefit the planet as a whole. “We cannot encourage people to take radical action without giving them tools to express their anger and grief and fear,” Dr. Kritee said.

Sherrie Bedonie, a social worker and co-founder of the Native American Counseling and Healing Collective, a group practice owned by four Native American women, shared that view. While her clients don’t use terms like eco-anxiety, Ms. Bedonie said Native people were “always grieving” the loss of their land and culture and encourages her clients to face their feelings. “If people aren’t ready or they run from grief, it’ll continue to haunt them,” she said.

As for non-Native people, Ms. Bedonie said she hoped part of their grieving process would be acknowledging past and present traumas inflicted upon Indigenous communities. Then, she said, we’ll be able to “come together” and “start the healing process of Mother Earth.”

Students, read the entire article, then tell us:

  • Have you ever experienced anxiety or grief related to climate change? What did it look like for you? How did you cope with it?

  • According to a poll cited in the article, about 26 percent of Americans are “very worried” about climate change. Does this number surprise you? What percentage of your generation do you think is “very worried” about climate change?

  • The article provides examples of ways that people have tried to alleviate their eco-distress. Which of these strategies seems most effective to you? Are there any that you plan to try?

  • How do you think climate anxiety differs between people who are on the front lines of climate change and those who are not? Do you agree with Dr. Kritee that it is important for people in both situations to process their climate grief?

  • Dr. Atkinson believes that climate grief can be a motivation to fight climate change, even “a superpower.” Do you agree? Has climate anxiety ever moved you to action?


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: ‘Collapse: Inside Lebanon’s Worst Economic Meltdown in More Than a Century’

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Lesson of the Day: ‘Collapse: Inside Lebanon’s Worst Economic Meltdown in More Than a Century’

7. The article states, “The crisis could do lasting damage to three sectors that have historically made Lebanon stand out in the Arab world.” What are these three sectors, and how have they been damaged by the crisis?

Option 1: Read The Morning newsletter’s explainer.

The featured article was originally published in August 2021. However, much has happened in Lebanon in recent weeks. To learn more about the causes that led to this crisis, read this explainer in The Morning newsletter written by David Leonhardt and Sanam Yar.

As you read, record any new information you learn in your notebook. If you still have questions, you can read this article about violence between sectarian militias or this interactive investigation of the port explosion.

Option 2: Read this guest Opinion essay.

Read the first four paragraphs of “Lebanon as We Once Knew It Is Gone,” a guest Opinion essay by Lina Mounzer, a Lebanese writer and translator:

I never thought I would live to see the end of the world.

But that is exactly what we are living today in Lebanon. The end of an entire way of life. I read the headlines about us, and they are a list of facts and numbers. The currency has lost over 90 percent of its value since 2019; 78 percent of the population is estimated to be living in poverty; there are severe shortages of fuel and diesel; society is on the verge of total implosion.

But what does all this mean? It means days entirely occupied with the scramble for basic necessities. A life reduced to the logistics of survival and a population that is physically, mentally and emotionally depleted.

I long for the simplest pleasures: gathering with family on Sundays for elaborate meals that are unaffordable now; driving down the coast to see a friend, instead of saving my gas for emergencies; going out for a drink in Beirut’s Mar Mikhael strip without counting how many of my old haunts have shut down. I never used to think twice about these things, but now it’s impossible to imagine indulging in any of these luxuries.

What is your response to her description of living in Lebanon? How does it make you feel emotionally? How does it change, or expand, your understanding of the situation as it was described in the featured article?

Ms. Mounzer’s essay ends with these words:

Beirut as we once knew it is now gone. Even during the 1975-90 civil war, the city enjoyed a certain cachet. There was shelling but there was also glamour, a zest for life like an electric current. But now the strips of nightlife are mostly shuttered and dark. During the war there were cease-fires that permitted some rest, however fleeting. But in a world run on fossil fuels, what life is possible when they are no longer available? What life without electricity, cars, cooking gas, the internet, drinking water? There’s no break from this kind of economic warfare.

Because that’s exactly what this is. Fuel and medicine, though scarce, are not entirely unavailable. They are unattainable, hoarded by politically connected individuals and organizations, likely to be exported or sold on the black market.

In a world where the maximalist pursuit of profit is supreme, such behavior is simply the way the system was built to work. Lebanon is not an exception. It is a preview of what happens when people run out of resources they believe are infinite. This is how fast a society can collapse. This is what it looks like when the world as we know it ends.

What is your reaction to Ms. Mounzer’s conclusion? Do you agree with her warning about the dangers of goods being hoarded and an obsession with profit? How does her message connect with other things you have read or learned about presently or historically?


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

Word of the Day: intrinsic

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Word of the Day: intrinsic

1. belonging to a thing by its very nature

2. situated within or belonging solely to the organ or body part on which it acts

_________

The word intrinsic has appeared in 120 articles on NYTimes.com in the past year, including on June 11 in “A Hip-Hop Dance Crew’s Frabjous Reign in Las Vegas” by Margaret Fuhrer:

The Jabbawockeez have always been a diverse, majority Asian American group. (Thirteen of the current crew members identify as Asian American, four as African American, two as Hispanic, and one as Caucasian.) They view racial diversity as intrinsic, but not central, to their artistry and brand.

“When we came up, man, we were just all mixed together, all different races, all over Southern California,” Brewer said. “Being around so many different kinds of people was just normal.” That colorblind mentality remained as the crew’s profile and reach grew. “We’ve never looked at ourselves as an Asian crew, or a diverse crew,” Nguyen said. “We’re just a dance crew that, if this is a buffet, you’ve got Mexican food over here, you’ve got some food from Vietnam, everywhere.”

Can you correctly use the word intrinsic 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 intrinsic can be used in a sentence, read these usage examples on Vocabulary.com.

What’s Going On in This Picture? | Oct. 18, 2021

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What’s Going On in This Picture? | Oct. 18, 2021

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?

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


More?

See all images in this series or slide shows of 40 of our favorite images — or 40 more.

Learn more about this feature in this video, and discover how and why other teachers are using it in their classrooms in our on-demand webinar.

Find out how teachers can be trained in the Visual Thinking Strategies facilitation method.

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.

Should We Eliminate Gifted and Talented Programs?

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Should We Eliminate Gifted and Talented Programs?

In “De Blasio to Phase Out N.Y.C. Gifted and Talented Program,” Eliza Shapiro writes:

Mayor Bill de Blasio on Friday unveiled a plan to overhaul gifted and talented education in New York City elementary schools, calling for sweeping changes to a highly selective program that has been widely criticized for exacerbating segregation in the nation’s largest school system.

Under Mr. de Blasio’s plan — released when he has just three months left in office — elementary school students who are currently enrolled in gifted classes would become the final cohort in the existing program.

The system would be replaced by a program that offers the possibility of accelerated learning to students in the later years of elementary school. And the test given to kindergarten students to screen for the gifted program, already suspended in part because the city’s advisory school board refused to renew it last year, would be permanently ended.

The article continues:

The mayor’s action attempts to address what the city has known for decades: Its gifted and talented program has contributed to racially segregated classrooms and schools for thousands of students citywide.

Though about 70 percent of the roughly 1 million public school students in New York are Black and Latino, about 75 percent of the roughly 16,000 students in gifted elementary school classes are white or Asian American. For years, rising kindergarten students have gained access to the program via a high-stakes exam that some families pay tutors to help their children prepare for.

The programs are considered a crucial stepping stone for students seeking to advance into competitive middle and high schools. Many parents, including Black and Latino parents, have sought out gifted classes as an alternative to the city’s struggling district schools, and have come to rely on them as a way to set their children up for future success.

But many other parents and experts say the system has worsened segregation and weakened instruction for children who are not in the gifted track.

Ms. Shapiro describes what the phaseout will look like and how the city will support students who might need “higher-level” teaching.

Under Mr. de Blasio’s plan, New York City will no longer admit rising kindergarten students into separate gifted classes or schools starting next fall. Instead, the city will train all its kindergarten teachers — roughly 4,000 educators — to accommodate students who need accelerated learning within their general education classrooms. The city does not yet have an estimate for how much the training will cost, though it is expected to be tens of millions of dollars.

And instead of the admissions exam, the city will evaluate all rising third graders, using past work and input from their teachers, to determine whether they need higher-level instruction in specific subject areas, for one or two periods a day.

Students, read the entire article, then tell us:

  • Now that you’ve read the article, do you think gifted and talented programs should be eliminated? Why or why not?

  • If you believe that they should be eliminated, how should schools address the needs of students who require “higher-level” instruction? Do you think Mayor de Blasio’s plan to offer “accelerated learning” to students in the later years of elementary school is a good alternative?

  • Ms. Shapiro writes that the majority of public school students in New York are Black and Latino, while the majority of students in gifted elementary school classes are white or Asian American. How concerned should we be about the problem of racial segregation in schools? Is eliminating gifted and talented programs a necessary step in addressing it? If you believe gifted and talented programs should be maintained, how would you ensure that they would be open, accessible and equitable for all children?

  • Have you ever attended a gifted and talented program? If yes, how would you describe your experience?

  • Do you think some students should be considered gifted or talented? Or are all students gifted and talented in their own ways? In your view, should schools and classes ever be grouped or tracked by ability or achievement? Or should they always be a heterogenous mix of students? How do your own experiences in school inform your opinions on this subject?

  • How big a problem is racial segregation in your school and school system? What role do you think gifted and talented programs play, if any?

Accessible Reading and Writing Activities: Park Rangers, School Shortages and Life Passions

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Accessible Reading and Writing Activities: Park Rangers, School Shortages and Life Passions

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 reflect on their relationship with their pets, learn about how National Park Service rangers who are Black are bringing history to life, make connections between national shortages in schools and their own schools, watch a short film about rock ’n’ roll dancing in Japan, and analyze a graph about food budgets.

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. Share what your pets mean to you.

This Picture Prompt asks students to reflect on their experiences with pet ownership and share memories about a pet they own, or owned. Then, in the comments section, they can share their reflections with other students around the world.

2. Learn about how National Park Service rangers are bringing Black history to the parks.

This Lesson of the Day uses photographs and first-person stories to teach about how six rangers who are Black are bringing history to life. Then, students imagine they are the curator of a gallery exhibit as they create their own visual summary and reflection of the article.

3. Reflect on pandemic shortages in schools.

In recent months, many schools have experienced shortages of bus drivers, teachers and even food for school lunches. This Student Opinion asks students if they’ve noticed shortages in their school. Then, in the comments section, or in a class discussion, students can share what they’ve noticed and how they think these shortages — particularly of lunches — might be affecting young people around the country.

4. Watch a short film and reflect on your passions.

In this Film Club, students will watch a four-minute film about self-expression, dance and community in Yoyogi Park in Tokyo. They will closely watch the film and reflect on the question: What special interests and passions do you share with others?

5. Make observations about a graph.

In our What’s Going On in This Graph feature, we ask students to look closely at a graph and share what they notice and wonder about the graph, and how it might relate to their own community. If they want, they can create a catchy title for the graph. They can share their observations in the comments section and check back on Thursday afternoon for a reveal with more information.

30 HTML Snippets for the Most Frequently Used HTML Tasks

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30 HTML Snippets for the Most Frequently Used HTML Tasks
30 HTML snippets for the most frequently used HTML tasks

Snippets are helpful when you’re building a web page and don’t want to reinvent the wheel. These small blocks of code can help speed up your front-end development time by providing you with tried-and-true methods of getting the results you want.

There are somewhere in the neighborhood of 140 HTML tags, depending on whether you check the Mozilla Developer Network or HTML.com. That’s a lot to remember. So, to give you a hand, we’ve listed 30 commonly used HTML code snippets below for when you just can’t recall what you need for your page.

7 HTML snippets for forms

1. Restrict uploads to a specific mime type

The accept attribute was added to the HTML5 specification to allow you to designate which type of files can be uploaded in a form. You can specify which files are allowed with a comma-delimited list. The field below allows gifs, jpegs, and pngs:

2. Add autocomplete to an input without JavaScript

The HTML5 datalist element allows you to add autocomplete values to an input field.

  

3. Add email validation to a field

The input field below will make the email address required and validate it:

[email protected][^@]+.[a-zA-Z]{2,6}" />

4. Add Google Places search to a form

The code below will allow a user to enter their address and get directions to the location in the hidden address field:

5. Turn off autocomplete in an input

This HTML code will turn off a browser’s autocomplete features so you can use your own:

6. Post a form to a new window/tab

The code below will launch a new window when you submit the form:

...

7. Add a Google search form for your site

This code will add a form to your site that will search only your site in Google:

8. Create phone links

Because people might visit your site from a mobile phone, it’s good to link all phone numbers so they can dial the number just by clicking the link. Here’s how you do that:

1-888-555-5555

9. Create SMS links

You can also create a link that takes users to their text messaging app:

Send Text Message

10. Create email links

Since the names for links in HTML don’t follow the same pattern, it can be hard to remember how to create an email link. Here’s how you do that:

[email protected]">Email Me

11. Open a link in a new window/tab

This type of link is handy when you don’t want users to completely leave your site when they click on a link:

Open Google in a new window/tab

12. Hide the url of a link

This code will hide the url of the link when it’s hovered over:

Label

7 HTML snippets for the head section

13. Prevent a page from indexing

Sometimes you don’t want your page to show up in Google. Here’s how you stop a search engine from indexing a page:

  

14. Load JavaScript asynchronously

If you load the JavaScript on a web page asynchronously, the page will load much quicker. Here’s how you do that:

15. Make your page responsive

The following meta tag will tell browsers to render the width of a page at the width of the screen rather than zoom out:

16. Redirect a page to another

When you add the code below to the head of an HTML page, it’ll redirect to Google after five seconds:

17. JavaScript fallback snippet

The code below will first try to load jQuery from the remote url, and if that fails, will use the local file:

 ")

18. Define a favicon

If you want to define a favicon for your site, you don’t have to name it favicon and upload it to a specific directory. You can specify it in the head of your HTML.

19. Define the Apple touch icon

You can also define the icon for Apple in the head of your HTML:

3 HTML snippets for text

20. Add a tooltip to text

You can use fancy JavaScript to do this, or you can just use HTML like below:

Hover your mouse here

21. Lorem ipsum paragraph

Here’s a paragraph tag pre-filled with lorem ipsum text to help you test how a page looks with content:

Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Vestibulum tortor quam, feugiat vitae, ultricies eget, tempor sit amet, ante. Donec eu libero sit amet quam egestas semper.

22. Preserve the formatting of code

If you want code to look like code instead of being formatted like the rest of your page, surround it with code tags.

 a = 6; b = 9; c = 12; 

2 HTML snippets for images

23. Create a spacer gif without a file

Every now and then, you might need a 1px spacer gif to make a style look right. Here’s how you can do that without adding another image file to your project:

24. Add a background image to text

You can use HTML like the one below to add a background image to a specific section of your text:

I have a background.

2 template snippets

25. HTML5 template

This code snippet will give you a valid HTML5 page as a starting point for your project:

    Untitled      

26. Table template

Sometimes it’s hard to remember all the tags that go into creating an HTML table. Here’s a template for that:

4 general HTML snippets

27. Add a line break to a button

You can put a line break tag in the middle of the text used for a button, or you can use the following HTML to do the same:

28. Add comments to HTML

Comments help you remember why you did something in your code. Here’s how you add a comment to HTML:

Content

29. Embed a video in an HTML page

Use code like the following to embed a video in HTML:

30. Embed audio in HTML

This code will embed an audio file in an HTML page and allow users to play it:

Learn more about HTML

Hopefully, the HTML snippets above helped you complete your project and taught you more things you can do with HTML. HTML is a simple language, but it’s very flexible. Some of the things you can do with it are pretty powerful.

If you want to improve your HTML skills and learn more ways to make it do your bidding, check out Learn HTML. It’s a beginner-level course that’ll teach you all the common HTML tags and how to structure an HTML page.

To explore even more front-end development skills, check out Learn CSS and Learn JavaScript.


HTML & CSS Courses & Tutorials | Codecademy

HTML is the foundation of all web pages. It defines the structure of a page, while CSS defines its style. HTML and CSS are the beginning of everything you need to know to make your first web page! Learn both and start creating amazing websites.

Tiny Dollar

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Tiny Dollar

What do you think this image is saying? How does it relate to or comment on society or current events? Can you relate to it personally? What is your opinion of its message?

Tell us in the comments, then read the related Guest Essay 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: meander

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Word of the Day: meander

verb: move or cause to move in a sinuous, spiral, or circular course

noun: an aimless amble on a winding course

noun: a bend or curve, as in a stream or river

_________

The word meander has appeared in 38 articles on NYTimes.com in the past year, including on June 16 in “Driving an Electric Car on Colorado’s Scenic Byways” by Elaine Glusac:

Unless you are one of the estimated seven percent of Americans who own an electric vehicle, it’s pretty hard to take a scenic, emissions-free road trip. But for those owners and other eco-conscious travelers who can rent an electric vehicle — and it’s not always easy to find one — Colorado is inviting you to meander far from the charging stations clustered in big cities.

This summer, the state has “electrified” seven of its 26 Scenic & Historic Byways, routes designated for their natural, educational or historic features that often traverse wild areas where jaw-dropping sights make you appreciate the pavement that got you there.

Can you correctly use the word meander 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 meander 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.

Vocabulary in Context: Flying Cars

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Vocabulary in Context: Flying Cars

It was sleek, cone-shaped, a little confusing — like something Hollywood would give a sci-fi villain for a quick getaway.

It wasn’t a helicopter. And it wasn’t an airplane. It was a between the two, with a curved hull, two small wings, and eight spinning rotors lined up across its nose and tail.