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Film Club: ‘Greta Thunberg Has Given Up on Politicians’

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Film Club: ‘Greta Thunberg Has Given Up on Politicians’

2. After watching, think about these questions:

  • What questions do you still have?

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

3. An additional challenge | Respond to the essential question at the top of this post: What gives you hope in the fight against climate change?

4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

6. To learn more, read “This Is the World Being Left to Us by Adults.” a Guest Opinion Essay published in August by Greta Thunberg along with Adriana Calderón, Farzana Faruk Jhumu and Eric Njuguna, who are youth climate activists from Mexico, Bangladesh and Kenya:

Last week, some of the world’s leading climate change scientists confirmed that humans are making irreversible changes to our planet and extreme weather will only become more severe. This news is a “code red for humanity,” said the United Nations secretary general.

It is — but young people like us have been sounding this alarm for years. You just haven’t listened.

On Aug. 20, 2018, one child staged a lone protest outside the Swedish Parliament, expecting to stay for three weeks. Tomorrow we will mark three years since Greta Thunberg’s strike. Even earlier, brave young people from around the world spoke out about the climate crisis in their communities. And today, millions of children and young people have united in a movement with one voice, demanding that decision makers do the work necessary to save our planet from the unprecedented heat waves, massive floods and vast wildfires we are increasingly witnessing. Our protest will not end until the inaction does.

For children and young people, climate change is the single greatest threat to our futures. We are the ones who will have to clean up the mess you adults have made, and we are the ones who are more likely to suffer now. Children are more vulnerable than adults to the dangerous weather events, diseases and other harms caused by climate change, which is why a new analysis released Friday by UNICEF is so important.

The Children’s Climate Risk Index provides the first comprehensive view of where and how this crisis affects children. It ranks countries based on children’s exposure to climate and environmental shocks, as well as their underlying vulnerability to those shocks.

It finds that virtually every child on the planet is exposed to at least one climate or environmental hazard right now. A staggering 850 million, about a third of all the world’s children, are exposed to four or more climate or environmental hazards, including heat waves, cyclones, air pollution, flooding or water scarcity. A billion children, nearly half the children in the world, live in “extremely high risk” countries, the UNICEF researchers report.

This is the world being left to us. But there is still time to change our climate future. Around the world, our movement of young activists continues to grow.

What Students Are Saying About Climate Anxiety, Football Controversies and Making Choices

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What Students Are Saying About Climate Anxiety, Football Controversies and Making Choices

It is underwhelming yet not surprising that only 26% of Americans are worried about climate change, and it is most likely composed of Gen Z since they will have to face the consequences, unlike older generations. This portion only goes to show the disconnect between many Americans since much of the population either does not believe in climate change or separate themselves from societal issues which ultimately only hurts marginalized identities. Despite this, Shain’s article stresses the value of climate action since shared feelings of grief open a door of social support and the opportunity to fight for sustainability. Many activists, such as Greta Thunberg, have challenged political leaders to take immediate action to protect the livelihoods that will be stolen from climate change; however, a plethora of communities have actively fought for climate justice, yet their voices are not amplified, such as the Indigenous American community…Because of this, we need to recognize more communities that are directly impacted by this issue and fight for climate justice.

— Vera, Kempner High School

While I do not experience “Climate Anxiety”, I think that it’s very important to be aware of our environment. The changes happening today are our future and if we want to live in a safe and habitable earth as adults, we need to think about our decisions today. I think that most of the people concerned with Climate Change are my generation, or Gen Z, because it’s almost not the older generation’s problem because they will be gone before it starts to affect them.

— Matthew, Long Island

Reducing climate change has always been a passion of mine since middle school. Yes, I have on multiple occasions worried about the current state of our world, where it’s headed, and how we’re going to stop trends stirring us in the wrong direction. But after taking an AP Environmental Science course my sophomore year of high school, I found myself a coping method: breaking it down. There are many factors that fall under the umbrella of climate change, from waste disposal to agriculture practices to factories; during the APES course I learned about all these things and what things have what affects on the environment. It may seem like learning about all the different ways we’re hurting the earth would cause more stress, but for me it helps me process everything. When you think about climate change as a whole, naturally that’s a bigger bite then we can chew- you just don’t know where to start- but when you break it down into all the contributors, it’s much easier to digest. In regards to conservation efforts, identifying and figuring out how to tackling one specific factor is much easier than trying to take on climate change all together.

— Annika, Glenbard West High School

I do believe that I have, to some degree, experienced anxiety and grief related to climate change. Sometimes when my mind is wondering, a world fully infested with climate change will invade my thoughts. I may think about towns being flooded, vegetation becoming scarce, or animals that have been on this planet for longer than humans going extinct. To try to cope with this “climate anxiety,” I think about the things that can be done to reduce climate change. When thinking about this it calms me down some, knowing that if we all work together, we can stop, or at least reduce, the flooding, food scarcity and animal extinction caused by climate change…

— Peter, Julia R. Masterman School

For some, climate change is not an issue worth tackling. However, for others, climate change is the source of unrelenting anxiety, especially for those who are directly impacted by the change in climate, even those concerned about the future. This anxiety and grief run through the veins of many young people, and while, in many cases, anxiety is associated with negative connotations, in this case, anxiety should work as our motivation for change. As we continue to uphold the status quo and allow multibillionaires to continue to pollute ecosystems and harm the Earth for profit, we are allowing people all over the world to suffer, specifically those from low-income communities and people of color, who are “often on the front lines of climate change.” While it is imperative that the grief that we collectively feel is used to bring about real action we should also celebrate our wins, as well as work to overcome this despair and transform it into a more positive feeling …

— Emaan, Kempner High School

I experience climate anxiety, as I think a large portion of my generation does. This guilt has integrated into my everyday life from things like what I eat to where I buy clothes. The threat of climate change is all-encompassing, thus the anxiety is too. Some try to argue that the guilt is pointless because there’s nothing you can do about climate change. While I can understand that feeling, I would have to disagree because there are always actions you can take to make a change. I think it’s about finding ways big or small that make a difference whether that be voting for the right people, volunteering your time, or making sustainable swaps. Of course, this problem can’t be solved on our own, it is largely on big corporations to fix their practices of fossil fuel burning, but we can still use that feeling of guilt to create a positive change.

— Ben, Glenbard West HS

As someone who often experiences anxiety, when I contemplate my future plans, I often circle back to the worry that there’s no point in making any goals if there might not even be a world I want to be in, in the not-so-distant future. I wouldn’t say it’s the top priority in my life but it’s like a nagging issue, constantly in the back of my mind. The article claims that 26 percent of the American population is very concerned about climate change. I find this statistic depressing as that’s exceptionally low when climate change is a detrimental problem affecting everybody. Many young people I talk to seem to feel like the situation is out of their hands completely. That it’s impossible to change the outcome at this point. While I understand how they feel, and oftentimes feel just as hopeless, I think people need to ask themselves: What is it that I can do to make a small change in my day that will make a difference no matter how seemingly insignificant?

— Zoe, Union High School, Vancouver, WA

What’s Going On in This Graph? | Nov. 10, 2021

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What’s Going On in This Graph? | Nov. 10, 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, Nov. 10, 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, Nov. 12, we will reveal more information about the graph, including a free link to the article that includes 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 collections of 60 of our favorite graphs, 28 graphs that teach about inequality and 24 graphs about climate change.

• 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 from this 5-minute video and how and why other teachers are using this strategy 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, Census in the Schools student-generated data, professional development opportunities, and more.

Students 13 and older in the United States and the Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

The Whole World

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The Whole World

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

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


Want more Picture Prompts? Find them all in this column.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Word of the Day: facile

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Word of the Day: facile

1. arrived at without due care or effort; lacking depth

2. performing adroitly and without effort

3. expressing yourself readily, clearly, effectively

_________

The word facile has appeared in 41 articles on NYTimes.com in the past year, including on March 3 in “A ‘Rent’ Reunion Measures 25 Years of Love and Loss” by Maya Phillips:

Is “Rent,” Jonathan Larson’s 25-year-old groundbreaking musical, somber or celebratory? When I was in high school, in the early throes of my “Rent” obsession, I made my aunt see the show. “That’s so depressing!” she wailed afterward. “No it isn’t!” I insisted. She looked at me like I was crazy.

It took me a few viewings before I could watch “Rent” without bursting into head-aching, snot-falling ugly crying, but eventually the show became my joy, my comfort. As much as Roger and Mark, a songwriter and filmmaker, hoped to make something of themselves through their art, so did I make myself — in whatever facile way — through “Rent,” using it to shape myself as an artist and an outcast and a New Yorker.

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

If you enjoy this daily challenge, try one of our monthly vocabulary challenges.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

Coming Soon – Skill Platforms from your Learning System Provider

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Coming Soon – Skill Platforms from your Learning System Provider

Automatic Pot Stirrers. Until yesterday, I had no idea this even existed, and only learned about it (a learning experience) from an Uncommon Goods catalog. I saw it, and thought this is a clever idea. I then did what folks who see products that think “maybe I’ll buy it” go online to do comparision pricing. And lo and behold, there wasn’t just this one product, but a lot of these things out there. It’s like a hidden niche product line, just waiting to be discovered.

Cheap ones. Expensive ones. Ones with great reviews, ones with bad reviews. Ones claiming it is a miracle worker, others saying they can’t spin water.

Then on top of all that, it turns out these companies, even the ones you are like, “Who?” make other products that are either similar in some fashion or not at all to the auto pot stirrers.

The ones that had other product lines with some similarities to the auto pot stirrer, definitely would confuse any consumer, because if that is the case, why buy this one, when I can get a combo one, that does way more than just a pot stirrer?

Skills in Learning Systems, that are not like or may be similar to a skills platform – Confused yet?

I’m sure you have heard the saying, “When is a bird, not a bird?” What you haven’t? That’s good, because me neither. I just made it up.

I guess for those folks who refer to a bird as a middle finger, yeah, you got me there.

Anyway.

I figured the best way to explain this, without making you feel as though you are not getting whiplash, is via Q and A – with me. For fun, feel free to use a different voice, when you read it back.

Q: What is this new trend you are talking about? My learning system says it comes with skills functionality?

A: The trend I am referring to, is where that same learning system vendor has/is creating a separate skills platform, that is an add-on to the existing learning system you have just purchased. It is either included (in the pricing) at no additional charge OR as a separate fee.

There will be learning system vendors who will offer their Skills Platform as a standalone, which means that you can just purchase that, without having to buy their learning system, if you so choose – let’s say it is an LMS or even an LXP, for example, Biz Skills – is following this approach OR you have to purchase or already have the vendor’s learning system, let’s say an LMS or LXP, before you can purchase the Skills Platform – Cornerstone xPlor, Cornerstone’s skills platform.

Q: What about vendors who sell their system as a “learning suite”?

A: If they have a separate skills platform, then again, it is separate (I’ll explain really how this works, because it will be confusing as well) add-on, they may include it at no additional charge – after all you are buying the entire suite OR sell it as an add-on, because there are vendors who sell a “learning suite” where each module if you will, is actually a separate cost. In this manner, the learning module is a must buy, because if you are doing learning or training for example, learning has to be the foundation, right?

Everything can synch in theory.

Add-ons (the term I use, plenty of vendors do as well) or modules (one in the same) are actually already in the learning system -but are not visible, until you purchase said add-on. Then they (the vendor) activates it, and whalla, it is fully integrated.

If the add-on is free, then it automatically appears in the learning system. This is why, there is functionality you can turn off, because of the way the system is built.

Using Biz Library as an example here. They have an LMS. If you are an existing customer and you want Biz Skills (an add-on, that can be a standalone), after you purchase it, it will – the capabilities automatically show up in the LMS (in the admin side, and learner side). The navigation stays the same, the look and feel stays the same. If you do not buy it, then it doesn’t appear.

Q: Okay, I think I got it, but what about vendors such as Degreed and EdCast and Pluralsight which seem to be heavily focused on skills capabilities/functionality. Are they already in this new trend?

A: No. These systems come with all the skill capabilities/functionality etc. in the sytem itself. You are not purchasing an add-on specifically for skills, excluding 3rd party off the shelf content/courses; it is a key a core component of their systems. Now any of these vendors could create and sell, add-ons to their existing platforms, but these would be more along the lines of enhancements or specific functionality to boost the system.

Degreed for example, sells an add-on called “Opportunities”. Yes, the whole spin is to tie skills to job opportunities, but if you choose not to purchase it, because you have no interest in doing this, you are not impacting the system itself – to such a level, that it radically changes. EdCast XP, used to charge extra for Domo, a BI – think advanced analytics solution. If you wanted to take your metrics to the next level, you purchased it – it is now included at no additional charge – called EdGraph. But initially, this was the approach. For most folks, the current metrics are sufficient.

Q: My LXP and LMS repeatedly say they have skills features, in the system. Does this mean these new skills platforms are already built into the system?

A: Yes and No. As mentioned earlier, all learning systems who have add-ons (additional cost or not) are in the system already, they just turn on the features. Systems that already come with skills functionality – and I can say it is all over the place, some with quite a bit, others not so much, is part of the system – at no additional fee.

Thus, in one way, the answer is no. However, a vendor could easily spin the skills component as a “separate product” – list it as part of their “learning suite” and say it is already included, at no additional cost.

When you think about, some vendors are already doing this with other offerings. I have seen vendors split out under the suite, “You get an LMS, LXP, eLearning marketplace” as part of our suite. OR the system is made up of an “LMS, LXP, eLearning Marketplace, a year’s supply of Rolo”.

Now, in reality, all of those offerings exist in the system.

If I was the vendor, and already had skills functionality in my system, I’d spin it as a separate product, that is included as part of the suite. My gut says there will be vendors who do this in the coming years, to offset those who are really building a separate platform.

Why do I say this? Because think of all the vendors who spin that they an LMS or LXP as part of their platform, even though it already existed in there, ahead of time. And they market it as such.

Q: What do you find that skills platforms, those that exist, as well as skills already in the system, that should be standards, regardless?

A: Skill Ratings. A system who says they have skills functionality already OR has a separate skills platform, must have this. There are vendors who refer to this feature as – Self-Assessment. Pretty basic honestly. With the vendors who offer it, or plan to:

  • The Base – Learner (usually an employee) self-rates themselves on a skill or set of skills. Their Manager rates them on said skill or set of skills.
  • Next tier up – A target – This is where a “target” is set that is the minimum that learner has to meet to be identified as knowledgeable and thus in theory, capable with that skill. Thus you see – Learner-Manager-Target. Who creates the target? Who knows. Maybe the manager, maybe the system, maybe Fred down the street. Hi Fred!
  • Next tier up – Identifying what those numbers really mean. In other words, vendors for right now, usually use a five point scale. 1 – is beginner or novice, 5- Expert. There are vendors that have eight point – which makes no sense, and even 10 point. I know of two vendors, who allow the administrator to decide whether they want a five point scale, eight point or 10 point.
  • Next tier up – The administrator or whoever, writes in text for what each point means. In other words, a beginner is someone who has no knowledge of this skill. At point 2 – the learner knows blah, blah, blah, blah – It needs to be very specific.

There are vendors who have some text already in there – think a default. The admin can change that. Generally speaking, the vendors who I know offer this (i.t. the boxes where you identifiy the criteria to achieve that skill) will work with the client, as part of the setup to ensure it is explicit enough on what each point on the scale means.

I will tell you that there are a lot of vendors who lack skill ratings, and plenty who do offer it, lack the scale explanation feature – which to me is a must. Ditto on the target.

  • Next tier up – Content/Courses associated with the skill(s) that they will need or should explore to meet the target. This is where the “AI” comes into play. A few offer this already. Seems to be a no-brainer to me.
  • Next tier up – On the admin side – Data showing the skill ratings breakdown, along with the manager’s rating and the target and tracking this. I find this is all over the board. And so far, it looks like someone just grabbed an Excel Graph to do it.

Another function that everyone should have are the Top 10 skills and bottom 10 skills. This would appear on the admin dashboard on the home page. When I see this, it is always the top 10. Same with content too mind you. Nobody ever shows nor allows a filter to show the bottom10, the content that nobody is touching – bottom of the rung. Yet this is crucial information. I would want to know what people are not selecting as a skill, and then try to figure out why, especially if you – who is running L&D or Training, see this as important. The content – again, maybe the content is awful design, maybe the skill map is wrong, and if you are paying for it, then why? We tend to look only at the top, and ignore everything else. This is the wrong way to think. You have to look at popular and not. Otherwise, your data is skewed.

The Big Missing

  • On the admin side – Data with the skills tied to content/courses and metrics there. This isn’t a correlation angle here, this is you finding out which skills folks are selecting tied to which course and content, with a trend line. This will tell you whether you need more content around this skill, whether the skill mapping to the content/courses (if your system offers this) is accurate or not. And if you are tying all thise to job roles, then – are all your learners with that job role or role they are seeking, are selecting the skill(s) to do it, tied around that specific content/courses. There is a lot of data you can extract from this. I can tell you, that I have yet to find a vendor who can show these specific metrics – will the entire combo.

Interesting Tidbit

Due to the Great Resignation, existing learning system clients are reaching out to 3rd party content providers seeking wellness courses/content. The amount of calls and inquiries are the highest, providers have ever seen.

And yet, there are ZERO skills or various levels someone could accomplish. For example, why can’t I achieve higher levels for say Yoga? If you offer online classes to your learners, even if they are recorded, would you want someone who is at the intermediate level to be with the beginners?

L&D and Training needs to consider this, and learning systems need to add it. Wellness content is only as could as what can be accomplished with it, for the individual.

Bottom Line

Skills Platforms by existing learning system vendors will continue to grow. You can expect to see “Coaching and Expert(s)” as a separate down the road too.

Different brand name, different business strategies.

Different way

Of selling training

and Learning.

E-Learning 24/7

10 R Code Challenges for Beginners

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10 R Code Challenges for Beginners
10 R Code Challenges for Beginners

Learning R takes time and practice. If you’re new to programming with the R language, you’re probably taking online courses and reading books on the subject. That’ll give you some of the knowledge you need to become a skilled developer, but you still need to get in some practice writing actual code, executing it, and chasing down bugs.

Still, that doesn’t mean you have to build a complete project every time you want to get your hands dirty writing code. You can test and expand your skills by taking code challenges — minor problems you can solve with code. Some will be harder than others, and each will teach you skills you’ll use later in full-scale projects.

This article introduces you to code challenges by giving you 10 that you can complete using the R programming language. Try a few today and then complete them throughout the week. Once you’ve completed these, we’ll show you how to find more, as well as how to learn more about R.

We designed these code challenges for new R developers, so even if you’re only familiar with the basics, you should have no problem getting started. Just fire up your R development environment and start writing code. Or, try building them in a workspace.

If you have trouble with the challenges or don’t know R yet and want to learn, check out Learn R. This course will teach you everything you need to know to finish these exercises.

1. Create an array of matrixes

In R, a matrix is a collection of elements of the same data type arranged in a fixed number of rows and columns. A vector is the simplest type of data collection, which consists of a collection of things.

For this challenge, you need to write code in R that’ll create an array of two 3×3 matrixes from two given numeric vectors of different lengths. Each matrix will have 3 rows and 3 columns.

2. Create a list with different types

A list in R is an object with heterogeneous elements. A list can consist of many kinds of objects, including matrixes, functions, or even data frames.

For this challenge, create a list with R containing two vectors, one simply x and the other of 100 random integers, and print the results.

3. Create a matrix from vectors

For this code challenge, you should write code in R to create three vectors: x, y, and z. These vectors should contain three elements each, and they all should be integers.

Then, add code to combine the three vectors into a 3×3 matrix, A, where each column represents a vector. Then, change the row names to a, b, and c.

4. Accessing elements in a list

For this code challenge, write code in R that creates a vector of any length you choose, a matrix of any size you want, and a list of any length. Then, add these three objects you created to another list and access the matrix from the list you just created.

5. Classic fizz buzz challenge

This is a classic coding challenge that you might run into in many programming courses and often in entry-level programming job interviews. To complete it, write code in R that prints the numbers from 1 to 100. Also, have it print fizz when the number is a multiple of 3, buzz when it’s a multiple of 2, and fizzbuzz when the number is a multiple of both.

6. Custom number sequences

For this challenge, write code in R that generates a sequence of numbers from 20 to 70. Then, create a variable to hold the mean of the numbers from 23 to 97.

Next, create a variable that holds the sum of the numbers from 34 to 89. Finally, create a list containing these three items.

7. Generate the first 10 numbers in the Fibonacci sequence

A Fibonacci sequence is a series of numbers where each number is the sum of the two numbers before it. For this coding challenge, write code in R that prints out the first 10 numbers in the Fibonacci sequence. It should print the following:

0, 1, 1, 2, 3, 5, 8, 13, 21, 34

Do this mathematically and don’t just copy and paste the numbers above. Can you print out the first 50 for extra credit?

8. Give me the primes

Prime numbers include 2, 3, 5, 7, and any other number that’s only divisible by itself and 1. Write a function in R that takes an integer as a parameter and returns all the prime numbers up to and including that integer.

9. Taking user input

For this challenge, write code in R that prompts a user for their name on the command line. Then, have it prompt them for the city they live in. Finally, print out a greeting. If their name is Bob and their city is Austin, the greeting should read “Hi to Bob from Austin.”

10. Compute them all

In this challenge, you need to create a vector that contains 8 random integer values from -100 to 100. Then, put them in 4×4 matrixes where each column contains two of the generated values, their sum, and their mean.

More ways to build your R coding skills

If you liked the code challenges above and want to try out more, you can find weekly and daily code challenges here. Or, to take your R skills to the next level, you can check out courses like:

Also, remember to continue to complete code challenges often, so your R programming skills never get rusty!


R Courses & Tutorials | Codecademy

R is a widely used statistical programming language that’s beloved by people in academia and the tech industry. But that makes it sound more intimidating than it actually is. R is a great first language for anyone interested in answering questions with data analysis, data visualization, and data sci…

What is a Business Analyst in Software Development?

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What is a Business Analyst in Software Development?

Business analysis is a rapidly growing market. If you’re an analytical thinker, problem-solver, and effective communicator, then a career in this expanding field may be a great fit for you.

As a Business Analyst in software development, you’ll use technology-focused data analysis to improve the business operations and productivity of your company. You’ll work with both technical and non-technical teams and focus on how to encourage business growth.

If you just recently learned about the field of business analysis, you’re not alone. As a relatively new field, the need for Business Analysts has seen a spike in recent years. This is because companies and organizations are producing and storing more data than ever before.

But, recent studies have shown that up to 55% of this data is unused, resulting in a new term — “dark data.” Dark data is information that’s collected by organizations but unused for analytics, business relationships, or monetization. This seems like a job for Data Analysts or Data Scientists, right?

Maybe in the past, but not anymore. Leveraging the data to improve its viability for businesses involves more than just data analysis. And this is where Business Analysts come in. In this article, we take a closer look at what Business Analysts do, what skills you’ll need to succeed in this role, and how to get started in the field of business analysis.

What does a Business Analyst do?

Put simply, a Business Analyst (BA) evaluates business data to improve decision-making within the organization. They essentially act as a bridge between management or stakeholders (the decision-makers) and production (the decision implementers).

Their goals are to maximize profits, streamline production, and increase efficiency. Business Analysts are proficient in four primary kinds of analysis:

  1. Strategic planning. This type of analysis reveals the needs of an organization.
  2. Business model analysis. The BA uses this analysis to define policies and market strategies.
  3. Process design. Process design analysis is used to standardize workflows.
  4. Systems analysis. This type of analysis involves determining the requirements of the IT team.

Roles

While analyzing data is a huge part of a Business Analyst’s job, there are other roles and responsibilities that BAs take on. Here are a few of them.

Identifying business goals

Besides analyzing the actual development project, a BA identifies business goals and milestones like product benchmarks, key performance indicators (KPIs), and sales strategies. The BA communicates the business growth and expansion rates expected by management and stakeholders to members of the production team, including IT.

Development planning

Once business strategies are in place, the BA can outline the development’s direction and assign the various areas of responsibility. This is basically the translation of the business plan into a production strategy.

Here, the BA will help both management and production share a clear vision of the path forward. As a result, decision-making now becomes cohesive on both sides of the table.

Compliance and follow-through

As a project advances, the BA will continue analyzing the data to ensure the project meets the overall business expectations. This involves maintaining communication with both the project team and stakeholders whose feedback helps ensure things stay on course and that improvements are made to fulfill the business model.

Responsibilities

Along with serving as a mediator between decision-makers and the IT team, BAs also use financial reports to establish business goals and strategies, optimize spending, and maximize profit. Generally, a BA’s responsibilities include:

  • Identifying technical requirements and then prioritizing them
  • Creating detailed reports, making data analysis “visual”
  • Outlining problems and their respective solutions
  • Identifying business opportunities
  • Budgeting and financial forecasting
  • Project planning and management
  • Variance analysis
  • Product pricing
  • Defining business requirements and goals
  • Facilitating communication between management and production
  • Ensuring follow-through progress reporting

The extent to which a BA assumes these various responsibilities depends on the phase of the project they’re involved in. There are four basic phases to any project:

  1. Elaboration. This is the creative phase of a project. Here, the BA may work closely with the creators of the concept to determine its feasibility from a development point of view. They also might evaluate the market potential of the product and the cost benefits of the methods of production.
  2. Solution/Design. Much of the initial research has been done by this phase, and primary decisions have been made. The BA would ensure that business requirements are set and can be met, choose the best tech stack for the project, and prioritize any backlog to bring the project up to date before production. Solutions are sought for any foreseen problems, usually before development begins.
  3. Development. At this point, active software development begins. Roles have been assigned, and the BA monitors progress and ensures that development meets or exceeds business and technological milestones.
  4. Maintenance. During this final stage, consumer feedback provides data for necessary changes and improvements to be implemented. The outcome should meet or exceed the expectations of stakeholders, and the business should begin to realize profits.

What skills does a Business Analyst need?

A BA can’t afford to limit their skills since their role quickly evolves along with the tools and methods used by businesses today. Their skill sets can be divided into four major areas:

Communication

  1. Oral and written communication
  2. Consultation and interpersonal communication
  3. Facilitating interdepartmental communication

Analysis

  1. Data analysis and visualization
  2. Analytical thinking coupled with problem-solving
  3. Accurate and clear reporting and a detail-oriented mindset
  4. Business analysis

Familiarity with business structure

  1. Cost-benefits analysis
  2. Process modeling
  3. Stakeholder analysis
  4. Organizational skills

Technology

  1. Understanding of networks
  2. Knowledge of databases and how data is gathered and stored
  3. Basic coding and other IT skills

A Business Analyst primarily uses tools for gathering and analyzing data, preparing reports and visualizations and fostering communication. Some of the tools they’d commonly use include:

  • Microsoft Excel
  • Microsoft PowerPoint
  • Microsoft Access
  • Google Analytics
  • Tableau

Analysts increasingly need at least some knowledge of coding or programming skills to fulfill their evolving job description. Some popular programming languages for Business Analysts to know are

How can you become a Business Analyst?

If you’re interested in exploring a career as a Business Analyst, we recommend looking over our courses on programming languages — including Learn Python, Learn SQL, and Learn R. We also recommend checking out our analysis courses, including:

Start your journey to a fulfilling career in business analysis with us and sign up for free today.


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7 Best Programming Languages for Cryptography

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7 Best Programming Languages for Cryptography
7 Best Programming Languages for Cryptography

Cryptography helps keep information secure, and it’s a critical part of cybersecurity. One method of keeping data secure is the use of encryption. This involves turning readable information into unreadable information that can only be accessed with an encryption key.

If you’re interested in cryptography, you’ll need to learn at least one (and typically more than one) programming language. Here are the best languages for cryptography.

1. Python

Python is one of the most popular programming languages in the world. It’s a general-purpose language, which means it’s used for a wide range of tasks, including cryptography. It’s also beginner-friendly, so it’s an excellent place to start if you’re new to coding.

Python is open source, which means it’s free to use, and it has a large and active community. It also has an extensive selection of libraries and frameworks, which means you have a wealth of resources at your disposal.

Python is also a popular language for cryptography. One of its libraries is called “cryptography,” and it has secure primitives. A primitive is the smallest, simplest data type.

One popular secure primitive is the Fernet implementation, which supports “secret key” cryptography. This type of encryption uses the same key to encrypt and decrypt information.

2. Go

Go, also known as Golang, is a programming language that was created by Google. It’s an open-source language designed to be simple and easy to learn. It’s also designed to perform well at scale.

Go is a popular choice for cryptography because several packages have been designed for Go that support cryptographic operations.

3. Ruby

Ruby is another popular, general-purpose programming language. It was released in 1995 by Yukihiro Matsumoto, who said he was “trying to make Ruby natural, not simple.”

A significant amount of Ruby’s growth and popularity is due to the Ruby on Rails framework. Like Python and Go, Ruby is open source. OpenSSL is a popular Ruby library that’s used for cryptography.

4. C++

C++ was designed to improve the C programming language, and it’s now found just about everywhere, including operating systems, video games, and web browsers. It gives programmers a high level of control over system memory and resources.

One reason for its popularity for cryptography is Crypto++, which is a C++ library of cryptographic algorithms. The library was first released in 1995 and supports a wide range of operating systems, including Android, macOS, iOS, Linux, and Windows.

5. C#

Like C++, C# has its roots in the C family of programming languages. It’s a general-purpose language developed by Microsoft, is relatively easy to learn, and has a speedy compilation and execution time.

C# programs run on the .NET framework, which is a virtual execution system. This program provides a set of cryptographic objects for common uses, including encryption and generating digital signatures.

6. Java

Java is a very popular programming language favored by developers for its versatility and portability. You can quickly move code written in Java from a laptop to a mobile device.

Java has a cryptography API that’s provided by the Java Cryptography Extension (JCE). An API (application programming interface) is a software intermediary that helps applications talk to each other. JCE allows you to scramble and unscramble data, verify data sent by others, annotate code, and perform administrative operations associated with cryptographic primitives.

7. PHP

PHP is a server-side programming language that works well with HTML and databases. Like most other programming languages, it’s open source. PHP code is executed on a server, and the result is returned to the browser as HTML. PHP can do a wide variety of tasks, including:

  • Creating, opening, reading, writing, and closing files on a server
  • Adding, deleting, and modifying data in a database
  • Sending and receiving cookies
  • Controlling user access

PHP can also encrypt data, and it has several useful functions that simplify hashing. Sodium, an easy-to-use PHP library, also simplifies secret key encryption.

Getting started with Cryptography

You have many options when it comes to the best language for cryptography. To get started with any of the languages above, check out the courses below:

Another option is to start by taking a broader look at cybersecurity. Our introduction to cybersecurity covers the history of cybersecurity, cyber threats, cryptography, authentication, authorization, network security basics, and securing personal devices. You’ll also have a chance to look at case studies to see cybersecurity at work.

There’s no right or wrong way to get started. If you’re unsure which path is best for you, feel free to reach out in our forums or Discord.

Cryptography is an essential part of cybersecurity, and learning it can help you secure a position where you keep important information safe. We’re here to help you on your way.


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E-Scooters, E-Bikes

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E-Scooters, E-Bikes

A boom in electric-powered mobile devices is bringing what is likely to be a lasting change to New York’s vast and crowded street grid — and to cities around the world.

Have you ever ridden an e-bike or an e-scooter? What was it like? Would they work well where you live?

Do you agree with those who feel they are great for urban life because they are “affordable, better for the environment, take up little, if any, street space for parking and are just fun to use”? Or, do you side more with those who worry about the “significant safety challenges” they can bring to congested streets? Why?

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


Want more Picture Prompts? Find them all in this column.

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