by Ruhiya Rohan Gupta, Marketing Manager at Coursera
At Coursera, we believe learning is the source of human progress. Our mission is to try and bring the best learning to every corner of the world. We are proud to share this commitment with learning leaders across the globe, and to honor those who’ve exemplified this commitment throughout their lives and careers.
The power of learning is vividly exemplified in the life of Dr. Bhim Rao Ambedkar Bhimrao Ramji Ambedkar, also known as Babasaheb Ambedkar, who was an Indian jurist, economist, politician and social reformer. An iconic leader in India’s independence struggle, Ambedkar rose from one of the most disadvantaged communities in India.
Born on 14 April 1891, in a community which was historically denied the right to education, Ambedkar went on to earn two master’s degrees and two doctorate degrees in the fields of economics, political science and law.
Dr. Ambedkar was the principal architect of the Indian Constitution, and became independent India’s first law minister. He also wrote a biography of Gautam Buddha and was a fierce advocate for the rights of marginalized communities in India. Throughout his life, he stressed the importance of education as a path of upliftment and progress.
Coursera is celebrating the spirit and mission of Dr. B. R. Ambedkar—who said that “cultivation of mind should be the ultimate aim of human existence”— by sharing a special opportunity to save on your learning this Ambedkar Jayanti.
Choose from our specially curated collection of courses and get 50% off a course.
This collection features the most in-demand courses on Coursera. Enroll today!
Technical interviews allow you to showcase your knowledge and skills to prospective employers. They can be exciting, knowing that you’re that much closer to a job offer if you do well. They can also be intimidating — especially if you’ve never done one before or struggled with them in the past. But don’t worry. We’re here to help.
Below, we’ve outlined everything you’ll need to know to ace your next technical interview, including preparation, practice, and tips for impressing your interviewer. Read on for the full guide or jump to a specific section using the table of contents below.
What is a technical interview?
Technical interviews are a part of the hiring process for tech professionals. This process also includes phone screenings and in-person interviews, but the assignments you complete during technical interviews help interviewers evaluate your skills.
Assignments vary by company, but common tasks include:
Debugging existing code
Building a small project
Adding a feature to an existing code base
Explaining the design and architecture of a technical problem
While you’ll likely be asked to solve a problem, don’t worry too much about getting it right. Interviewers are typically more interested in your thought process than your solution.
How to prepare for a technical interview
Preparation is the key to a successful technical interview. You might not know what your assignment will be, but there are several steps you can take to ensure that you’re equipped for anything. Plus, your interviewer is bound to be impressed by your readiness.
By the time you have your technical interview, you’ve probably already spoken with the company’s recruiter or hiring manager. Feel free to ask them questions about what you should expect or the technologies used by the team you’ll be joining.
Master your programming languages
You can usually use your preferred programming language for the technical interview, and knowing its ins and outs will help you make a good impression.
Mastering your programming language will allow you to give the assignment your full attention instead of wasting time figuring out syntax. Plus, you might get the chance to wow your interviewer with a lesser-known feature or method.
It’s also worth taking the time to learn data structures and algorithms. Not only will this make your coding more efficient, but it’ll also deepen your understanding of the concepts employed in your technical interview.
Practice with projects and coding challenges
Theoretical knowledge will only take you so far. Completing coding challenges and projects will help instill the skills you’ll use in your new career. Plus, the more you practice, the faster you’ll become. Imagine how impressed your interviewer will be when you’ve efficiently solved the problem in half of the allotted time.
As you complete your projects, take note of how you approached the problems you encountered. Taking the time to analyze your approach helps develop your problem-solving ability and improve your capacity for technical presentations.
You could also practice with technical interview courses. Our Technical Interview Practice with Python, Java, and JavaScript courses cover advanced knowledge and skills, with practice problems to help you nail your next interview.
Memorize a story that illustrates your skill
At some point during your technical interview, you may be asked about your prior experience. Having a story readily available will help illustrate your familiarity with the knowledge and skills required for the position.
Use the notes you took while completing a project to create an outline and commit it to memory. Then, test it out on people. Share the story with your friends until you’re able to tell it without any stammering or pauses. This will help you sound confident during your technical interview, and being able to succinctly describe the problems you encountered and your solutions will demonstrate your expertise.
Other preparation tips
The tips listed above will help ensure that you’re fully equipped for your next technical interview. Still, sometimes it’s not what you say but how you say it. Check out these tips from our Curriculum Developers for more advice on how to prepare for a technical interview.
How to pass a technical interview
After taking all the steps to ensure that you’re ready to put your best foot forward, it’s time to take your technical interview. Technical interviews can occur both in-person or remotely. If it’s in-person, you may be asked to write your code on a whiteboard. If it’s remote, you might use a code editor.
Regardless of where it’s held, there are several steps you can take to make sure your technical interview is a success.
Understand the problem
Taking the time to understand the problem will make or break your interview. Too often, candidates rush in and start coding. Don’t be afraid to talk through it aloud.
Also, feel free to ask questions. It’s better to clarify any confusion at the beginning than when you’re halfway through your solution. Inquire about edge cases, intended program behaviors, error handling — anything that might occur to you. Not only will this show your critical thinking skills, but it’ll also illustrate your openness to feedback.
Explain your approach
Again, interviewers are primarily concerned with your thought process. Here’s your chance to give them a look.
Generating a step by step process you can explain aloud
Explaining your approach allows interviewers to better understand how you go about tackling a problem. Daniel describes how, despite his solution not being perfect, explaining his approach gave him a leg up in a technical interview with Google.
Don’t stop explaining, even when you run into a problem. Talking through it will help you organize your thoughts and find a solution. Plus, your interviewer is much more likely to give you a hand if you’re already engaged in conversation.
Optimize your solution
Going back to optimize your solution is a great way to display your attention to detail. Tidy up your code. Make sure you’re not using complicated functions for a problem that can be solved with your language’s basic features. If you’re familiar with Big O notation, discuss it with your interviewer.
Technical interview questions and answers
Certain positions require specific languages, and some technical interviews will test your capacity with them. Below, we’ve compiled a list of interview questions covering the basic and advanced features of some of the most popular programming languages:
Technical interview prep courses
If you have a strong foundation in Python, Java, or JavaScript but still need help learning their advanced features, check out our Skill Paths. Each Skill Path comes with more tips and tricks to help you nail your next technical interview:
With the tips and resources provided above, you’ll be sure to pass your next technical with flying colors. We wish you the best of luck in your interview, and your new career!
There is currently “a roiling debate in education, about how and even whether to measure the academic impact of the coronavirus pandemic on the nation’s children — and how to describe learning gaps without stigmatizing or discouraging students and families,” Dana Goldstein writes.
Are you aware of this debate? How does it apply to you? Do you think you have learned significantly less this past year than you might have if the pandemic had never happened? As you answer, consider “learning” to make up not just the skills and content you are introduced to in school, but also what you learn outside of school.
Studies continue to show that amid the school closures and economic and health hardships of the past year, many young children have missed out on mastering fundamental reading and math skills. The Biden administration has toldmost states that unlike in 2020, they should plan on testing students this year, in part to measure the “educational inequities that have been exacerbated by the pandemic.”
But others are pushing back against the concept of “learning loss,” especially on behalf of the Black, Hispanic and low-income children who, research shows, have fallen further behind over the past year. They fear that a focus on what’s been lost could incite a moral panic that paints an entire generation as broken, and say that relatively simple, common-sense solutions can help students get back up to speed.
“This isn’t a lost generation,” said Kayla Patrick, a policy analyst at the Education Trust, a national advocacy group focused on low-income students and students of color. “They just need extra support — in many cases, the support they probably needed before the pandemic, like tutoring.”
Others go further, arguing that regardless of what terminology is used, standardized testing to measure the impact of the pandemic is unnecessary or even actively harmful. Voices as prominent as the former New York City schools chancellor, Richard Carranza, and the Massachusetts Teachers Association, the state’s largest educators’ union, have encouraged parents to opt their children out of state tests during the pandemic. “We do not want to impose additional trauma on students that have already been traumatized,” Mr. Carranza said.
The piece continues:
Jesse Hagopian, a Seattle high school teacher and writer, said testing to measure the impact of the pandemic misses what students have learned outside of physical classrooms during a year of overlapping crises in health, politics and police violence.
“They are learning about how our society works, how racism is used to divide,” he said. “They are learning about the failure of government to respond to the pandemic.”
Mr. Hagopian said he believed that “learning loss” research was being used to “prop up the multi-billion-dollar industry of standardized testing” and “rush educators back into classrooms before it’s safe to do so.”
Students, read the entire article, then tell us:
What is your reaction to this debate? Do you think you, personally, have experienced learning loss this past year? If so, what do you think you would have learned if not for the pandemic? If not, why not?
Would you answer the questions above differently for other students you know well, like your siblings or close friends? Do you think the age of the student makes a difference in how the past year has affected the learning experience?
Are there things you learned this year that you would not have without the pandemic and its disruption of normal life? What did you learn, and how valuable is that knowledge to you, if so?
Do you agree with the Seattle high school teacher quoted above who says that testing to measure the effects of the pandemic misses what students have learned during a year of overlapping crises in health, politics and police violence, such as “how our society works, how racism is used to divide” and how the U.S. government responded to the pandemic? If so, how valuable are those “real life” lessons to you?
Do you think standardized testing to measure the effects of the pandemic is “unnecessary or even actively harmful” this year — or, do you think schools need to administer those tests to see where students stand? Will you be taking standardized tests this spring?
If you do feel that you have experienced learning loss this year, how should your school respond to that? What do you think the best way to catch up might be?
What do you need from school right now? What do you think you and other students your age will need when you return to full-time in-person learning, if you haven’t already? Why?
Students 13 and older in the United States and the United Kingdom, 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.
5. How has the pandemic fostered new visibility for signing and music? Give at least one example.
6. In creating Sing and Sign’s interpretation of Bach’s “St. John Passion,” Susanne Haupt said, “We didn’t want to just translate text. We wanted to make music visible.” How did Haupt, along with deaf people and a choreographer, do that? Why was making the music “visible” especially important for this piece?
7. Why, according to the article, is who should be entrusted with the process of making music visible “a contentious question”? Cite at least one quote to support your response.
Going Further
Option 1: Discuss accessibility.
Christine Sun Kim, who performed the national anthem and “America the Beautiful” in American Sign Language at the 2020 Super Bowl, wrote in this Opinion essay:
While Fox Sports announced the signed performance of the two songs on Twitter, it did not actually show it. On the television broadcast, I was visible for only a few seconds. On what was supposed to be a “bonus feed” dedicated to my full performance on the Fox Sports website, the cameras cut away to show close-ups of the players roughly midway through each song.
Why have a sign language performance that is not accessible to anyone who would like to see it? It’s 2020: We’ve had the technology to do so for decades.
Still, she explained why she felt the need to perform:
Our rights can easily disappear if we do not continue to show up in places like the Super Bowl.
I had hoped to provide a public service for deaf viewers, and believed that my appearance might raise awareness of the systemic barriers and the stigmas attached to our deafness — and move some people to action. I hope that despite the failure of Fox to make the performance accessible to all, it did do that.
She concluded her essay:
I wholeheartedly support the efforts to promote accessibility and equality that have been undertaken by the N.F.L. and the N.A.D. I also stand in recognition and support of those who have used the N.F.L.’s platform toward wider goals of social justice. I see my performance as part of that expression.
Discuss with your classmates:
What is the importance of making musical performances accessible to deaf viewers? Do you agree with Ms. Kim when she says the rights of deaf people “can easily disappear if we do not continue to show up in places like the Super Bowl”? Why or why not?
Ms. Kim says she sees her performance as part of the expression of efforts toward accessibility, equality and social justice. To what extent do you think musical performances in sign language can contribute to these wider goals?
Have you ever attended or watched a music event where an A.S.L. interpreter was present? What was the experience like for you?
Option 2: Experience what music feels like for a deaf person.
Ms. O’Donnell, whose first memory of the brand is Pamela Anderson wearing Uggs with her red “Baywatch” swimsuit (Ms. Anderson, an animal-rights activist, has since renounced the boots), calls the classic boot a “cultural icon.” That sort of talk is often ballyhoo, but in this she’s not wrong. Uggs permeated the zeitgeist in a way few other footwear brands can claim.
Oprah Winfrey included them in her annual “Favorite Things” episodes, starting in 2003, creating a frenzy. Celebrities often wore them between takes while filming, which continued to raise their profile. And starlets helped forge an image of them as glamorous and casual in the early part of the century. Originally they were worn by surfers to keep their feet warm after a morning of wave-riding, giving them instant street (beach?) cred. Still, without constant tending and innovation, a brand built around one signature item can easily get stuck in a rut.
“Uggs will always and forever remind me of coming of age in the early aughts, seeing them on celebrities like Jessica Simpson on ‘Newlyweds’ or Paris Hilton shopping at Kitson,” said Tyler McCall, the editor in chief of the Fashionista website. “Lately, though, they also bring up images of a very specific, cool-art-scene kid.”
Daily Word Challenge
Can you correctly use the word zeitgeist 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 zeitgeist can be used in a sentence, read these usage examples on Vocabulary.com.
If you enjoy this daily challenge, try using multiple Words of the Day in a 50-word story that you submit to our Monthly Vocabulary Challenge.
On my most recent visit to the Mesopotamian marshes, in March, I arrived at Sayeed Hitham’s for breakfast. The pandemic had kept me away for more than a year.
The sun was just rising, the sky pink and golden. Hana, Hitham’s wife, stood smiling near the door to their reed house. “Tea is ready, bread is ready,” she said. “Come on in.”
We sat on the worn-out carpet around a glowing kerosene heater, sipping tea and dipping the flat naan Hana had just baked into hot buffalo milk. “What took you so long, Emi?” Sayeed asked with a tone of reproach. “We haven’t seen you in forever.”
Indeed. A year was the longest I’d gone without visiting the Mesopotamian marshes since I began documenting the area in late 2016.
At that time, when journalists and photographers were flocking to the north of Iraq, where the battle for Mosul was raging, I took the opposite path and headed south. I was in search of another view of the country, something different from the war I’d been covering for the previous year and a half.
It was a moment of real discovery for me — one of those few times when you connectwith a place, with a people.
The Mesopotamian marshes, a series of wetlands that sit near Iraq’s southeast border, feel like an oasis in the middle of the desert — which they are. The ruins of the ancient Sumerian cities of Ur, Uruk and Eridu are close at hand. The broader region, known as the cradle of civilization, saw early developments in writing, architecture and complex society.
The marshes are home to a people called the Ma’dan, also known as the Marsh Arabs, who live deep in the wetlands, mostly as buffalo breeders in isolated settlements, a majority of which are reachable only by boat. Others live in small cities on the banks of the Tigris or Euphrates rivers, which feed the marshes.
Many of the Ma’dan left decades ago, when the marshes were ravaged by war, famine and repression.
During the Iran-Iraq war, waged between 1980 and 1988, the wetland’s proximity to the Iranian border turned the area into a conflict zone, a theater for bloody battles. Later, in the early 1990s, in the aftermath of a Shiite uprising against his Baath Party, Saddam Hussein intentionally drained the region — where many of the Shiite rebels had fled — as a punishment and a way to stifle the insurrection.
The marshes turned into a desert for more than a decade, until the United States-led invasion of Iraq in 2003.
By then, damage had already been done. By the early 2000s, less than 10 percent of the area’s original wetland existed as a functioning marshland.
Today, after being re-flooded and partially restored, the marshes are once again endangered — by climate change, lack of ecological awareness on a local level and, perhaps most dramatically, by the construction of dams in Turkey and Syria and upriver in Iraq.
In 2018, an extremely hot summer followed by a lack of rain caused a serious drought. In some areas, the water level fell by more than three feet.
“That’s it,” I remember thinking, as the small boat crossed the marsh where corpses of young buffaloes floated in the water. Buffalo breeders like Sayeed Hitham lost about a third of their livestock, and many had to leave when areas turned into a desert. They migrated to neighboring cities — or farther still, to the poor suburbs of Karbala, Basra or Baghdad.
But then, a few months later, the water began to rise. People returned. I photographed the renewal, just as I’d photographed drought the year before. But it felt then — it still feels now — like a sword of Damocles hung over the region.
The stakes are high, both ecologically and for the people who live here. If the already-depleted marshes dry up again, the Ma’dan may have no choice but to leave, to cast away from a peaceful enclave into a troubled land.
Still, I’ve kept coming back. Over the years, I’ve seen drought and abundance, freezing winters and burning summers. I’ve seen children born, and watched them grow up. I’ve followed Sayeed Hitham and his family as they moved around the marsh, the location of their new home dependent on the water level — and each time built out of reeds.
I’ve even gotten used to the huge water buffaloes, known locally as jamous, which represent the main source of income for most of the Ma’dan.
The buffaloes scared me at the beginning. But I’ve learned to walk through a herd of horns, to let them smell me, to pet the fluffy, friendly calves — the ones that try to lick my hand like oversized dogs.
When I outlined my progress to Sayeed, as we wrapped up breakfast, he burst into his wonderful, exuberant laughter. “You still know nothing, Emi,” he said. “You can’t even tell the mean jamous in the herd.”
Then, serious, and still smiling, he said: “It’s OK. You have time to learn.”
On my most recent visit to the Mesopotamian marshes, in March, I arrived at Sayeed Hitham’s for breakfast. The pandemic had kept me away for more than a year.
The sun was just rising, the sky pink and golden. Hana, Hitham’s wife, stood smiling near the door to their reed house. “Tea is ready, bread is ready,” she said. “Come on in.”
We sat on the worn-out carpet around a glowing kerosene heater, sipping tea and dipping the flat naan Hana had just baked into hot buffalo milk. “What took you so long, Emi?” Sayeed asked with a tone of reproach. “We haven’t seen you in forever.”
Indeed. A year was the longest I’d gone without visiting the Mesopotamian marshes since I began documenting the area in late 2016.
At that time, when journalists and photographers were flocking to the north of Iraq, where the battle for Mosul was raging, I took the opposite path and headed south. I was in search of another view of the country, something different from the war I’d been covering for the previous year and a half.
It was a moment of real discovery for me — one of those few times when you connectwith a place, with a people.
The Mesopotamian marshes, a series of wetlands that sit near Iraq’s southeast border, feel like an oasis in the middle of the desert — which they are. The ruins of the ancient Sumerian cities of Ur, Uruk and Eridu are close at hand. The broader region, known as the cradle of civilization, saw early developments in writing, architecture and complex society.
The marshes are home to a people called the Ma’dan, also known as the Marsh Arabs, who live deep in the wetlands, mostly as buffalo breeders in isolated settlements, a majority of which are reachable only by boat. Others live in small cities on the banks of the Tigris or Euphrates rivers, which feed the marshes.
Many of the Ma’dan left decades ago, when the marshes were ravaged by war, famine and repression.
During the Iran-Iraq war, waged between 1980 and 1988, the wetland’s proximity to the Iranian border turned the area into a conflict zone, a theater for bloody battles. Later, in the early 1990s, in the aftermath of a Shiite uprising against his Baath Party, Saddam Hussein intentionally drained the region — where many of the Shiite rebels had fled — as a punishment and a way to stifle the insurrection.
The marshes turned into a desert for more than a decade, until the United States-led invasion of Iraq in 2003.
By then, damage had already been done. By the early 2000s, less than 10 percent of the area’s original wetland existed as a functioning marshland.
Today, after being re-flooded and partially restored, the marshes are once again endangered — by climate change, lack of ecological awareness on a local level and, perhaps most dramatically, by the construction of dams in Turkey and Syria and upriver in Iraq.
In 2018, an extremely hot summer followed by a lack of rain caused a serious drought. In some areas, the water level fell by more than three feet.
“That’s it,” I remember thinking, as the small boat crossed the marsh where corpses of young buffaloes floated in the water. Buffalo breeders like Sayeed Hitham lost about a third of their livestock, and many had to leave when areas turned into a desert. They migrated to neighboring cities — or farther still, to the poor suburbs of Karbala, Basra or Baghdad.
But then, a few months later, the water began to rise. People returned. I photographed the renewal, just as I’d photographed drought the year before. But it felt then — it still feels now — like a sword of Damocles hung over the region.
The stakes are high, both ecologically and for the people who live here. If the already-depleted marshes dry up again, the Ma’dan may have no choice but to leave, to cast away from a peaceful enclave into a troubled land.
Still, I’ve kept coming back. Over the years, I’ve seen drought and abundance, freezing winters and burning summers. I’ve seen children born, and watched them grow up. I’ve followed Sayeed Hitham and his family as they moved around the marsh, the location of their new home dependent on the water level — and each time built out of reeds.
I’ve even gotten used to the huge water buffaloes, known locally as jamous, which represent the main source of income for most of the Ma’dan.
The buffaloes scared me at the beginning. But I’ve learned to walk through a herd of horns, to let them smell me, to pet the fluffy, friendly calves — the ones that try to lick my hand like oversized dogs.
When I outlined my progress to Sayeed, as we wrapped up breakfast, he burst into his wonderful, exuberant laughter. “You still know nothing, Emi,” he said. “You can’t even tell the mean jamous in the herd.”
Then, serious, and still smiling, he said: “It’s OK. You have time to learn.”
Kristy McCray of Columbus, Ohio, writes about the value of getting to know people in order to treat them the way they wish to be treated:
Many people live by the Golden Rule (treat others as you wish to be treated), but I’ve come to follow the Platinum Rule, which is to treat others as they wish to be treated. Treating others as they wish to be treated requires a willingness to learn about others’ lives.
For example, as an extrovert, I enjoyed talking with my professors, going to office hours and even loved being called on in class. If I treated all of my students the way I wanted to be treated, I would annoy (at best) or alienate some of my introverted, shy or anxious students. Instead of making assumptions to treat them as I’d like to be treated, I get to know students as individuals and treat them as they’d like to be treated, creating a richer learning environment.
Similarly, the Platinum Rule can be useful for white people in this era of racial justice, because it asks us to stop centering our own experiences as the norm. Instead, it asks us to consider how others may experience the world in ways that are unfamiliar to us and be inclusive of experiences that are different from ours.
Dave Dillon of Jefferson City, Mo., keeps it simple:
My philosophy is a very simple one I learned during my Catholic school days and in the Army. Although I don’t always live up to the standard, it has generally served me well: “Always behave as if someone were watching.”
William Dock of Seattle writes about a reminder that our choices affect other people as well as ourselves:
Just inside a harbor on Fidalgo Island, gateway to Washington’s San Juan Islands, I recall seeing a small rectangular sign on the end of a dock declaring “Your Wake Defines You” in red, black and white lettering, intended for boats that create havoc if they pass too quickly. This has also become my mantra.
No matter what I am doing, I always pay attention to the impact my choices have on others — from close relationships to what goes in my trash. If my impact is too destructive, I change course and find another way to achieve my goal — or, when necessary, forgo that goal altogether.
That’s not always easy, for shortcuts are tempting and some opportunities are tough to pass up. And, granted, there are at times impacts that you cannot see. However, if we constantly place value and attention on increasing the benefits that others get from our existence, or on reducing our negative impacts, the world would be a more habitable — and more humane — place.
Stephanie Harrison of Los Angeles finds inspiration in a passage from a novel for using anger as a tool for change:
A few weeks ago, I picked up (for the third time) Sandra Cisneros’s “The House on Mango Street” and read until I finished the vignette “Four Skinny Trees.” It is about four thin, “raggedy” trees outside the protagonist’s house that inspire her with their angry persistence as they spread “ferocious” roots and branches to the sky.
This vignette helped me understand that anger has guided my life and that I want to keep it that way. I do not mean the tantrums that sent me to discuss my anger issues in the second grade, but harnessing rage I feel as a 15-year-old and using it as a tool to create change in my life. This vignette helped me realize that my anger can be a source of motivation and strength.
I have improved my grades, organization, work ethic, appearance and the amount of joy I have as a result of channeling some of my frustrations into positive changes. Most recently, I joined the Pfizer/BioNTech adolescent vaccine trial to get revenge on Covid. At the core of my achievements is the spark of anger.
Students, read all of the letters to the editor, then tell us:
If you were to write a similar letter to the editor about the code by which you live your life, what would it say?
Is there a passage from literature, a quote from Scripture, a line or two of poetry, a song lyric, an idea expressed in a memoir or an interview, or any other example of language that serves as a mantra or an inspiration for you? If so, have these words ever contributed to a decision you made or to your understanding of a situation? Explain.
Are there any teachings, mottos, sayings or even sentiments you read in memes — or even on bumper stickers — that have brought you insight or comfort at a time when you needed it? Explain.
Which person’s code or philosophy, as presented in a letter, most resonates with you? Why?
What is the Platinum Rule, as described by Ms. McCray? How might following it lead to different outcomes than following the Golden Rule would? Can you give a real or fictional example of a situation in which you could use the Platinum Rule to lead to a positive outcome for all involved?
Students 13 and older in the United States and the United Kingdom, 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.
