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See how Yvonne became an entrepreneur and found her dream job

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See how Yvonne became an entrepreneur and found her dream job

We’d like to introduce you to Yvonne. Today, she’s a successful entrepreneur and a Motion Planning Operation Specialist. Her journey has been an incredible one, and while she’s always made the most of every opportunity, she’s also faced some daunting challenges along the way. These challenges include undergoing 23 surgeries and a permanent tracheostomy, all while caring for her five children and ensuring they receive college educations. After her children graduated, Yvonne decided to follow her passion for technology into a new career. Her first step was to enroll in the Google IT Support Professional Certificate program. She shares her inspiring story below. 

My name is Yvonne Johnson-Webb. I am a Motion Planning Operation Specialist working in the Research Development department of a company in California. I am also an entrepreneur. My son and I started a company called Mild Vision to work with entrepreneurs who need essential tech services ranging from building PC’s and setting up websites to social media marketing. My contracts often required me to enhance my skills and learn new concepts. I continued to study in order to stay informed  of new advances in technology.  My interest in continuously upskilling is what led me to Coursera. I remember signing up for the Google IT Support Professional Certificate and putting all my effort towards completing the classes. My excitement and determination to be a part of the tech industry increased with every completed section! 

My college education was interrupted by significant health issues, so I continued my education online with self-paced courses. My interest has always been Information Technology. I started out building websites and learning to edit templates and backgrounds. My interest then shifted to PC hardware. I started troubleshooting, repairing, and replacing parts in my PC, which even led me to assisting and providing services to others.

Once I found the Google IT Support program, there was no stopping me. I knew that completing my training would allow me the opportunity to start a new career. Upon completion, I obtained a contract position in San Francisco as an Autonomous Vehicle Operator. My troubleshooting skills gained from the program came in handy and allowed  me to advance my position. I moved up to the research and development team and then transferred to the headquarters, where I was able to increase my knowledge of the autonomous vehicle industry. I maintained my contract position for 18 months before being hired as a permanent employee with my current employer. I now have my dream job with a fantastic company!

 “Obtaining the certification changed my life, and now I’m living my dream. I’m excited about my job and the future. I’m part of an industry that is making a difference in the world.”

I learned that in order to compete in the ever-changing world of technology, you must continue to update your knowledge and skills. I am currently enrolled in the Google IT Automation with Python Professional Certificate program. 

In terms of advice, I have always told others that the IT industry needs people. Completing this program can be the beginning of a new life with a new career. Completing this program will give you all the necessary skills required for any entry-level position in IT. Companies aren’t expecting you to know everything. They will train you, if you have the basic skills and are enthusiastic. These basic skills can be  gained from the Google IT Support Program, and the excitement of learning comes from you.

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Introducing: Aashir and Alison’s exciting new Webinar Programme!

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Introducing: Aashir and Alison’s exciting new Webinar Programme!

Earlier this year, Alison established the Webinar Programme as a means of providing more personalised support to our community of Learners. Webinars allow us to answer your questions directly and to provide tailored assistance in order to best aid you in your educational journey. At the moment, webinars are solely concerned with supporting Learners who are upskilling on the Alison Publishing Tool, however there are plans to expand the Programme to include webinars based on other aspects of Alison’s project. Aashir Rayyan Khan, Alison’s Webinars Lead, tells us a bit more about this exciting development.

Aashir, why did Alison set up the Webinar Programme?

Alison’s Webinar Programme was introduced as a way of providing additional support to people who wanted to become Self-Publishers or Alison Contractors using the Alison Publishing Tool. We want to give them the opportunity to connect with an Alison team member directly so they can ask questions and learn one-on-one. If you’re interested, you can register for the webinars here.

What is the Alison Publishing Tool?

The Publishing Tool is our free-to-use web-based tool for creating online courses on Alison.com. You can learn how to self-publish your own courses on Alison by becoming a Qualified Alison Publisher – Level 1. This involves completing two short courses, one of which is the Alison Publishing Tool training course which introduces you to the many features and functionalities of the tool. At Alison, we are experts in the field of online education, and are rigorous in delivering high quality learning materials, so we act as the certificating body and ensure that your courses meet the necessary standards. As part of the process of becoming a Publisher, you will also be assigned an Alison Publishing Mentor, who will guide you through creating your first course.

What are the benefits of self-publishing with Alison?

Alison is one of the world’s largest free learning platforms for education and skills training. We currently have over 2000 free courses, with over 17 million learners and 3 million graduates. Self-publishing on Alison is a great way to share your expertise with the world, upskill your staff or community, or boost your reputation, all while earning an income at the same time.

What are the most important lessons to learn for those interested in using the Alison Publishing Tool? 

It’s important for users to know about e-learning theory and how to create an online course from a learning perspective. It’s also crucial that they know how best to structure their course. All of this information is available in the Publishing Tool course and the e-learning course.

 

What is an Alison Contractor?

Alison Contractors are freelancers that publish courses for third parties on the Alison platform. Contractors must have the Qualified Alison Publisher – Level 3 qualification and have an extensive knowledge of the Publishing Tool. Once qualified, they work on a project-by-project basis, building courses using content provided by either Alison or external publishers. It’s a great opportunity for any Alison Learner.

What format do the webinars take?

Currently, we do a weekly 40 minute webinar – Webinar Wednesdays – alternating the focus between Self-Publishers and Contractors. The webinar is followed by a Q&A section where we deal with our audience members’ queries. 

What effect do you hope the webinars will have on how Learners use the Alison Publishing Tool?

The webinars provide learners with the opportunity to interact one on one with an Alison Trainer and have all their queries about the Publishing Tool answered directly. The hope is that people at various stages of the onboarding process will be able to gain support from the programme and in time continue their learning journey when we roll out our advanced level webinars.

Are there plans to expand the scope of the Webinar Programme in the future?

Yes. There is a growing interest in self-publishing and so we expect that we will need to scale the current programing from one self-publishing webinar a week to maybe 5-6 webinars a day, based on demand. We are also currently working on a number of new webinars, including Introduction to Alison, Advance Contractor Training and Alison for Businesses, which will showcase all of our corporate services such as Group Reporting, API and bulk purchasing. Eventually, we want to be able to expand the webinars to Psychometrics and to every other Alison product. 

Register for a webinar here and start your new career as an Alison Contractor or Self-Publisher!

Fatima Mahmood: “Alison offers quality educational material with very good evaluation criteria.”

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Fatima Mahmood: “Alison offers quality educational material with very good evaluation criteria.”

“My name is Fatima Mahmood. I am from Pakistan. I am working in the Education Department of the Punjab government in Pakistan. I have worked as a headmistress in a government special education school for the last fifteen years.”

How did you learn about Alison?

I received information on Alison via email.

What was your first course on Alison, and why did you choose it?

I started the Teaching Skills Learning Path as it was relevant to my work. In 2016, during my Alison studies, I got a promotion. So my studies have had a positive impact.

What’s your favourite way to relax from studying?

After completing my studies, I like to take some tea and sit and relax for a while.

What’s next for you, in terms of education or work?

I wish to continue to carry out my job in a way that earns me respect and good standing.

What would you say to someone if they asked you about Alison? Would you recommend it and why?

Alison is a very good online education platform. It offers quality educational material with very good evaluation criteria. If you work hard, you can get good results and earn a comprehensive set of certificates. It’s a road to success.

Why you should explain your approach during technical interviews

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Why you should explain your approach during technical interviews

This is a guest post from Daniel Chae, an experienced programmer and data analyst in Los Angeles, CA that is also passionate about helping people learn to code.

Coding can be tough when you’re trying to solve a problem, but you don’t know what you should do to come up with a solution. Things only get worse when you get stuck during a technical interview.

One of the best tips I’ve received for acing interviews is to explain my approach. Interviewers use this practice to test a candidate’s problem solving skills. I’d love to share with you how this tip has helped me with my interviews. I’ll also talk about why explaining your approach is so important for you moving forward. As I do this, I’ll speak about my own interview at Google and a few more personal stories of how this tip has benefited me.

What does “explain your approach” mean?

Explaining your approach involves two things. First, you must identify your core goal. Second, you must generate a step by step process that you can say out loud. You may not end up with the most perfect solution, but that’s okay. The purpose of explaining your approach is to help you get started with solving the problem. Then you can identify the exact steps necessary to build a streamlined solution.

Let’s try this out on a common coding exercise for beginners, Fibonacci’s sequence. The exercise asks you to print out a set of numbers where each number is a sum of all previous numbers. Your core goal would be as follows:

Core Goal: print out a sequence of at least seven numbers where each  number is the sum of all previous numbers. Start with 0 and 1.

The second action involves generating steps the problem requires. Then say the step out loud as you write the corresponding code. You can do this with writing these out, comments in your IDE, or pseudocode. Using Fibonacci’s sequence, here’s a set of steps you might come up with:

Steps required to solve the problem:
1. Create variable, a, to store 0 and variable, b, to store 1
2. Sum ‘a’ and ‘b’
3. Store the sum in variable c
4. Sum ‘a’, ‘b’, and ‘c’
5. Store the sum of ‘a’, ‘b’, ‘c’ in variable, ‘d’
6. Repeat until I could print seven numbers where each number was a sum of all preceding numbers.

If you look at the steps, you’ll notice it’s not the perfect solution. Again, that’s okay. The purpose of explaining your approach is to help you get started. Then you can use the steps you identified to build a more streamlined solution.

How I used “explaining my approach” during my Google interview

After learning how to explain my approach, I ended up landing an interview with Google. The interview was for a software development role with a Legal team. The interview day arrived and I got around to the technical interview. The first question was a whiteboard question. The interviewer told me to imagine a CSV file of jumbled numbers. She then asked me how I would organize the numbers into full 10 digit telephone numbers. The prompt felt vague so I didn’t know how I would go about solving the problem. But then I remembered I could explain my approach as a way to try and find a solution. I thought about the interviewer’s prompt and identified my core problem:

Core Problem: Organize a CSV of jumbled numbers into full, 10 digit telephone numbers.

Then I broke the problem into several steps. Here were my steps for solving the problem:

1. Access CSV file
2. Print out all numbers in the CSV
3. Create a new CSV file where I could store the full, 10 digit telephone numbers
4. Print seven numbers at a time
5. For each set of seven numbers, write the full, 10 digit telephone number to new CSV file

I finished writing my steps on the whiteboard and started writing the code for each step. I verbalized each step as I wrote the code for each corresponding step. After five minutes of doing this, I finished my solution. The interviewer took some time to review my work, which made me a bit nervous. After five minutes had passed, she let me know my solution wasn’t perfect. But she clarified that me explaining my approach made up for not having a perfect solution. She told me she was more interested in my thought process rather than my solution. Google ended up offering the role to someone who had several more years of experience. But they said I did well in the technical interview, even though I didn’t come up with the perfect solution.

How explaining your approach will help you through interviews

Explaining your approach will assist you in two significant ways. The first way is that you’ll have a solid strategy for generating a solution. You’ll have an increased clarity for accomplishing the task at hand. If nothing else, you’ll have a better chance at solving the problem.

Answering a technical interview question can be tough. Technical questions are tough especially if you haven’t practiced the problem beforehand. I practiced solving several questions before my Google interview. But I didn’t practice any questions with a CSV file. That said, explaining my approach helped me ace the interview. I was able to nail down the core problem I needed to solve and set the foundation for formulating an approach.

The second way is that you’ll give your interviewer a clear view of how you’re approaching a problem. Google interviewers aren’t the only ones who value the thought process. Interviewers across most companies want to see how you will tackle a problem. A solution isn’t worth much if you’re not able to explain how you got there.

I wasn’t excited to hear from the Google interviewer that my solution wasn’t as good as it could have been. But I was more happy than I was sad to know that I performed well on the interview despite not having a perfect answer. I went on to interview at two more companies after Google. Each respective interviewer was like the Google interviewer. They each told me they wanted to see my thought process, even at the expense of a perfect solution.

Now you can ace interviews and land a job

Explaining my approach has become one of my favorite problem solving tactics. It’s one of my go-to strategies for getting through interviews. It has helped me solve countless whiteboard problems and land several job offers.

As you go through interviews, I encourage you to explain your approach to the interviewer. Tell them about what you think the core problem is and the steps you think you need to take to arrive at a solution. Who knows, this approach could be what lands you your next job!

Color Love | Black & Gold

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Color Love | Black & Gold

As Christmas fast approaches, I’ve been searching for fun gift wrapping ideas and came across these glamorously wrapped black & gold packages. Aren’t they fancy? Nothing states “glam” better than a ritzy gold paired with a jet black. This gold & black color palette can induce feelings of happiness and bliss. It can also exude quality and authority when used in blog designs.

Black & Gold 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.

Gold & Black Color Palette

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


What do you think about our gold & black 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.


Check out this stunning black & gold Blogger template, which can be found in our Blogger Templates shop.

Lucy, Gold & Black Blogger Template

There is simply no shortage of blog design possibilities when it comes to bringing this pretty color palette to life.

Word + Quiz: seersucker

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Word + Quiz: seersucker

: a light puckered fabric (usually striped)

_________

The word seersucker has appeared in eight articles on NYTimes.com in the past year, including on June 25 in “Kentucky Derby to Allow Spectators in September” by Gillian R. Brassil:

The Kentucky Derby — known for its atmosphere as much as its thoroughbred racing — is keeping its fans this year for betting, mint juleps, and to see and be seen with elaborate millinery and seersucker suits.

There will be fewer spectators and new health precautions because of the coronavirus outbreak, but fans will indeed be on hand Sept. 5, race organizers said Thursday, to see if Tiz the Law can win the second leg of this year’s untraditional Triple Crown.

_________

Five Minutes of Beethoven

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Five Minutes of Beethoven

Beethoven was born 250 years ago this month and The Times is celebrating. In “5 Minutes That Will Make You Love Beethoven,” Times music editors and other experts invite you to “listen to the best of the stormy, tender work of the composer who changed music.”

We’re embedding one piano sonata above, but you can find many more selections in the article. Choose one, and as you listen write down what thoughts, images, emotions or ideas the music inspires for you. Then, tell us about your experience in the comments.


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.

Lesson of the Day: ‘Cleveland’s Baseball Team Will Drop Its Indians Team Name’

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Lesson of the Day: ‘Cleveland’s Baseball Team Will Drop Its Indians Team Name’

5. What is your reaction to the suggestions for a new team name mentioned in the article? What ideas do you have about how the team should approach its renaming?

6. What can you add to the final column in your K/W/L chart? You might also have additional questions or reflection ideas that you can make note of on your chart and include in the Going Further activity below.

This year, we asked students if they thought it was offensive for sports teams and fans to use Native American names, imagery and gestures. Here is what some of them said in the comments:

Comment #1

Being Native myself I get to see how things like this affect the Native part of my family and friends, and sometimes me, although I don’t face a lot of these things firsthand because I’m a kid in a newer generation, and I don’t have necessarily “dark” skin, nor fit into many of the stereotypes. I do see how every single insensitive action, like just the naming of a sports team, affects my community. My mother works with the Native community as part of her job, but not just locally — she works with Native communities throughout the country, and even the rest of the world — and rarely comes home and tells me about how happy a tribe is about the way they are portrayed in mainstream culture.

Allukoy from Eugene, Ore.

Comment #2

I do not believe that it is offensive. Although many may not know the history, the fact is that these teams are representing history. People today keep trying to erase history because everything is “offensive.” That is the problem, that people need to feel what they want to and if you do not agree it turns into hate or racist motives. If the Chiefs’ fans are offended by their use of the tomahawk, then I want the New York Giants to change because I am very tall and it’s offensive to use the name Giants. That is exactly my point. People are too sensitive and take offense when it is not derogatory in any way.

Katie from MHSN

Comment #3

@Katie What you said about being tall and wanting the Giants to change their name is a completely different point. People have not been attacked for hundreds of years because their height is above average. You haven’t had to live in poverty or worry about your life because of your height. People don’t need to “toughen up” because their ancestors have had to live through terrible conditions. They’ve already been tough. They’ve developed the thick skin you so desperately want them to have, so now they have the absolute right to be upset about the same people who look down on them because of their race and make light of their traditions. They regard them as less than human for generations, then use their life to get publicity. It’s not that hard not to be racist. It IS hard being degraded so that a sports team can make more money. They’re not trying to erase history, they’re trying to have a better future.

Ezabelle from Eugene, Ore.

Now, write about one or more of the following questions, or engage with the questions below by using a graffiti board. Consider the above student comments in your own responses. If you’re participating in a graffiti board activity, take time to notice what your peers write and respond to their comments, ideas and questions.

  • Do you think it is offensive for sports teams and their fans to use Native American names, imagery and gestures? Do you agree with any of the perspectives shared by the students above in response to that question?

  • What is your reaction to the decision that the Cleveland team made? Do you support its decision? Why or why not?

  • How do you think teams should approach changing their names or other imagery associated with them? Who should be part of those conversations?

  • What do you think the Cleveland team should do next? Is renaming the team enough, or should it formally apologize? Should the team further involve local Native American tribes?

  • The featured article notes that other professional sports teams, including the Atlanta Braves, the Kansas City Chiefs and the Chicago Blackhawks, have said they do not intend to change their names. Do you think those teams have a right to keep their names? Or do you think they, too, should make changes?

If you are participating in the graffiti board activity, debrief your experience in a class discussion: What common themes do you notice among the comments and questions? What are the areas of disagreement? How does reading your classmates’ comments influence how you think or feel about this topic?

Defining the Scope of Green Knowledge to be produced with Non-Linear Model of Innovation for Sustainable Development

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Defining the Scope of Green Knowledge to be produced with Non-Linear Model of Innovation for Sustainable Development

Shantha Indrajith Hikkaduwa Liyanage 

UD68996BMA78130

Doctor of Philosophy (Ph.D) in Management

Tutor: Iryna Ivashuk

 

The notion of knowledge and innovation produced in universities is co-evolving to contribute to the national economy over the last five decades. The literature does not adequately address the scope of green knowledge and innovation. However, the literature is rich concerning the structure of the production of green knowledge. Accordingly, the first revolution of the university system extended from teaching to teaching and the academic research. Since then, the research’s role grew as peer-reviewed basic/pure research but subjected to apparent weaknesses. One of them is that there is a delay in the application of knowledge.  Hence, the Bayh-Dole Act of the USA in 1980 was enacted to remedy the delay by allowing public-funded universities to commercialize the findings (Patent rights) of their research. Later, many European and Asian countries adopted similar legislation (Grimaldi et al., 2011).

Gibbons et al. (1994) branded the conventional knowledge production with basic research as Mode 1 Innovation model. Mode 1 Innovation model is a linear model of innovation, namely, first the basic research is conducted, after that it is published, then those who read apply the findings of the research. Hence, They introduced the Mode 2 Innovation model to overcome pure research weaknesses, such as delay in the application and the inadequacy of the disciplinary knowledge for solving complex social problems, which demand interdisciplinary and transdisciplinary knowledge. In the same vein, Etzkowitz and Leydesdorff (2000) strengthened the notion of applied research by introducing the Triple Helix Model of Innovation (THM) to produce knowledge with the university, government, and the industry. Carayannis and Campbell (2009) expanded mode 2 to mode 3 and blended the top-down approach of THM by bottom-up approach introducing the media-based and culture-based public and the civil society as a fourth helix in their Quadruple Helix Model of Innovation. Finally, the Quintuple Helix Model of Innovation (QuinHM) appeared as the broadest and the superior model of innovation by including the natural environment of society (Carayannis and Campbell, 2010).

However, there is a dearth of literature for determining the scope of green knowledge and innovation produced with the above models. In particular, the applied research with the non-linear models of innovation such as mode 2 innovation model, mode 3 innovation model, THM, QHM, and QHM for sustainable development.

When evolving from conventional scope of knowledge and innovation to green knowledge and innovation, universities face several challenges such as isomorphism, legitimacy, institutional logic. Isomorphism is a constraining process that makes one university to resemble with other universities in the organizational field. Hence, Universities which are made of isolated disciplines such as medicine, engineering, social science, managerial science, are isomorphic. In other words, the conventional scope can only be modified legitimately. In this respect, two universal packages, the 2030 Agenda for 17 Sustainable Development Goals (SDGs) and the 2016 Paris Climate Agreement, together with the Nationally determined contribution, have legitimately mandated to change from the conventional isomorphism, institutional logic of being ivory towers to contribute to economic development.

Hence, it is pointed out here that the green knowledge and innovation scope is fundamentally determined by Nine Planetary Boundaries/Safe Operating Spaces for humanity, Doughnut Economics, 17 SDGs of 2030 Agenda, and Paris Climate Agreement together with Nationally determined contribution.

Rockstrome et al. (2009) define the nine environmental operating spaces with thresholds that should not be encroached for saving the ecosystem are Stratospheric ozone depletion, Loss of biosphere integrity (biodiversity loss and extinctions), Chemical pollution and the release of novel entities, Climate Change, Ocean acidification, Freshwater consumption, and the global hydrological cycle, Land system change, Nitrogen and phosphorus flow to the biosphere and oceans,  Atmospheric aerosol loading. Doughnut economics elaborates how environmental degradation and social inequality is economically addressed for sustainable development so that no one should fall into the hole in the middle of the doughnut (Raworth, 2017).  The General Assembly of the United Nations adopted the 2030 Agenda for 17 Sustainable Development Goals (SDGs) in 2015. The blueprint has been built on the principle “Leave no one behind.” It is an urgent call from all nations. They have to collaboratively act for the peace and prosperity of the people and planet. The Paris Agreement sets out its target to keep the global temperature below 1.50 C or a maximum of 20 C by the end of this century. Nationally Determined Contribution (NDC) submitted by each member country is the heart of the Paris Climate Agreement.

 

References

Carayannis, E.G., & Campbell, D.F.J. (2009). ‘Mode 3’and’ Quadruple Helix’: toward a 21st-century fractal innovation ecosystem. International Journal of Technology Management, 46(3/4), 201–234. https://doi.org/10.1504/IJTM.2009.023374 

Carayannis, E. G., & Campbell, D. F. J. (2010). Triple Helix, Quadruple Helix, and Quintuple Helix and how do Knowledge, Innovation, and the environment relate to Each other? A proposed framework for a trans-disciplinary analysis of sustainable development and social ecology. International Journal of Social Ecology and Sustainable Development, 1(1), 41–69. https://doi.org/10.4018/jsesd.2010010105

Etzkowitz, H., & Leydesdorff, L. (2000). The Dynamics of Innovation: from National Systems and “Mode 2” to a Triple Helix of University-Industry-Government Relations. Research Policy, 29, 109–123. doi:10.1016/S0048-7333(99)00055-4

 

Grimaldi, R., Kenney, M., Siegel, D. S., & Wright, M. (2011). 30 years after Bayh-Dole: Reassessing academic entrepreneurship. Research Policy, 40(8), 1045–1057. https://doi.org/10.1016/j.respol.2011.04.005

Raworth, K. (2017). Doughnut economics: seven ways to think like a 21st-century economist. London: Penguin Random House

 

Rockstrom, J, and 26 more authors (2009). A safe operating space for humanity. Nature 461, 472–475. DOI: 10.1038/461472a; pmid: 19779433

Thanks for helping us donate 100,000 accounts to workers in need

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Thanks for helping us donate 100,000 accounts to workers in need

In April of this year, we pledged to donate 100,000 Pro memberships to workers affected by COVID-19 with the help of new Codecademy Pro members. For every new Pro membership purchase, we set aside five Pro memberships for workers displaced by the pandemic.

The response was overwhelming. Our community banded together to help us spread the word. Within a month and a half, thanks to the generosity of learners from around the world, we reached our goal. 100,000 Codecademy Pro memberships were set aside for furloughed, unemployed, and otherwise affected workers.

To date, we’ve already given tens of thousands of memberships to those affected by COVID-19 — and we’re not done yet. If your work has been affected, we still have a number of donated memberships available. Learn more and apply here.

Stories from donation recipients

We believe that learning something new can provide a welcome distraction and sense of empowerment during this challenging time. We’ve been so inspired by messages from donation recipients who are taking this time to learn new skills and develop their careers.

Julian H., a learner in Australia, is looking at the pandemic as an opportunity for change. “Professionally, it has steered me away from my normal job (paid shutdown) and towards a career that I have been wanting to pursue for a while — programming.” Julian used his donated membership to prepare for a coding bootcamp and begin his journey towards becoming a full stack developer.

Clara M. in Argentina shared that she was using her donated account to “become more well-versed in Python and acquire technical skills that are essential in the tech-powered workforce.”

Jennifer O., a San Franciscan whose role was eliminated due to COVID-19, shared with us that she was taking the opportunity to learn to code in order to become a better marketer. “I’ve been in marketing my entire career and feel that coding skills will help me better understand how the companies I work for actually work, making me a better partner and informed decision maker.”

One donation recipient in the UK shared with us that they used their free membership to learn skills that landed them a new job:

“The membership has been so valuable in both maintaining a neutral level of mental health, and also in my job applications by giving me a daily focus outside of my daily job search.

“I heard two weeks ago that I have secured a new software engineering role at a gaming company. This would not have been possible without Codecademy. The programming tests were entirely based in Python and JavaScript — two languages I have only begun to learn since receiving the donated membership.”

Along with our donation recipients, we want to give a big thank you to all of the new Codecademy Pro members that helped make this possible. We can’t wait to hear — and share  — more stories from our donation recipients.