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Our Fourth Annual Student Podcast Contest

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Our Fourth Annual Student Podcast Contest

Note: Register for our live webinar on March 25 about teaching with this podcast contest.

Do you listen to podcasts to find out what’s happening throughout the world? Or do you tune in to learn about sports, music or films — or simply to be entertained? Do you prefer shows with one host or multiple hosts? Are you interested in series that tell a story over many episodes, or shows that explore a new issue or interview a different guest each week?

Imagine you — or you and several of your friends — are behind the microphone. What would you talk about? What format would you use? What would be your unique podcast voice and angle?

In our Fourth Annual Podcast Contest, we invite teenagers to submit original podcasts of five minutes or less. Your creation can be about anything that interests you, in any form that you like. Our favorites will be featured on The Learning Network.

Take a look at the guidelines and related resources below. Please post any questions you have in the comments and we’ll answer you there, or write to us at LNFeedback@nytimes.com.

We will update this post with a link to the submission form when the contest opens on April 8.

Students ages 11 to 19 attending middle or high school anywhere in the world can participate in this contest. If you are 13 to 19 years old in the United States and the United Kingdom, or 16 to 19 years old anywhere else in the world, you can submit your own entry. If you are younger, an adult must submit your entry on your behalf.

  • Create a podcast that produces a complete listening experience with a clear beginning, middle and ending.

    Beginnings often draw the listener in or provide context. Endings often provide a summary, ask a question or tease the next segment.

    Your submission can be an excerpt from a longer podcast, as long as you demonstrate thoughtfulness about how you are using time. An ending can be a hard “end” of a podcast, or it can be the conclusion of a segment, or even the closing of an introduction within a longer episode.

  • You can use any podcast format or genre.

    Popular podcast formats include interviews, conversations, nonfiction storytelling and fiction storytelling. Popular genres include comedy, true crime, news documentary, history, radio theater and sports. But you can choose from unlimited choices of format and genre.

  • Podcasts must be five minutes or less.

    Please check the length of your audio file. (Just to be very clear, 5:01 is longer than five minutes.)

  • Your podcast must be original for this contest.

    We want students to be inspired by our contests and have an opportunity to reach a wider audience for their work. If you have already published a piece, then come up with something else to submit.

    In other words, if at the time of submission your work has already been published, or selected to be published, by a radio station, another podcast contest, or any other site (not including a teacher’s class page), then do not submit it to our contest.

    You are allowed to submit your entry to another publication or contest for possible publication.

  • Create your podcast by yourself or with a group, but please submit only one entry per student.

    If you are submitting as a team, remember to include all the names of those involved. If you’re submitting as part of a team, you should not also submit as an individual.

  • Use appropriate language.

    Assume your listeners are New York Times readers. No explicit language, please.

  • Be sure to use non-copyrighted sound effects or music, with some exceptions.

    If you use any music or sounds effects, please list the sources in a separate field in the submission form. You cannot use copyrighted sound effects or music for the sole purpose of making your podcast sound better. Instead, you can find royalty-free music and sound effects on Freesound and SoundBible, or by doing a web search for royalty-free files. Or you can use audio editing software to create your own music or sound effects. However, there are limited fair use exceptions when you can legally use copyrighted work, such as when you are critiquing a song or reporting on a film. Read more about those exceptions to ensure that your use of copyrighted material does not infringe on copyright protections.

  • Upload your podcast to SoundCloud to make it easier for our judges to listen to your work.

    We suggest that you use SoundCloud to host your podcast. However, our judges will listen to entries hosted on other podcasting sites, including Podomatic, Buzzsprout, Anchor, Spreaker and Podbean. Make sure that the track settings are set to “public,” and that you follow your hosting site’s terms of service. Note: Our judges have often had difficulty listening to podcasts hosted on GoogleDrive, so we strongly recommend you use a different method.

  • You must meet our eligibility requirements to participate.

    Students ages 11 to 19 enrolled in middle school or high school anywhere in the world can participate in this contest. The children and stepchildren of New York Times employees are not eligible to enter, nor are students who live in the same household as those employees.

    If you are not sure if you are eligible for this contest (for example, if you’re taking a gap year), please see our more detailed eligibility rules.

Answers to your questions about writing, judging, the rules and teaching with this contest. Please read these thoroughly and, if you still can’t find what you’re looking for, post your query in the comments or write to us at LNFeedback@nytimes.com.

QUESTIONS ABOUT PODCASTING

What is a podcast?

Simply put: Podcasts are audio programs that can take almost any form. They can be a news report or a one-act play; a formal interview or a friendly conversation; a personal narrative or a book review. Some podcasts are informative, others are entertaining, and others try to persuade. They can be funny, serious, thought-provoking or emotional. In short, your podcast can be pretty much whatever you want it to be.

How can I make my podcast stand out?

We are primarily looking for thoughtful pieces with a clear beginning, middle and ending. Here are a few tips to get yours noticed by our judges:

  • Choose a topic that matters to you. Not only will your passion sustain you during the creative process, but it will shine through in the final product. Remember, though, you have only five minutes, so make sure you choose something that you can do justice in that time. For example, you probably won’t be able to take on all of climate change, but you can focus on a small aspect of it, like food waste in your community.

  • Use a format that brings your topic to life. Ask yourself: What is the best way to tell this story? Is it appropriate to tell the story from your own point of view or should you conduct interviews? Does it make sense for the podcast to have a rigid structure or should it be more of a free flowing conversation? Should it be a nonfiction account or could a fictional story be more entertaining or meaningful?

  • Prepare. Before recording your podcast, create an outline or a script. Having a plan will both help you make the most use of your five minutes, and make it easier for your listener to follow along.

  • Make sure your audio is clear. You don’t need to have high-grade recording equipment to make a great podcast, but do be mindful to speak clearly and to eliminate background noise as much as possible.

  • Use sound thoughtfully and intentionally. Spoken word, music, sound effects and environmental noise can all make for a compelling listening experience. Consider how you might use them strategically to provide context, create structure for your podcast and engage your listeners’ emotions.

How do I come up with a topic for my podcast?

Your podcast can be about anything. To get ideas, start by browsing our list of 1,000 writing prompts, which includes questions on everything from video games and fashion to smartphones and parenting. Try responding to a few prompts that interest you. Then, you might choose one you enjoyed writing about as inspiration for your podcast.

If you’re thinking about sharing a personal story, take a look at these prompts for personal and narrative writing. If you want to assert an opinion or engage in a debate, look at this list of prompts for argumentative writing.

Can someone else produce or edit my work?

You are welcome to get feedback on and suggestions for your podcast, but the work you submit, including the editing and production, should be fundamentally your own.

Where can I find examples of podcasts in The Times?

You can find all New York Times podcasts in the Podcast column. Here are a few of our favorites:

  • “The Daily,” a 20-minute morning news program powered by New York Times journalism.

  • “Still Processing,” a weekly show about all things culture, from television and music to dating and the internet.

  • “Modern Love,” stories that explore the complicated love lives of real people.

  • “Popcast,” a podcast by the The Times’s pop music team on music news, new songs and albums, and artists of note.

But remember, you’re not limited to The Times for inspiration. You can find other podcast recommendations in the Arts section, such as this list of suggestions from 36 podcast personalities.

_________

QUESTIONS ABOUT JUDGING

How will my podcast be judged?

Your work will be listened to by producers and journalists on the New York Times podcast team as well as by Learning Network staff members, professional podcasters and educators from around the United States. We will use this rubric to judge entries.

What’s the prize?

Having your work published on The Learning Network.

When will the winners be announced?

About six to eight weeks after the contest has closed.

My podcast wasn’t selected as a winner. Can you tell me why?

We typically receive over 1,000 entries for this contest, so, unfortunately, our team does not have the capacity to provide individual feedback on each student’s podcast.

_________

QUESTIONS ABOUT TEACHING WITH THIS CONTEST

I’m a teacher. What resources do you have to help me teach with this contest?

Start with our unit plan for creating a podcast. It includes writing prompts, mentor texts and lesson plans that can support this contest. To learn more about how to teach with this unit, join our live webinar on March 25.

Do my students need a New York Times subscription to use these resources?

No. The Learning Network is completely free.

How do my students prove to me that they entered this contest?

After they submit their podcasts, students should receive an email from The New York Times with the subject heading “Thank you for your submission to our Podcast Challenge,” which they can forward to you to show their entry has been accepted.

What’s Going On in This Graph? | March 24, 2021

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What’s Going On in This Graph? | March 24, 2021

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

On Wednesday, March 24, teachers from our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time.

5. By Friday morning, March 26, we will reveal more information about the graph, including a free link to the article that included this graph, at the bottom of this post. We encourage you to post additional comments based on the article, possibly using statistical terms defined in the Stat Nuggets.

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

More?

• See all graphs in this series or a slide show of 60 of our favorite graphs.

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

• Learn more about the “Notice and Wonder” teaching strategy and how and why other teachers are using this feature from our on-demand webinar.

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

• Go to the American Statistical Association K-12 website, which includes teacher statistics resources, professional development opportunities, and more.

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.

Lesson of the Day: ‘Your Loved Ones, and Eerie Tom Cruise Videos, Reanimate Unease With Deepfakes’

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Lesson of the Day: ‘Your Loved Ones, and Eerie Tom Cruise Videos, Reanimate Unease With Deepfakes’

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

Featured Article: “Your Loved Ones, and Eerie Tom Cruise Videos, Reanimate Unease With Deepfakes” by Daniel Victor

Deepfakes, videos created with the help of machine-learning techniques to look as if they were real, have been developing for years. But two recent developments — a new tool that allows old photographs to be animated, and viral videos of a Tom Cruise impersonation — have shined new light on digital impersonations. While experts say these videos are not overly alarming in and of themselves, they raise questions about a future in which videos of real people are indistinguishable from computer-generated forgeries.

In this lesson, you will explore the technology behind deepfakes, how they are created and their uses, as well as their possible abuses. Then you will consider the implications of this technology: What are its pros and cons? What does it mean for our future?

Have you ever seen a deepfake video? If so, where did you see it? And did you think it was real or could you tell it was fake?

First, watch the two-minute deepfake video below created by Chris Ume that features Tom Cruise, the actor and star of the “Mission Impossible” series. Then respond to the following prompts:

  • What’s your reaction to the video? How convincing is it? What aspects are most realistic? What, if anything, leads you to doubt its authenticity?

  • What questions do you have about deepfake technology? What do you think Mr. Ume had to do to make this video so convincing?

Next, watch the behind-the-scenes video demonstrating how the deepfake video of Cruise was made and respond to the following prompts:

  • What did you learn about the creation of the Cruise deepfake? What was most impressive, surprising, fascinating or even scary?

  • What questions do you have about this new technology? What do you think might be its uses and possible abuses?

Read the featured article, then answer the following questions:

1. Why did the eerily realistic videos of Tom Cruise and the Rev. Dr. Martin Luther King Jr. receive so much attention? Do you think it was merited? What was significant about each?

2. “The digital imitation of Mr. Cruise was no easy feat,” writes Daniel Victor. Describe some of the important steps Mr. Ume used to create the TikToks. What new information did you discover about his process from the article? Why does Mr. Ume believe that the expertise required to use deepfake technology makes abusing it much harder?

3. Describe what the tool Deep Nostalgia does. What safeguards has D-ID, the company behind the tool, created to prevent its misuse?

4. What are some of the possible benefits of “synthetic media” or deepfakes, particularly for the advertising and entertainment industries, as well as for advocacy work? Give two examples from the article.

5. What are some of the possible dangers of deepfakes? Why does Nina Schick, the author of “Deepfakes: The Coming Infocalypse,” believe that the developing technology puts women and children at risk? How could deepfakes have a “destabilizing effect on global affairs,” according to the law professors Robert Chesney and Danielle Citron? Which of these arguments do you find most persuasive and why?

6. The article concludes with a discussion of consent — from those living and dead — who appear in deepfakes. Imagining a future in which our own voices could be used with assistants like Amazon’s Alexa, allowing us to stay connected with loved ones after our deaths, Henry Ajder, a deepfakes researcher, wonders:

“In what cases do we need consent of the deceased to resurrect them?”

“These questions make you feel uncomfortable, something feels a bit wrong or unsettling, but it’s difficult to know if that’s just because it’s new or if it hints at a deeper intuition about something problematic,” Mr. Ajder said.

Do you agree that the future of deepfakes is unsettling or problematic? How should we consider consent in the age of A.I.-generated images and videos? What other ethical issues emerged from the article for you?

Option 1: Watch and Respond to a Times Video.

Note to Teachers: The film contains two curse words. Please watch it in advance to make sure it is appropriate for your students.

In August 2019, The Times created the four-minute Opinion video “This Video May Not Be Real,” which we featured in our Film Club last year. In the video, Claire Wardle, an expert in online manipulation, addresses the question: How worried should we be about the growth of deepfakes?

Watch the film and respond to it in writing using the following prompts as a guide:

  • What messages, emotions or ideas will you take away from this film? Why?

  • How convincing is Ms. Wardle’s argument that deepfakes are no more scary than their predecessors, “shallowfakes,” which use far more accessible editing tools to slow down, speed up, omit or otherwise manipulate context? Do you agree that the real danger of fakes — deep or shallow — is that their very existence creates a world in which almost everything can be dismissed as false?

If you want to engage with this film further, you can participate in our Film Club conversation with other teenagers.

Options 2: Debate the Pros and Cons of Deepfake Technology.

How concerned should we be about deepfake technology? Do the benefits outweigh its possible dangers? What safeguards can we put into place to protect privacy and other abuses? In 2021, can we still trust our own eyes? Is seeing no longer believing?

Debate these and other questions as a class.

To help you argue the case for or against deepfake technology, you might start by looking at The Times’s Artificial Intelligence topics page, or begin with these articles:

Beyond The Times, you might also look at these resources:

About Lesson of the Day

• Find all our Lessons of the Day in this column.
• Teachers, watch our on-demand webinar to learn how to use this feature in your classroom.

Introducing the Data Analyst Career Path

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Introducing the Data Analyst Career Path

Last Fall we introduced our new and improved Career Paths, including Data Scientist, Front-End Engineer, Back-End Engineer, and Full-Stack Engineer. We’re excited to introduce a brand new Career Path to the mix — the Data Analyst Career Path.

The Data Analyst Career Path is designed to prepare you with everything you need to land an entry-level job as a Data Analyst — one of the most in-demand roles in tech. Businesses of all sizes are looking for data analysts to help make sense of marketing and financial data.

Read on to learn more about this new Career Path and decide if it’s right for you.

What to expect

We’ll take you through everything you need to succeed in a job as an entry-level Data Analyst, even if you have no prior experience with data or coding. You’ll learn Python and SQL to organize and manipulate data. Plus, you’ll learn how to conduct statistical analysis, create data visualizations, and translate your findings into actionable insights.

Here’s what you can expect.

Get step-by-step guidance

We’ll tell you where to start and guide you through all the steps you need to prepare for a career as a Data Analyst. You’ll find everything you need, all in one place.

Gain domain knowledge

You’ll gain the domain knowledge you need to be able to start from scratch and end with a new career.

You’ll get a foundation in statistics, plus we’ll teach you how to manipulate data with SQL and Python. Plus, we’ll show you how to acquire, manipulate, wrangle, and tidy data, explore and analyze data, and communicate your findings.

Apply what you learn to real-world projects

Career Paths set you up to work outside of Codecademy, teaching you how to leverage external content, set up your own development environment, and build projects off-platform as a professional developer would.

Build your portfolio

As you make your way through the Data Analyst Path, you’ll build multiple Portfolio Projects and earn certificates to prove domain mastery to yourself and recruiters, including:

  • U.S. Medical Insurance Costs: Use Python to analyze a dataset of U.S. medical insurance costs.
  • Life Expectancy and GDP: Analyze, prepare, and plot data about GDP and life expectancy from the World Health Organization.
  • Biodiversity in National Parks: Interpret data about endangered species from different parks and prepare your findings for presentation.
  • Data Analyst Final Portfolio Project: Wow prospective employers with a portfolio project focused on a topic of your own choosing.

Interview prep

In addition to your certificate of completion, which can be showcased during the job application process, we’ve built interview prep into the Data Analyst Career Path as well. You’ll find SQL for interview coursework dedicated to helping you prepare for Data Analyst interviews.

Get started

Ready to begin your journey towards a career as a Data Analyst? Start the Data Analyst Career Path here.

Introducing CS101: A major update to our Computer Science Path

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Introducing CS101: A major update to our Computer Science Path

The best programmers have a certain mindset and way of finding solutions. Our Computer Science Path with Codecademy Pro is your guide to thinking and coding like a professional.

We originally launched our Computer Science Path in 2018, but we’ve made the first in a line of major updates — the addition of a CS101: Introduction to Programming class, similar to what you’d take in a university. More updates will be coming later this year.

Our updated Computer Science Path will enable you to build a conceptual foundation, practice problem solving, and be ready to score an entry-level software engineering role. Read on to learn more and decide if Computer Science is the right path for you.

What to expect

The Computer Science Path was designed for beginners interested in pursuing a career in programming, including as a Software Engineer. But it also offers a solid foundation for hobbyists, students preparing for upcoming CS program coursework, or self-taught engineers looking to go back and learn what they missed in college.

You’ll learn about all the foundations of Computer Science, including the theory of computation and problem solving. In fact, you’ll learn everything you’d learn in a university CS101 class — at a fraction of the price.

Read on to find out more about what you can expect when you sign up for this path.

Get step-by-step guidance

We’ll tell you where to start and guide you through all the steps you need to achieve your programming goals. You’ll build a strong theoretical foundation, learn and master Python, and learn and practice the Computer Science fundamentals, including data structures and algorithms.

Learn smarter problem solving

One of the most important skills you’ll take away from CS101 — and the Computer Science Path as a whole — is the ability to think like a programmer. Learning the foundations of Computer Science will enable you to think and problem solve smarter.

Gain cutting edge knowledge

We’ve updated our CS101 content to reflect the latest standards. This includes updates to all of our Python 3 lessons. So you’ll finish the path with all the most up-to-date knowledge you’ll need to get started in an entry-level programming role.

Apply what you learn to real-world projects and build your portfolio

The Computer Science Career Path features projects and code challenges along the way where you’ll put what you’ve learned into action. You’ll also find capstone and Portfolio Projects that will set you up to work outside of Codecademy in your own development environment to practice and apply your skills, just like a professional developer would.

You’ll build a Python Terminal Game of your choice that you can share with friends and family — as well as with recruiters once you start your job search!

You’ll also learn about Data Structures and Algorithms, which will help you prepare for technical interviews.

Get started

Ready to start honing your problem solving skills and to start out on your path towards a career in programming? Start the Computer Science Path here.

Kicking off the Black and Brilliant AI Accelerator

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Kicking off the Black and Brilliant AI Accelerator

Last month we shared that we’ve partnered with Black and Brilliant on an Artificial Intelligence Accelerator program in order to upskill the next generation of AI superstars. The course begins this week. Over the next ten weeks, participants will take part in the accelerated course, along with the assistance of industry coaches.

We’ll be sharing updates and progress throughout the 10-week accelerator program, but to kick things off we wanted to share a little more about what the participants will be covering. Plus, introduce you to some of the inspiring learners taking part.

The curriculum

The course is designed to be an on-ramp into the world of AI, machine learning, or data analytics. Over the course of 10 weeks, participants will spend time learning about four main areas — programming and data engineering, responsible AI, user experience and creative, and the business of AI.

You can learn more about each of these areas below, which will include panel discussions which will be recorded and shared publicly if you’re interested in following along. To stay in the loop, follow The Black and Brilliant Advocacy Network on LinkedIn.

Programming and Data Engineering

Learners will get training in the critical skills and insights necessary for careers in Data Science, Machine Learning, and Artificial Intelligence. This includes learning to analyze data, communicate findings, and draw predictions using machine learning.

In addition to making their way through Codecademy’s Data Science curriculum, learners will receive coaching from industry experts including Quincy Olatunde, Mahir Yavuz, Nana Yaw Essuman, Ruth Ikwu, Marc Maleh, Michael Horn, Steven Kaneti, Tokunbo Michael Hiamang, Femi Anthony, Bashir Mohammed, Yla Eason, and Sean Reed.

Responsible AI

Learners will learn how to navigate the ethical and moral dangers of AI, capitalize on the opportunities, and incorporate social justice into their work. They’ll gain insights into handling bias and fairness, making AI accountable to users and citizens, ensuring transparency, and more, coached by Michael Horn and Toju Duke.

User Experience and Creative

Learners will get a grasp of user experience and creative. This will start with a look at design essentials, exploring design principles for infographics and data visualizations. Learners will also dive into user research, design concepting and prototyping, and usability research.

Coaches in this area include Marc Maleh, Dr. Matthew Adeiza, and Sakinah Adebola Abdul-Ibiyeye.

The Business of AI

Last but not least, participants will explore the different business models and key players in AI, including advertising, eCommerce, B2B,  and more. In addition, participants will learn about what it takes to succeed in key areas, including Data Management, Product Management, and marketing, and learn how to land jobs in these areas.

Coaches include Quincy Olatunde, James Briggs, Kevin McFall, and Tony Effik.

The learners

We received applications from all over the world and we’ll be introducing you to learners as they make their way through the 10-week course. Participants include those currently working as data scientists and data analysts, lawyers, PhD candidates, healthcare professionals, and those just starting out on their career journeys.

Cierra Hall, a Data Scientist intern and Python enthusiast from Virginia, shares why she decided to apply for the program:

“I want to be able to use technology to bridge the treatment provided to African American women especially in the area of maternity mortality rates. I think data can help prove that African American women need  additional care and provide potential solutions through the data. I know there’s power in data through the information extracted from it.”

Siphu, a Data Scientist from Canada, made a career switch from advanced practice nursing to Data Science and Machine Learning. Siphu shares, “I would like to be an impactful practitioner in AI that can offer a diverse voice to the conversation. I also think that ethics in AI does not get enough attention in academic settings and this would give me the opportunity to fill those gaps in my learning.”

Leonard Paul Kamara, a data analyst and sales engineer from California, applied for the program because he aspires to become an Artificial Intelligence and Machine Learning Engineer. “I want to use AI to positively impact lives,” he shared in his application. “I am keen on renewables and would one day like to leverage these skills to make a meaningful contribution to the development of clean energy.”

While many of our participating learners aspire to work as engineers, others are interested in learning more about AI in order to become more effective at their work in other areas. For instance, Michelle, a lawyer in New York, shares, “Biased AI in student disciplinary decisions has serious long term consequences. I think I will be a much more effective lawyer in this space when I know more about how the technology works.”

Terence, a PhD candidate in Alabama shares, “I am very interested in potentially utilizing AI to increase accessibility to mental healthcare.”

Yatisha Forde, a consultant in New Jersey, applied for the accelerator because she’s interested in introducing new skills into her tool set and to see if AI is a path she’d like to pursue. She shares, “I see a gap in Black, female talent in technical fields, where I could make a difference, if successful, by encouraging other people of color and women to undertake this career path.”

We’re excited to get to know these learners — and introduce you to others — as they make their way through the course!

How to follow along

We’ll be sharing updates over the next ten weeks, including recordings of panels and interviews with coaches and learners. Stay tuned for those updates here on the Codecademy blog. You can also follow The Black and Brilliant Advocacy Network on LinkedIn to stay in the loop. We hope you’ll follow along!

Color Love | Light Pinks & Blues

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Color Love | Light Pinks & Blues

Color Love | Light Pinks & Blues
Image source: Etsy

Pink peonies are by far my favorite flower. They add charm and nostalgia to any garden or flower arrangement with their large and fragrant blooms. Adding a few pink peonies to a simple canning jar can make a standout centerpiece at any pink/blue-themed party. It was my inspiration for today’s light pinks & blues color palette.

Light Pinks & Blues Color Palette

Below I have created for you a simple mood board featuring today’s color combination. It is in perfect Pinterest format, so feel free to pin it for later. I love how pink flowers look in front of the clear blue sky.

Light Pinks & Blues Color Palette

These colors also make for a stunning blog design.

Below you will find a sample of pink designs from our WordPress Theme shop.

Pink WordPress Theme

See our collection of other gorgeous color palettes by visiting our color palette section.

What do you think about our light pinks & blues color palette? Do you like this combination? Where would you use it? We would love to hear your thoughts, so make sure to share them in the comments below.

Lastly, learn about the power of color in blog design in our blog post to see how important colors are in all the projects you create.

Rolling Dice

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Rolling Dice

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

What story does this image inspire for you?

Use your imagination to write the opening of a short story or poem inspired by this illustration — or tell us about a memory from your own life that this image makes you think of.

Tell us in the comments, then read the related article to learn more.

About Picture Prompts

• Find all our Picture Prompts in this column.
• Have an idea for a Picture Prompt? Tell us about it.
• Teachers, discover more ways to teach with our Picture Prompts and learn how to use our free daily writing prompts for remote learning.

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.

Word of the Day: nuance

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Word of the Day: nuance

1. a subtle difference in meaning, opinion or attitude

2. the ability or awareness of slight differences in meaning or feeling

_________

The word nuance has appeared in 207 articles on NYTimes.com in the past year, including on March 3 in “Moxie’ Review: Rebel With a Cause” by Jeannette Catsoulis:

Despite an appealing young cast — Nico Hiraga, as Vivian’s sweetly respectful love interest, is a standout — “Moxie” needs fewer stereotypes and infinitely more nuance. The characters are underwritten and the screenplay (by Tamara Chestna and Dylan Meyer) overstuffed. Transgender and immigrant issues, as well as gender inequality in sports, are all superficially checked off in a plot that nostalgically suggests a homemade pamphlet from last century is more likely to raise consciousness than a wall-to-wall culture of #MeToo.

Burdened by oversimplification and a troubling coarseness — one young woman’s devastating revelation is a mere steppingstone to the film’s ra-ra finale — “Moxie” is a CliffsNotes guide to fighting the patriarchy. In its hyper-condensed view, all you need is a tank top, a Bikini Kill song and a mass walkout and voilà! The struggle is over.

Can you correctly use the word nuance 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 nuance 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.

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.

The Word of the Day has been provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

March Madness

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March Madness

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

Will you be watching the N.C.A.A. Division I men’s basketball tournament that begins this week? Do you think the N.C.A.A. can pull it off without a public health crisis? Do you think the tournament should happen at all this year?

Here is a little context about what is at stake:

The decision to pull 68 teams from across the country into a tournament in Indiana will have enormous repercussions for college sports. A successful men’s tournament, as well as a smooth women’s tournament in Texas, would lift the morale and finances of an industry that the pandemic has left in a precarious position. The N.C.A.A. lost nearly $56 million in its most recent fiscal year, primarily because the 2020 men’s tournament was not held.

If the competitions exacerbate the public health crisis or stumble significantly, college sports leaders, already under scrutiny on Capitol Hill and in the courts, will face scrutiny about whether they had prized money more than safety.

Tell us in the comments, then read the related article to learn more.

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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.

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