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Alison & The Artist – Learn to Draw with Ethan Moran

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Alison & The Artist – Learn to Draw with Ethan Moran

Ethan Moran is a portrait artist based in Galway, Ireland. An avid drawer with over fifteen years experience, Ethan currently teaches art through an Irish youth organisation, passing on his skills and passion to the next generation. He has now teamed with Alison to spread his knowledge globally by producing an exciting new course entitled How to Draw.

The course is the ideal starting point for budding artists seeking to learn drawing skills, one of the fundamental building blocks for artists interested in any medium. From an understanding of the materials to the finer points of technique, this course covers everything. Ethan spoke to the Alison Blog about how he started drawing, what fascinates him about the skill, and why he’s excited to share what he has learned with others.

Hi Ethan, tell us a bit about yourself.

My name is Ethan Moran. I’m 21 years old and I live in Galway, Ireland. I’m interested in all sorts of art and media but I’m particularly captivated by drawing.

How did you get into drawing?

I remember about the age of 5 I started tracing the line drawings from my colouring books onto separate sheets of paper by holding them both up to the window. After a while of doing this, I began to research drawing on YouTube. I watched every drawing tutorial and drawing-related video in the hopes of getting better and one day being able to draw like the people in the videos. It went from simple cartoons to human line drawings and then on to realistic renders of the human form. The deeper I went, the more love I had for the subject, and this continued to push me to strive for more.

Are you self-taught or how did you learn to be an artist?

Yes, I am self-taught. I tried going to drawing and painting classes but found they weren’t for me. I understand that for some people the structure of a course is very helpful, however I like to experiment myself and gain skills and knowledge through trial and error.

What is it you enjoy about being a portrait artist?

I enjoy being a portrait artist because it gives me a good outlet for my drawing abilities. It’s also a very interesting experience to draw someone as you look at them for hours and hours and try to recreate them on a page. It’s as if you get to know them without ever speaking to them. Portraiture is a constant challenge, no two drawings are ever the same and I really like that.

Have you had any experience teaching?

Yes, I am currently working with a youth organisation called Foróige. My role is to help the kids explore art through different mediums and get them to enjoy themselves. This can be anything from self-portraits done with pencil to clay modelling or even outdoor murals on walls.

What is it you enjoy about sharing your knowledge and skill?

I find sharing my knowledge to be very rewarding. There’s obviously always going to be some children who have no interest in art and that’s perfectly OK, but it’s when you see the one or two that try it out for the first time, enjoy it and come back for more that you really feel like you’re making a difference. It’s amazing to think that through advice and patience you can impart a skill to somebody, help them develop it and that it may go on to change their life.

Why would you recommend getting in to drawing?

I would recommend learning to draw because it has changed my life. Even from a young age I found it to be a fantastic outlet. It really provided focus. Once you pick up a pencil you constantly strive to get better. Once you commit and put the effort in you can really impress yourself and gain a level of skill you never thought was possible. I truly believe that everyone has the ability to draw, it simply depends on variables such as the amount of time you have available to commit, how you learn, and how much you want to learn. If you take the time, find a way of learning that suits you and genuinely want to learn how to draw, then you will learn how to draw. Drawing can be both thrilling and relaxing. It can be both frustrating and fulfilling. Through all the hiccups along the way, I have found learning to draw to be the best journey I have ever undertaken.

What’s the hardest skill to master when it comes to drawing?

I feel the hardest skill to master when it comes to drawing is finding your own style. I see many artists who simply copy the styles of others, add a slight twist and then are content to call it their own. The real challenge when it comes to art is creating something that is uniquely yours, something that people look at and say “Wow, I’ve never seen something like that before”. This truly is the most difficult part. Learning to draw can be a linear process but learning and creating your own style is a journey of self discovery that only you can undertake.

What was it like creating courses with Alison?

Creating the course with Alison was a great experience. It has taught me things like time management, course structuring, and video editing. I feel like Alison is a fantastic platform to share all the tips that I have learned with budding artists. The staff and everyone behind the scenes were also super friendly and helpful which made it a very easy project to undertake. The course I have created has modules and lessons based around everything from the basics of pencils to the advanced drawing of realistic images. I’ve incorporated every little trick I have to help escalate your drawing abilities faster than you ever could have imagined.

What are you working on now?

I’m currently restoring some life-size religious statues for a local church. I’m doing everything from sculpting to painting. It’s a phenomenal experience and I’m learning a lot along the way.

What plans have you for the future, both as an artist and as a teacher?

My plans for the future are unclear if I’m honest. I intend to teach art and drawing classes in person, restore more statues, and maybe create a few of my own along the way. But right now I’m just going with the flow and trying to enjoy myself the best that I can.

Start learning and discover your hidden artistic talents now!

12 Unique & Free Halloween Fonts You Need to Know!

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12 Unique & Free Halloween Fonts You Need to Know!

You can never have too many fonts! If you are preparing some seasonal crafts, make sure to check our list of 12 unique & free Halloween fonts. They are perfect for posters, cards, and your social media posts. You will find here all the Halloween classics from slime to spider webs. The best part is that they are all free to use!

Unique & Free Halloween Fonts

Below you will find 12 fonts we picked for you. If you are looking for download links, you will find them below the image. If you are browsing this post at work or just do not feel crafty right now, make sure to pin the image for later use.

Nightmare | Night Stalker | Black Widow | Sabonete | Horror Hotel | October Crow | Ghoulish | 28 Days Later | Cartographer | Magic School | Death Branch | Halloweek

Please show us your works!

I would love to see what you will create using those best scary Halloween fonts for free. Make sure to let us know in the comments, or share your creation on social media and tag Designer Blogs.

Don’t forget to let us know which font is your favorite. Do you prefer such graphic fonts, or would you rather see something more simple next time?

Still looking for a perfect font? Check our 10 Best Scary Halloween Fonts list.

Old Glory

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Old Glory

For nearly 250 years, the American flag has been made and remade. A recent Times article showcased several new updates to the flag, as imagined by six artists and graphic designers.

Do you think the U.S. flag needs a redesign? Why or why not? What changes would you make to it? What new design featured in the article resonates with you the most?

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.

Are Zoos Immoral?

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Are Zoos Immoral?

Do you like going to the zoo? Do you have a favorite?

Have you ever stopped to consider the possible harmful effects zoos might have on the animals?

In “Modern Zoos Are Not Worth the Moral Cost,” Emma Marris, an environmental writer, asks the reader to reconsider the value of zoos and the effects of captivity on the animals we visit:

After being captives of the pandemic for more than a year, we have begun experiencing the pleasures of simple outings: dining al fresco, shopping with a friend, taking a stroll through the zoo. As we snap a selfie by the sea lions for the first time in so long, it seems worth asking, after our collective ordeal, whether our pleasure in seeing wild animals up close is worth the price of their captivity.

Throughout history, men have accumulated large and fierce animals to advertise their might and prestige. Power-mad men from Henry III to Saddam Hussein’s son Uday to the drug kingpin Pablo Escobar to Charlemagne all tried to underscore their strength by keeping terrifying beasts captive. William Randolph Hearst created his own private zoo with lions, tigers, leopards and more at Hearst Castle. It is these boastful collections of animals, these autocratic menageries, from which the modern zoo, with its didactic plaques and $15 hot dogs, springs.

Ms. Marris describes how the “educational day out” model of zoos endured until the late 20th century, when zoos began actively rebranding themselves as serious contributors to conservation, functioning as “ambassadors” for their species and teaching humans to care about wildlife.

However, she writes, while species such as the Arabian oryx, the California condor and Black-footed ferrets were saved from extinction by the concerted efforts of zoos, these popular public institutions remain largely about entertainment and family outings:

A fine day out with the family might itself be justification enough for the existence of zoos if the zoo animals are all happy to be there. Alas, there’s plenty of heartbreaking evidence that many are not.

In many modern zoos, animals are well cared for, healthy and probably, for many species, content. Zookeepers are not mustache-twirling villains. They are kind people, bonded to their charges and immersed in the culture of the zoo, in which they are the good guys.

But many animals clearly show us that they do not enjoy captivity. When confined they rock, pull their hair and engage in other tics. Captive tigers pace back and forth, and in a 2014 study, researchers found that “the time devoted to pacing by a species in captivity is best predicted by the daily distances traveled in nature by the wild specimens.” It is almost as if they feel driven to patrol their territory, to hunt, to move, to walk a certain number of steps, as if they have a Fitbit in their brains.

The researchers divided the odd behaviors of captive animals into two categories: “impulsive/compulsive behaviors,” including coprophagy (eating feces), regurgitation, self-biting and mutilation, exaggerated aggressiveness and infanticide, and “stereotypies,” which are endlessly repeated movements. Elephants bob their heads over and over. Chimps pull out their own hair. Giraffes endlessly flick their tongues. Bears and cats pace. Some studies have shown that as many as 80 percent of zoo carnivores, 64 percent of zoo chimps and 85 percent of zoo elephants have displayed compulsive behaviors or stereotypies.

Elephants are particularly unhappy in zoos, given their great size, social nature and cognitive complexity. Many suffer from arthritis and other joint problems from standing on hard surfaces; elephants kept alone become desperately lonely; and all zoo elephants suffer mentally from being cooped up in tiny yards while their free-ranging cousins walk up to 50 miles a day. Zoo elephants tend to die young. At least 20 zoos in the United States have already ended their elephant exhibits in part because of ethical concerns about keeping the species captive.

Ms. Marris concludes her essay with some ways to reimagine and transform the zoo:

What if zoos stopped breeding all their animals, with the possible exception of any endangered species with a real chance of being released back into the wild? What if they sent all the animals that need really large areas or lots of freedom and socialization to refuges? With their apes, elephants, big cats, and other large and smart species gone, they could expand enclosures for the rest of the animals, concentrating on keeping them lavishly happy until their natural deaths. Eventually, the only animals on display would be a few ancient holdovers from the old menageries, animals in active conservation breeding programs and perhaps a few rescues.

Such zoos might even be merged with sanctuaries, places that take wild animals that because of injury or a lifetime of captivity cannot live in the wild. Existing refuges often do allow visitors, but their facilities are really arranged for the animals, not for the people. These refuge-zoos could become places where animals live. Display would be incidental.

Students, read the entire article, then tell us:

  • Do you like going to the zoo? Do you have a favorite one? Tell us about a memorable experience you had at a zoo.

  • What impact have zoos had on you? Have they helped you to develop what some zoos call a “conservation ethic?” Do you look at the animals with a “sense of empathy for the individual animal, as well as the wild populations of that animal,” as Dan Ashe, a former director of the U.S. Fish and Wildlife Service, hopes? Have zoos made you care more about conservation or take any action to support it?

  • What is your reaction to Ms. Marris’s essay? Which details on the harmful effects of captivity on animals, such as the physical and emotional toll on elephants, stand out? What do they make you think or feel?

  • How persuasive is Ms. Marris’s argument? Are zoos immoral or wrong? Is our pleasure in seeing wild animals up close worth the price of their captivity? What do you see as the benefits and harms of zoos, both for the human visitors and the animals who live in them?

  • What do you think of Ms. Marris’s recommendations for transforming the zoo? Do you think her idea of the “refuge-zoo,” a place where animals live and displays are incidental, is a good one? What other ideas do you have to improve or reform the modern zoo?

Lesson of the Day: ‘The Facebook Whistle-Blower Testifies’

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Lesson of the Day: ‘The Facebook Whistle-Blower Testifies’

Featured Podcast: “The Daily” episode “The Facebook Whistle-Blower Testifies” hosted by Astead W. Herndon with special guest Sheera Frenkel

The recent congressional testimony of Frances Haugen, a former Facebook employee, reveals the ways that Instagram, which is owned by Facebook, negatively affects teenagers’ mental health and how hate speech has spread on the company’s platforms. The hearing could be a turning point for the social media giant.

In this lesson, you will learn about Ms. Haugen’s testimony and about some of Facebook’s most problematic practices. Then we invite you to discuss with your classmates how the company should be held accountable and what change should look like.

Part I. Temperature check

Read the statements below related to the way people use Facebook and Instagram. Then, rank each one on a scale of 1 (never) to 10 (always).

  • I see harmful content related to disordered eating, suicide or violence on social media.

  • I see inflammatory content shared by family and friends before I see reputable news sources.

  • I pause to read an article, or do additional research, before sharing something to my social media accounts.

  • Instagram and Facebook have a negative impact on my mental health.

Pause to reflect: What do your responses say about the way these social media apps work?

Part II. Watch a video

Watch a two-minute excerpt from the congressional testimony of Frances Haugen, a former Facebook employee, below. Then answer the following questions:

  • What kind of expertise does Ms. Haugen have to talk about the inner workings of Facebook?

  • What is the main idea of her testimony?

  • The New York Times calls Ms. Haugen a “whistle-blower,” or an informant who exposes wrongdoing within an organization in the hope of stopping it. What evidence from her testimony shows that she is a whistle-blower?

Listen to the first 28 minutes of the episode below. Then answer the questions that follow:

1. What was unique about Tuesday’s congressional hearing, compared with previous ones on Facebook and other large tech companies?

2. How does Ms. Haugen describe Facebook’s relationship with profit and its users?

3. Ms. Haugen uses two terms, “engagement-based ranking” and “amplification of interest,” to explain why harmful content — such as that on disordered eating, suicide or violence — is pushed to young people. In your own words, describe what these two terms mean and how they relate to the spread of negative content. Have you, or have any of your friends, experienced this?

4. What are “meaningful social interactions,” or M.S.I., in the world of Facebook? How has this practice become effective in spreading misinformation and keeping people attached to Facebook? Have you noticed M.S.I. affecting what you see on Facebook or Instagram?

5. Ms. Haugen talked about two things that would make using Facebook and Instagram less harmful: creating more friction and re-implementing a chronological newsfeed. Explain the purpose of each of these. Do you agree with her recommendations? Why or why not?

6. What does Sheera Frenkel, a technology reporter for The Times, say are the ways that Facebook can be held accountable? How do people within Facebook feel about these various methods of accountability?

7. Why don’t Ms. Haugen and other Facebook insiders want Facebook to be broken up or totally taken down? Do you agree with this perspective? Or would you rather see Facebook taken offline entirely? Why?

In your journal, respond to the following questions: What is your reaction to Frances Haugen’s testimony? What surprised you in what she revealed about the inner workings of Facebook? What frustrated or angered you? What, if anything, gives you hope about the future of the company or social media in general?

Now, discuss the following questions with your classmates:

  • What do you think should happen next to Facebook? What should accountability look like?

  • Ms. Haugen suggests that Facebook should “declare moral bankruptcy.” What do you think this would look like and what might the outcomes or consequences be?

  • What role do you think the government should play in investigating or regulating social media?

  • The podcast references Renée DiResta, an academic and misinformation expert at Stanford University, who differentiates between “freedom of speech” and “freedom of reach.” Do you think it is possible for the government to control the spread of misinformation without infringing on the right to free speech? Why or why not?

Additional Teaching and Learning Opportunities

  • Read a guest essay. You can read a former data scientist’s recommendations on how to regulate algorithms, Kara Swisher’s interview with the director of the Stanford Internet Observatory and a former head of security at Facebook, or an essay that asks if Facebook should “go away forever.” What points do you agree and disagree with? How do these pieces change or reinforce your opinion of Facebook?

  • Write a letter to your senator. Explain what you should think should happen next with Facebook. You can share your own experiences with Facebook and Instagram — what you find fulfilling about the sites and what you find concerning. (If you don’t know where to start, read what other teens have said about their relationship to social media and mental health and react to their comments.) Then, provide two or three recommendations for how you think Congress should handle Facebook. Finally, find out how to send your letter.


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

Film Club: ‘Dancing Like a ’50s Greaser, in Leather and Denim’

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Film Club: ‘Dancing Like a ’50s Greaser, in Leather and Denim’

Dancing Like a ’50s Greaser, in Leather and Denim” is a four-minute film that touches on themes of self-expression, dance and community. It profiles “The Strangers,” who for over 30 years have been dressing like 1950s American greasers and dancing to rockabilly in Tokyo’s Yoyogi Park.

“Indescribably refreshing” is how Kazuyo Inui, the current leader of the group, describes dancing outdoors. But the thing that brings her the most joy is “sharing it with my friends.”

What special interests and passions do you share with others?

Students

1. Watch the short film above. While you watch, you might take notes using our Film Club Double-Entry Journal (PDF) to help you remember specific moments.

2. After watching, think about these questions:

  • What questions do you still have?

  • What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you’ve read or seen? If so, how and why?

3. An additional challenge | Respond to the essential question at the top of this post: Do you have people in your life who share your same passions?

4. 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.)

5. 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.


Want more student-friendly videos? Visit our Film Club 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.

What Students Are Saying About Space Travel, Texting Etiquette and Unplugging

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What Students Are Saying About Space Travel, Texting Etiquette and Unplugging

Most people tend to text others in the same way that you verbally speak to them, with the incorporation of slang. The majority of text messages don’t end with periods, since when someone is speaking verbally, their sentences don’t necessarily end in abrupt stops. Instead, they trail off and allow other people to add their own opinions to the discussion. Therefore, when you end your sentences with periods while texting digitally, it feels passive aggressive because it feels as if they’re ending the conversation and not allowing the other person to add on.

Emily, New York

Personally, I prefer full sentences, grammar, and sensible punctuation. To me, a poorly worded message riddled with spelling errors comes across as lazy/rushed, not friendly or humorous. With close friends, punctuation shouldn’t change the status of your friendship, and if you’re texting a stranger, it’s better to be formal anyway! Now, granted, everyone has different texting preferences, which is exactly why I think it’s nonsense to say that the whole generation finds the use of periods to be rude. It’s hardly new news that it can be difficult to tell the tone of a text message. Most everyone is going to understand that there are different preferences in texting, and that’s okay.

Sophie, Bentonville West High School

The people who feel uneasy or even angry when you type like a normal person are overthinking the situation way too much. Why should anyone purposefully make their grammar worse? If it’s a casual setting, I should be able to speak freely, and if I want to end my sentence with a period like I’ve been taught to do since first grade, then why not? If you are the type of person who is so deep within the degeneracy of the internet that ending a sentence with a period is alien to you, then please take a moment to remember that not everyone communicates in abbreviations, memes, and inside jokes. I don’t always use perfect grammar when I text, but never do I actively try and make it worse. If your friend group uses grammar that is far from perfect when texting, that’s perfectly fine; I’m not trying to control how you speak. However, don’t act like someone is in the wrong for using the most basic form of punctuation in the correct way.

Aiden, J.R. Masterman in Philadelphia PA

I agree that using periods in sentences can come across as cold and distant. Regular phrases that we say out loud come across very distant when they’re texted with a period. For example, when saying “I’m fine.” over text, it usually means that you’re upset about something, while saying “I’m fine” in most situations means that you’re okay.

Evan, Valley Stream North High School

The way I see it, texting is an informal method of communication. Therefore, I text how I speak. When I text my friends, I don’t think about grammar or even making sense. I will even type out my laughter or frustration, like UGH, or HAHAHAHAH. I often use specific capitalization or punctuation to represent the inflection or tone of my voice, rather than to be grammatically correct… Personally I feel immediately more comfortable when texting with a new friend if they text super casually.

Megan, Hoggard High School

Texting culture, a whole new dialect with a different set of unwritten rules. Texting is incredibly diverse, meaning, everyone has their own style, and way of interpreting tonality. I think most of us — teenagers — can agree that punctuation and grammar is the last thing we care about when texting each other. There are other generations who religiously use periods at the end of each text — yes, I’m talking to you boomer. Personally, I think that as long as the other person understands your thoughts, your texting style is valid. If my grandma sends me a hilarious video and I respond with “AHIEURIFHVJHCBKDWIJEH 💀” or “I’M LEVITATING”, confusion would govern her head; therefore, I must have a pre-defined texting style based on who I’m texting. On the other hand, if I repply to one of my friends with “😂” they would think that I’m being kept captive. That’s the versatility of texting and the reason why it is so fun, popular, and funny.

Ulices, Don Bosco Cristo Rey High School

When I text, I code switch. Depending on who I’m texting at the time. My Grandmother would get “ Hey Grandma, I was wondering can you take me to the store” verses my brother, He’ll get “ Ayo come take me to the store rq”. I’ll start off all of my messages with a capitalized letter but grammar wise I tend to let loose. Your , You’re , they’re , there , their are usually looked at as the same word when texting.

JM, WI

Word of the Day: echelon

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Word of the Day: echelon

1. position in a social hierarchy

2. a body of troops arranged in a line

3. a diffraction grating consisting of a pile of plates of equal thickness arranged stepwise with a constant offset

_________

The word echelon has appeared in 54 articles on NYTimes.com in the past year, including on July 31 in “A Brief History of Summer Reading” by Jennifer Harlan:

The American summer novel, which began popping up in the 1860s, was easily identifiable by a few key characteristics — many of which may sound familiar to today’s readers. It took place over the course of a summer, at a resort or grand hotel. Its plot was “devoted to lovers … their thrills, their perturbations, their mishaps, and their triumphs,” as the Book Review wrote in the introduction to its 1898 summer reading issue. And it ended with an engagement or marriage, as the characters prepared to return to society.

… These books didn’t just offer a vicarious adventure for those who longed to spend their summer caught up in a whirlwind seashore romance. They also acted as a kind of how-to guide for middle-class Americans who were traveling in the summers for the first time, and who were eager to prove they belonged in this vacationing echelon by mastering the etiquette of resort life.

Can you correctly use the word echelon 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 echelon 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.

Should Parents Weigh in on Their Kids’ Dating Lives?

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Should Parents Weigh in on Their Kids’ Dating Lives?

Do you talk about dating with your parents? Are any of the adults in your life a valuable source of romantic wisdom — or do you wish they’d just stay out of it?

It’s no secret that online dating can be a stultifying, painful and sometimes traumatizing experience.

But add to the general discomfort of small talk with a stranger or the fear of being stood up, the possibility of catching a virus mid-pandemic, and the pressures of finding “bashert” — a Hebrew term for one’s predestined partner, or soul mate — can seem existentially terrifying.

Even now, with the vaccine rollout continuing across the country, the emotional exhaustion of being alone with our apps for over a year of lockdown still remains for many.

Jessie Sweeney, 23, a student at the University of Maryland Francis King Carey School of Law, was single when she moved to Baltimore, Md., at the height of the pandemic. At first, she used a few different dating apps, like Hinge, to get to know people in the area, and made sure to keep her mother in the loop. “My mother, as Jewish mothers go, is very involved in my life,” Ms. Sweeney said.

Then, in July, Ms. Sweeney’s mother suggested she check out JustKibbitz, a new dating site intended to help the overswiped, overworked Jewish single find love in a post-pandemic world.

Unlike standard dating websites where members communicate directly with their prospective matches, JustKibbitz turns the process over to the parents, who make accounts showcasing their adult children, then arrange and, through digital gift cards for businesses like Starbucks, AMC and Chili’s, even pay for their dates.

Ms. Sweeney’s mother offered a proposal: she could create her daughter’s profile with photos from her camera roll and help her find “a nice Jewish boy you should go on a date with,” while Ms. Sweeney focused her energy on work and the law.

Ms. Sweeney was shocked by the idea, but amused. She said she trusted her mother’s judgment enough to agree: “I just laughed it off and let her do her thing.”

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.

Teenagers in The Times: September 2021

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Teenagers in The Times: September 2021

With the start of a new school year, September is always a busy month for our Teenagers in The Times roundup. Every month, on the first Thursday, we publish this list of the news and feature stories about young people that have recently appeared across sections of NYTimes.com.

For ideas about how to use Teenagers in The Times with your students, please see our lesson plan and special activity sheet, both of which can be used with this or any other edition.

_________

Education