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Would You Change Your Eating Habits to Reduce Your Carbon Footprint?

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Would You Change Your Eating Habits to Reduce Your Carbon Footprint?

What did you eat for breakfast, lunch and dinner yesterday?

Take this short quiz to find out how much your choices contribute to climate change. Then, tell us: How did you score? How do your eating habits compare with those of other Americans?

In “Your Questions About Food and Climate Change, Answered,” Julia Moskin, Brad Plumer, Rebecca Lieberman and Eden Weingart answer questions about the impact that food shopping, cooking and eating habits have on climate change:

Does what I eat have an effect on climate change?

Yes. The world’s food system is responsible for about one-quarter of the planet-warming greenhouse gases that humans generate each year. That includes raising and harvesting all the plants, animals and animal products we eat — beef, chicken, fish, milk, lentils, kale, corn and more — as well as processing, packaging and shipping food to markets all over the world. If you eat food, you’re part of this system.

How exactly does food contribute to global warming?

Lots of ways. Here are four of the biggest: When forests are cleared to make room for farms and livestock — this happens on a daily basis in some parts of the world — large stores of carbon are released into the atmosphere, which heats up the planet. When cows, sheep and goats digest their food, they burp up methane, another potent greenhouse gas contributing to climate change. Animal manure and rice paddies are also big methane sources. Finally, fossil fuels are used to operate farm machinery, make fertilizer and ship food around the globe, all of which generate emissions.

Which foods have the largest impact?

Meat and dairy, particularly from cows, have an outsize impact, with livestock accounting for around 14.5 percent of the world’s greenhouse gases each year. That’s roughly the same amount as the emissions from all the cars, trucks, airplanes and ships combined in the world today.

In general, beef and lamb have the biggest climate footprint per gram of protein, while plant-based foods tend to have the smallest impact. Pork and chicken are somewhere in the middle.

Is there a simple food choice I can make that would reduce my climate footprint?

Consuming less red meat and dairy will typically have the biggest impact for most people in wealthy countries. That doesn’t necessarily mean going vegan. You might just eat less of the foods with the biggest climate footprints, like beef, lamb and cheese. If you’re looking for substitutes, pork, chicken, eggs and mollusks have a smaller footprint. But plant-based foods like beans, pulses, grains and soy tend to be the most climate-friendly options of all.

How much would changing my diet actually help?

It varies from person to person. But a number of studies have concluded that people who currently eat a meat-heavy diet — including much of the population of the United States and Europe — could shrink their food-related footprint by one-third or more by moving to a vegetarian diet. Giving up dairy would reduce those emissions even further.

If you don’t want to go that far, there are still ways to shrink your individual footprint. Just eating less meat and dairy, and more plants, can reduce emissions. Cutting back on red meat in particular can make a surprisingly large difference: According to a World Resources Institute analysis, if the average American replaced a third of the beef he or she eats with pork, poultry or legumes, his or her food-related emissions would still fall by around 13 percent.

Students, read the rest of the green “Big Picture” section of the article, then tell us:

— What were the most interesting or surprising facts about climate change and food you learned? What questions do you still have?

— How climate-friendly is your diet? Do you tend to eat a lot of meat and dairy? Or do your meals mostly consist of plant-based foods? How do you feel about the impact your eating habits have on the environment?

— Why do you choose to eat the way you do? Do your parents do most of the meal planning, food shopping and cooking? Do you make any personal choices based on moral, religious, environmental or health reasons? Or, do you just simply eat what tastes good?

— After the “Big Picture” introduction, the article goes on to detail five specific areas that contribute to climate change: Meat, Seafood, Dairy, Plants, and Shopping and Food Waste. Choose one and read the related section. What did you learn about this topic? If you were to alter your diet in this area to make it more environmentally-friendly, what changes would you have to make? How difficult would these changes be for you and why?

— Now that you know more about the impact your eating habits have on the environment, would you actually be willing to change any of them to reduce your carbon footprint? If so, what specific changes would you make and why? If not, why not?

Students 13 and older 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.

Five common myths and misconceptions about ADHD

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Five common myths and misconceptions about ADHD

“Everyone has ADHD nowadays, don’t they?”

When you talk with the general public about ADHD, one of the first things peoplemention is how common it is “nowadays” and cite figures like 20% of all boys in the USA being diagnosed with ADHD. In the UK, things are quite different. ADHD diagnosis rates are around 1% (Sayal et al., 2018). From population-based studies, we know that around 5% of children have ADHD (Polancyk et al., 2014). So, this means ADHD is actually under diagnosed in the UK.

Why is that a problem, you may ask? There’s a lot of research which looks at outcomes in adulthood for those with ADHD, and crucially whether they’ve ever been diagnosed or not. These studies provide clear evidence that, for some, the outcomes aren’t good. ADHD has been found to predict poorer educational and employment outcomes and, sadly, early mortality (accidents being a leading cause) (e.g., Barbaresi et al., 2013). The evidence also suggests that careful management can help to avert these poorer outcomes, particularly in the school years (e.g., Uchida et al., 2018).

Going back to the “nowadays” bit. There seems to be an assumption that ADHD rates have increased in recent years due to factors like too many fizzy drinks and too much time using iPads. Tracking ADHD rates is a complicated task, as diagnostic criteria have evolved over time. But the evidence we have suggests that the rate of 5% has actually been really stable over time, at least since the 1980s (Polanczyk et al., 2014).

Medication is recommended as the first course of action

It’s true that medication, usually stimulants, are the most common treatment for ADHD. But importantly, the National Institute for Health and Care Excellence (NICE) suggests that environmental modifications should be attempted before considering medication. This is because in some cases, medication might not be necessary. There may be things parents and teachers can do to help children function without the need for medication – and the course Understanding ADHD: Current Research and Practice discusses some of these.

Hyperactivity is the most common presentation of ADHD

When you ask people what ADHD is, they describe a child with too much energy. In reality, there’s a lot more to ADHD than hyperactivity. In fact, there are three presentations of ADHD: hyperactive-impulsive, inattentive and combined type. The most common form in the general population is inattentive, not hyperactive-impulsive (e.g., Froehlich et al., 2007), which comes as a surprise to some people.

ADHD only affects boys

One of the main stereotypes of ADHD is a boy running around a classroom. In clinics, boys are more often referred for help (at a rate of around 4:1), but when we look at the general population, we see that the ratio of boys to girls with ADHD is actually much more narrow (around 2 boys for every 1 girl) (e.g., Ramtekkar et al., 2010). The reasons for this are complicated, but at a minimum, it means that ADHD seems to be missed in girls.

One of the parents we speak to in our course provides a really good illustration of this when she discusses her daughter (who now has a diagnosis of ADHD) in school. Her daughter’s report cards would say things like “struggles to keep on task” and “easily distracted”, but the teachers hadn’t considered that she might have ADHD.

ADHD only affects children

This is an interesting one. It’s true that early studies focused on children with ADHD and there was often an assumption that children would “grow out of it”. But more recently, researchers have begun to follow up children with ADHD as they become adults. Exact figures vary, but somewhere around 30-40% of children with ADHD in childhood will continue to meet full criteria by adulthood (e.g., Caye et al., 2016).

So does that mean that the rest ‘grow out of it’? Not exactly. The evidence suggests that persistence is strongest amongst those who have more severe ADHD, and that a number will not meet the full criteria of ADHD. Nevertheless, these people will still be somewhat impaired by the symptoms they do have.

Learn more about ADHD, including symptoms, treatment and the latest research on the course Understanding ADHD: Current Research and Practice.

References

Barbaresi, W. J., Colligan, R. C., Weaver, A. L., Voigt, R. G., Killian, J. M., & Katusic, S. K. (2013). Mortality, ADHD, and psychosocial adversity in adults with childhood ADHD: a prospective study. Pediatrics, 131(4), 637.

Caye, A., Spadini, A. V., Karam, R. G., Grevet, E. H., Rovaris, D. L., Bau, C. H., … & Kieling, C. (2016). Predictors of persistence of ADHD into adulthood: a systematic review of the literature and meta-analysis. European child & adolescent psychiatry, 25(11), 1151-1159.

Froehlich, T. E., Lanphear, B. P., Epstein, J. N., Barbaresi, W. J., Katusic, S. K., & Kahn, R. S. (2007). Prevalence, recognition, and treatment of attention-deficit/hyperactivity disorder in a national sample of US children. Archives of pediatrics & adolescent medicine, 161(9), 857-864.

Polanczyk, G. V., Willcutt, E. G., Salum, G. A., Kieling, C., & Rohde, L. A. (2014). ADHD prevalence estimates across three decades: an updated systematic review and meta-regression analysis. International journal of epidemiology, 43(2), 434-442.

Ramtekkar, U. P., Reiersen, A. M., Todorov, A. A., & Todd, R. D. (2010). Sex and age differences in attention-deficit/hyperactivity disorder symptoms and diagnoses: implications for DSM-V and ICD-11. Journal of the American Academy of Child & Adolescent Psychiatry, 49(3), 217-228.

Sayal, K., Prasad, V., Daley, D., Ford, T., & Coghill, D. (2018). ADHD in children and young people: prevalence, care pathways, and service provision. The Lancet Psychiatry, 5(2), 175-186.

Uchida, M., Spencer, T. J., Faraone, S. V., & Biederman, J. (2018). Adult outcome of ADHD: an overview of results from the MGH longitudinal family studies of pediatrically and psychiatrically referred youth with and without ADHD of both sexes. Journal of attention disorders, 22(6), 523-534.

Category
Learning,
Healthcare

What Students Are Saying About: Online Learning, Family Vacations and Moving to a New Home

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What Students Are Saying About: Online Learning, Family Vacations and Moving to a New Home

My favorite vacation was going to Asia because it was the first time I’ve been out of the continent and it was a different experience. For the 13 years I had been breathing, I had never been out of the continent. This trip to Korea and Thailand was going to be amazing. Once we landed in Korea, we wanted to experience everything. We went to Buddhist temples, beaches, markets, cities, and many historical sites. Then we took off to Thailand. Around 1 am Thailand time, we finally arrived in Bangkok. We wanted to go everywhere, so we hired a driver that took us anywhere we desired to go. We went to many restaurants, markets, temples, palaces, and did many adventurous activities. A couple of adventurous things we did were interacting with tigers, going to beaches, and going elephant riding. Also experiencing the poor side of Thailand was really touching.

Devin, Illinois

Despite ups and downs, family vacations are always worth it.

Usually on family vacations, my parents get easily stressed out due to the fact they’re trying so hard to plan it out well enough for my sister and me to enjoy it, which is similar to what Slaughter-Graham wrote in her article. However, in the end the trip always pays off, even if it was filled with stupid arguments and frustrations because it’s the fun memories of the vacation that I’ll always hold on to.

Allison, Fountain Valley High School

Smoky air surrounds me,
sticky marshmallows cover me.
Moments later blood pours,
my leg feels lifeless laying there.
Then sirens sound, golf carts no more.

Years ago we took a trip to Myrtle Beach, SC to go camping. Little did we know we wouldn’t forget this trip for years to come. We were at the bottom of a hill roasting marshmallows. My brother came rolling down in our golf cart. The brake was locked but he knocked it climbing on. I followed my mom after she took me out of her arms. The biggest mistake I have ever made. Ran straight into the path of my brother on the golf cart. My leg was crushed and I knocked my head but you wouldn’t know if I didn’t tell. But I won’t forget that family trip.

Amber Small, Hoggard High School, Wilmington NC

One of my most memorable family vacations that I took was to Carolina Beach North Carolina. I now live a 20 minute drive from there, but at the time I lived in New York. This trip was memorable in so many ways from the disaster at the airports to the hurricane that came through in the middle of our vacation. The first three days were amazing I remember just playing at the pool, at the beach, going to the small boardwalk, and just hanging out with my family. By the middle of the week we had Hurricane Irene hurtling towards us. I remember people boarding the house we were staying at with wood, and they told us it was time to leave. We went to my grandparents friends house who lived 15 minutes inland from Carolina Beach. We had the best time there during the hurricane we played board games, played with our dolls, and hung out with one another. The family friends we stayed with our now like my second grandparents, so I will never forget that trip.

Avery McElhinney, Hoggard High School in Wilmington, NC

Magical moments

The most memorable vacation occurred last August in Nantucket, Massachusetts with my family and some friends …My favorite moment to look back on with that trip was our last day. It was about four o’clock, and the sun was setting, giving off a goldish filter in the sky and shimmers in the ocean’s low tide state. We were all playing a game of catch when we noticed the view surrounding us, we were already fulfilled with the outcome of this trip, but that day was just the cherry on top. We were in awe. I was in tears by the fact that I had to leave because I was going to miss the feeling I had there: real happiness.

Sloane F., Hoggard High School, Wilmington NC

Even though vacations are stressful, the joy that comes out of it overwhelms the negative and makes for a very positive experience, meaning that family vacations should be continued. My ideal family vacation would be somewhere quiet and peaceful yet fun, with my immediate family as well as my family friends. This summer, my family has a trip planned to go to South Padre Island off the coast of Texas, and I will take advice from the article is to create positive memories, so when looking back, you only feel happiness and nostalgia.

Angela Froming, School of the Woods, Houston, TX

What Interests You Most in The Times Right Now? Why?

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What Interests You Most in The Times Right Now? Why?

Every day in our Student Opinion forum we pick the articles and ask you what you think about them. Now, we’re flipping the script and asking you to tell us what we should read.

Consider it practice for our annual Summer Reading Contest, when we’ll pose this same question every Friday from June through August. As we say in our rules, we don’t care what you pick, we just care about why you picked it — what made it interesting to you, what you loved or hated, how it connected to your life, what it taught you, how it made you feel, or what it made you think about.

So wander through The Times, online or in print, and find something published in 2019 that gets your attention. It could be an article, but it could also be a photo, video, chart or graph, podcast, illustration, or anything else, including pieces published on The Learning Network. We’ll call out our favorite responses to this question in our Current Events Conversation feature later this month.

To show you how easy this is, here’s what we got last May when we asked the same question. You can find all the 2018 student picks here, but this handful should give you the idea:

I Went Naked to a Museum, and It Was … Revealing: Unanimous choice, Sarah Gross’s English I, Section 2 class.

Why? Duh: “It’s a naked museum!” The students also added, “Apparently, some people think that they can connect better with art if they remove all the barriers between them and the art. Like clothes. But how do you go to a museum and take off your clothes around strangers?!”

Never Solved, a College Dorm Fire Has Become One Man’s Obsession:

“This type of article is my favorite, it is one that I can go into with no previous knowledge, and come out being able to recount the events described to my peers. I also like to read about mysteries and try to come up with my own conclusions, and I think it is interesting to share the stories with my friends and see what they might have to say.” — Randy Parris, Walhalla High School

Birds Beware: The Praying Mantis Wants Your Brain:

“It’s just cool! Plus being able to eat something twice as big as itself is crazy.” — Deep Gopani, High Tech High School

Lacrosse Casts Its Net Farther From the Coast, and Pulls In New Recruits

“It’s an article about lacrosse and how fast the sport is growing. I found it interesting because I didn’t know that lacrosse was growing that quickly!” — Jaime DiMatteo, Folsom Elementary School District

Students, find something in The Times that gets your attention and tell us why. If you like, use some of these questions to get started:

— Why did you choose it? What about it was interesting?

— Did you learn anything new from reading it?

— Why should other people your age know about it?

— What connection, if any, does the piece — whether an article, a video, a graph, a podcast or a photo — have to your own life, or to the lives of people you know?

— Did you have a strong reaction to it, whether negative or positive? Why do you think that is?

— Did it raise questions for you? Make you think about something in a new light?

Teenagers in The Times: April 2019

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Teenagers in The Times: April 2019

Here is the April 2019 edition of Teenagers in The Times. This roundup of news and feature stories about young people that have recently appeared across sections of NYTimes.com appears on the first Thursday of each month during the school year.

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

_________

Civics, Politics, Economics and Business

Bronx Teenager Who Became a Symbol for Ending Cash Bail Is Arrested on Slashing Charge

Pedro Hernandez, 19, who has accused the police of framing him in the past, was charged with slashing a man during a robbery.

Ex-State Trooper Who Fired Taser at Teenager on A.T.V. Is Convicted of Manslaughter

Damon Grimes, 15, was driving an all-terrain vehicle when officers tried to pull him over. After one used his stun gun, Damon crashed, and died soon after.

For Sri Lanka’s Children, the Deepest Scars Are Not Physical

Some suffered terrible injuries in the bombings. But for many others, witnesses to unimaginable scenes of carnage, the wounds are psychological.

Knives Were Left on Japanese Prince’s School Desk, Police Say

The Tokyo police were investigating security footage indicating that an adult had trespassed on the grounds of the school attended by Prince Hisahito, 12.

Raniya Wright, 10, Died of Natural Causes, Not Because of School Fight, Officials Say

Investigators said that Raniya, whose death caused an outpouring of grief and made national headlines, had a birth defect that caused a blood vessel in her brain to burst.

‘We Must Be Better’: A Young Black Student Takes His Own Life

Nigel Shelby, a 15-year-old black student at Huntsville High School in Alabama, killed himself. His family said he had been the target of homophobic bullying.

Los Angeles Archdiocese Pays $8 Million to Teen Girl Abused and Kidnapped by Coach

Advocates for abuse victims said the settlement highlighted the problem of abuse committed by non-clergy members at Catholic institutions.

Agreement Allows 2,700 Children in Central America to Join Parents in U.S.

The children had previously been granted conditional approval to enter the country as refugees under an Obama-era initiative, until the Trump administration canceled the program.

27 More Graves May Have Been Found at a Notorious Florida Boys School

The latest discovery adds to 55 graves already uncovered at a reform school that was infamous for beatings, abuse, forced labor and neglect.

_________

Education

When Your Diet Affects Your Social Life

This student at Samford University in Birmingham writes, “My dietary restrictions were limiting my college experience more than I thought.”

_______

Arts, Media and Culture

Review: With All-Boy Choirs Up for Debate, an Ensemble Soars

The storied Choir of King’s College, Cambridge, performed for the last time in America under Stephen Cleobury, its leader since 1982.

Ballet’s Biggest Matchmakers (Student, Meet Scholarship)

The Youth America Grand Prix is a competition in which the real prizes are scholarships. For those, you only need to catch the eye of one director.

Abuse Allegations Rock Vienna Ballet School

“The students who were subject to physical or emotional abuse have our deepest sympathy,” the ballet academy of the Vienna State Opera said in a statement.

For the Performing Arts Students in This Novel, Drama Is a Way of Life

Susan Choi’s “Trust Exercise” follows the intense relationships and betrayals among high school friends and their teachers.

Fast Times at Citywide Academy for the Performing Arts

In her new novel, “Trust Exercise,” Susan Choi trains her lens on a group of high school drama students, zooming in first on their teenage years, then focusing on them years later.

Film Club: ‘A Kiss, Deferred’

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Film Club: ‘A Kiss, Deferred’

How might it feel to live through a conflict that disrupts your way of life?

A Kiss, Deferred” is a four-minute film that touches on themes of love and war. It profiles Nikolina Kulidzan, who, as a young girl growing up in Bosnia and Herzegovina, fell in love with a boy named Marko. In 1992, a civil war broke out in their country, shattering their lives and their relationship. This is the story of how war forced Nikolina and Marko apart and how love brought them back together.

Students

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

2. After watching, think about these questions:

• What moments in this film stood out for you? Why?

• Were there any surprises? Anything that challenged what you know — or thought you knew?

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

• What questions do you still have?

3. An additional challenge: 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?

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 “A Kiss Deferred by Civil War.” Ms. Kulidzan writes:

Many saw it coming. Ethnically charged graffiti began appearing on buildings around town. The local newspapers published the locations of bomb shelters. A classmate told me not to sleep in my bedroom because it faced military barracks.

I dismissed these warnings, just as I ignored all other signs of coming doom. In my 12-year-old mind, our town of Mostar, in Bosnia and Herzegovina, was too beautiful and the people too good to one another for there to be a civil war here. Besides, that spring was promising to be the greatest time of my life: I was happily in love for the first time.

_________

More?

• See all the films in this series.

• Read our list of practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries in the classroom.

• Our next Film Club will take place on Thursday, May 9.

Learning With: ‘The Upshot, Five Years In’

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Learning With: ‘The Upshot, Five Years In’

Before reading the article:

How comfortable are you with reading graphs, including charts, maps and histograms? Have you ever found graphs to be useful or meaningful to your life? Are you ever confused or intimidated by them? What strategies do you use to read, interpret and evaluate them?

The Upshot is a section of The New York Times that often features graphs, and it recently celebrated its fifth birthday. To mark the occasion, The Upshot published many of its favorite, most-read and most distinctive work since 2014.

To get a better sense of what this graph-rich section is all about, set a stopwatch for five minutes and scroll through “The Upshot, Five Years In” until the timer goes off. Click on at least three articles and scan the graphs and visualizations.

Afterward, answer the following:

• How would you describe The Upshot in one or two sentences to someone who has never visited this Times section before?

• What kinds of subject matter and issues does it explore?

• What are some of the ways that the section visualizes data?

• Which story in the list was most visually appealing to you and why?

Next, choose one article included in “The Upshot, Five Years In,” but make sure it includes at least one graph. (Most of the articles include a graph, but a few do not.) Read the article, look closely at one of the graphs in the article and answer the following questions:

1. Why did you select the article you did? What did you find interesting about the headline or topic?

2. What do you notice in the graph you selected?

3. What do you wonder? What are you curious about that comes from what you notice in the graph?

4. What story does the graph tell? Write a catchy headline that captures its main idea. If your headline makes a claim, tell us what you noticed that supports your claim.

5. How does the text accompanying the graph add to your understanding of the subject matter?

6. What did you learn from the article as a whole? What was most interesting, surprising, provocative to you?

7. Try to assess the graph with a critical eye. Does the graph help communicate the ideas presented in the article? How clear and effective is the graph? Is there anything What information missing from the graph that might be helpful? Can you imagine alternative ways the data in the graph might be visualized? Explain.

Finally, tell us more about what you think:

— How important is graph literacy? Is it taught in your school? Where do you see graphs in your everyday life?

— Assess your graph literacy: In your opinion, do you have the tools and strategies to understand graphs, evaluate their reliability and draw logical conclusions? What are your strengths and weaknesses?

— How likely are you to read The Upshot in the future? What data or question would you like to see The Upshot explore? Why and how do you feel you would gain insight from a visual or graphical approach?

— If you want to analyze more graphs, then visit our “What’s Going On in This Graph?” archive, which borrows heavily from The Upshot. You can pick any one of the graphs we highlight, and answer the same questions you responded to above.

Further Resources:

Teach About Climate Change With These 24 New York Times Graphs

How to Quickly and Easily Remove a Background in Photoshop

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How to Quickly and Easily Remove a Background in Photoshop

Photoshop offers many different techniques to remove a background from an image. For simple backgrounds, using the standard magic wand tool to select and delete the background may well be more than adequate. For more complicated backgrounds, you might use the Background Eraser tool.

The Background Eraser Tool

The Background Eraser tool samples the color at the center of the brush and then deletes pixels of a similar color as you “paint.” It feels like painting with acid. Let me show you how it works.

Remove a Background, Step 1: Open your Image

Start by grabbing an image that you want to remove the background from. I’ll be using this image as it features areas that range from easy removal through to more challenging spots.

Remove a Background: The example image.

Remove a Background, Step 2: Select Background Eraser

Select the Background Eraser tool from the Photoshop toolbox. It may be hidden beneath the Eraser tool. If it is, simply click and hold the Eraser tool to reveal it.

Remove a Background: Finding the Background Eraser Tool

Remove a Background, Step 3: Tune Your Tool Settings

On the tool options bar at the top of the screen select a round, hard brush. The most appropriate brush size will vary depending on the image you’re working on. Use the square bracket key ([ or ]) for quickly scaling your brush size.

Remove a Background: Brush adjustment panel

Next, on the tool options bar, set the Sampling to Continuous, the Limits to Find Edges and a Tolerance of somewhere between 20-25% is a good starting place.

Remove a Background: Limits settings. Find edges.

Note: A low tolerance limits your eraser to areas that are very similar to your sampled color. A higher tolerance expands the range of colors your eraser will select.

Remove a Background, Step 4: Begin Erasing

Bring your brush over your background and begin to erase. You should see a brush-sized circle with small crosshairs in the center. The crosshairs show the “hotspot” and delete that color wherever it appears inside the brush area. It also performs smart color extraction at the edges of any foreground objects to remove ‘color halos’ that might otherwise be visible if the foreground object is overlayed onto another background.

Note: For the example image, I actually used a rather high Tolerance than the 20-25% recommended above due to the wide range of blues behind this subject.

Beginning the background removal process

When erasing, zoom up your work area and try to keep the crosshairs from overlapping on the edge of your foreground. It’s likely that you will need to reduce the size of the brush in some places to ensure that you don’t accidentally erase part of your foreground subject.

Remove a Background, Step 5: Choosing Effective Limit and Sampling Settings

Even though I have used a smaller brush to work around the hair and neck area, the Background Eraser has still managed to gouge a few chunks out of the hair and shirt.

Overly aggressive tolerance settings are removing foreground detail

For foreground image areas that share colors with the background (like this one), you may need to adjust the Sampling and Limits. In this picture, I switched over to the Sampling: Once option, set my Limits to Discontinguous and set my Tolerance to 30%.

enter image description here

The Sampling: Once option samples the color under the crosshair only the moment you click and it doesn’t resample as you move your brush along. The DiscontiguousLimit option allows you to erase all pixels that match the sampled color that you’re erasing. This allowed me to get in between the hair strands without erasing them.

There’s a good chance the Background Removal Tool may be all you need to complete your task.

But if not, read on.

Remove a Background: Close up showing improved removal

Remove a Background, Step 6: Quick Mask or Pen Tool

While removing the background on our example image is mostly straight-forward due to the fairly solid background, there are inevitably areas of our foreground subject that get wrongly erased as we work close to foreground’s edges.

Remove a Background: Manually retouching challenging areas

In our example, the foreground and background share similar colors due to the lighting. This will be easiest to repair using Photoshop’s Pen tool. I only have a small section I need to touch up, so I’ll use the Pen to create a clean selection and delete the unwanted background.

Remove a Background: Using the pen tool to retouch difficult areas

Here’s the finished result:

Remove a Background: Finished background removal

Final Word

If you are working with a basic image with ample visual contrast between the subject and background, you can most likely get away with using only the Background Eraser Tool.

More complex images will likely require a mix of tools, samplings, and tolerances along with occasional manual touch-ups. There will be times when there is no visual difference between the foreground and background. We have to manually impose that distinction.

And don’t forget that if you are saving your image without adding a new background, you need to save it as a PNG to maintain the transparency.

CEO update: Answering the questions about FutureLearn’s new investors

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CEO update: Answering the questions about FutureLearn’s new investors

Update as of 3pm May 2, 2019

Read the original blog post announcing the news here.

Thank you for all your messages of congratulations, we’re really excited about what this investment means for the future. I can see that there are some questions and concerns about what it means, so let me try to clarify things. We’re not changing the company’s purpose – to transform access to education – nor our strategy. But we want to be one of the world’s major players in opening up education through online services. This investment, and the opportunity to work with our new investors, means that we can do more, more quickly to deliver on our ambition.

What type of company is FutureLearn?

There’s been a bit of confusion about whether or not we’re a charity. The short answer is no.

FutureLearn was set up by The Open University, which is a registered charity, but FutureLearn was never set up as a charity or not-for-profit organisation: it was established as a commercial arm of The Open University and it was always the intention that we would, over time, generate profits for them, as our shareholder.

The Open University was previously our 100% owner and shareholder, and now SEEK Group has joined them to become equal shareholders, with 50% of the company each.

But it’s important to say that we’re focused on making a profit in line with our values and those of our partners and owners, driven by our purpose to transform access to education.

Free-to-join courses will continue and we’ll also be offering more job-focused subjects

We will continue to offer free-to-join courses and we have absolutely no plans to restrict the variety of courses we offer.

As some of you have picked up on, we are beginning to offer more courses that will help people in their careers. We’re doing this because we see that the world of work is changing, a ‘job for life’ is a thing of the past and people will increasingly need to reskill or upskill throughout their working lives. That means there’s a rapidly growing, global demand for more flexible learning in career-related subjects, as traditional industries are transformed by technology, and jobs that didn’t exist a few years ago lead to huge skills gaps. So we’re responding to that by working with our partners to develop more courses to meet that demand. But again, this is additional to our existing portfolio. We’re not swapping anything out for these new courses.

Our team is passionate about learning for the love of learning and we have no plans to restrict the variety of courses offered. We already offer courses, and even fully online degrees, on everything from data science to ancient history and it’s one of the things we love about working here. We want to attract a range of learners, not just one kind of learner. That’s the beauty of our platform – the conversations you can have with people from completely different backgrounds, locations and perspectives than you, as you all learn together.

There’s no change to our purpose to transform access to education

We are genuinely delighted with the investment from SEEK. They are exactly the right investor for us. Their stated purpose is to help people live more fulfilling and productive working lives and help organisations succeed. They are focused on people and how they can help them, which is aligned to The Open University’s purpose to open up education to all and our purpose to transform access to education.

SEEK has invested in our business strategy; they’re not asking us to change what we’re doing. They believe in what we’re doing, want to help us achieve our goals and are very much aligned with our values. Here are some videos about their community focus and their culture so you can get a better sense of who they are.

Marketing and advertising

I’ve seen some concerns about receiving emails from SEEK and seeing lots of advertising on our website. This won’t happen. There are no plans for SEEK to use the FutureLearn website for advertising purposes.

Also, there won’t be any changes to our privacy policy, as a consequence of the investment. This means you’ll only receive emails from SEEK if you sign up to receive them with SEEK directly. SEEK won’t have any access to your data either, in compliance with our privacy policy and GDPR rules.

What does SEEK get?

Some of you have also been asking about what SEEK gets out of this investment – great question!

SEEK want to help people live more fulfilling and productive working lives and help organisations succeed. They see a huge opportunity for the employment market and the education sector to work together. They see new job roles being created and people who need to reskill and upskill to get those roles. These people often can’t take time out of their lives and careers to physically go to training courses, so online learning is the only solution for them. That makes FutureLearn, as one of the world’s best online learning platforms, a great fit alongside their other portfolio of businesses.

They also understand who we are as a business and who you are as our learners, and believe in what we are trying to achieve.

I hope this answers your biggest questions and that you will continue to take the courses and qualifications on offer from our excellent partners, enjoy them, and recommend them to others if you think they are good!

And finally, I want to thank you all again for your support over the years and hopefully long into the future.

Thanks,

Simon

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FutureLearn news

Word + Quiz: lede

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Word + Quiz: lede

: the introductory section of a story

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The word lede has appeared in 13 articles on NYTimes.com in the past year, including on Jan. 15 in “Watch Your Lapels: These Great Ledes Are Coming for Them” by Marc Lacey:

The “lede” is the first paragraph of a newspaper story. It can be ponderous and downright dull. Or it can grab you by the lapels, pull you close and scream into your face: Read this.

On the National desk, we began a tradition recently of honoring the “lede of the week.” We scrawl a particularly graceful lede in longhand on a white board that is visible to those coming and going from the newsroom. And we post the winning ledes on Twitter, where they regularly get loads of retweets.

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