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Ask a Data Engineer: Warby Parker Edition 👓

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Ask a Data Engineer: Warby Parker Edition 👓

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Codecademy’s very own Nick Duckwiler (left) and Ryan Tuck from Warby Parker (right) in our office. (📷: Mitch Boyer)

Last month, Codecademy and Warby Parker came together to work on a special Learn SQL from Scratch Capstone Project. It was during this time when I met Ryan Tuck, a Data Engineer at Warby, who played a major part in this partnership. So when he decided to drop by our office for the final QA round, I had to break out my notebook and ask some questions. Enjoy.


Hey Ryan, let’s start off with a question I’ve had for a while — what is a Data Engineer? (Is it similar to a Data Analyst or a Software Engineer?)

At Warby Parker, data engineers are responsible for creating and maintaining the plumbing required to support the data and reporting needs of the business. We use software engineering practices to automate the work of data cleaning, normalizing, and model building so that data is always ready to be consumed by data analysts in every department.

What languages/frameworks do you use at Warby?

On data engineering, we use Python as our general purpose programming language, as do most of the other teams in our Technology department. When it comes to databases, we use PostgreSQL for the majority of our SQL needs, and are beginning to use Amazon Athena and Google BigQuery for some of our larger datasets. We use Looker as our exclusive business intelligence entry point to all of this data.

What are some of the projects you worked on?

I’ve had the privilege of working with a lot of of smart people in every department at our company to help them solve their varied data needs, from reconciling financial data with the Accounting team to automating and modeling standardized performance metrics for our team of over 200 customer experience advisors.

As part of a team of five supporting the data needs of a rapidly growing company, I’ve tried where possible to focus on helping our analysts solve their own problems. This includes helping people learn Python and commit to our codebase, guiding the creation of data models in SQL, and encouraging people to submit pull requests to add features in Looker, our BI tool.

Seeing dozens of otherwise “non-technical” colleagues opening up PRs on a daily basis, and consequently being part of the democratization of tech that we value at Warby Parker, is probably the most rewarding “project” I’ve been a part of.

One project finished recently during our first annual “Hackweek” is called Pipes, which allows anyone at the company to easily move large amounts of data from wherever to wherever (Looker, Google Sheets, PostgreSQL, BigQuery, etc) on a regular cadence, or manually through a simple one-line chatbot interface. The adoption has been overwhelmingly positive and we’re looking to grow this sort of tooling out even more.

“We use software engineering practices to automate the work of data cleaning, normalizing, and model building so that data is always ready to be consumed by data analysts in every department.”

What got you into the data field?

I’ve always been drawn to analytical fields like math, and became pretty proficient in Excel during some internships in college. Once I had learned to program and learned more about data science and its applications in artificial intelligence, I knew that anything I could do to immerse myself in the world of data would be a step in the right direction.

Three and a half years ago, I landed a job as a junior software engineer at Warby Parker not fully knowing what I was in for, but am so glad I got the opportunity to help build tools to support an interesting and ever-changing data-driven culture here.

Where did you learn SQL and Python?

I had a background in C++, and was exposed to Python through an Intro to Data Science course. When Warby Parker hired me onto the Data team in 2015, I had never written a SQL query in my life, but picked it up quickly and within a few months started up internal SQL training classes, which I still teach on a monthly basis.

What does your tattoo say?


The ultimate cheatsheet.

This is Bayes’ Theorem, which is an equation that describes how to update probabilities given new evidence. Two summers ago I worked on building a tool to help predict weekly fantasy football performance. Some colleagues suggested a Bayesian approach would be appropriate, since there aren’t really enough data points in an NFL season to be able to use statistical approaches that require larger datasets, and I’d want to regularly update my predictions after each player’s latest performance.

I did a deep dive into understanding the (simple) math underlying Bayes’ Theorem and came out of that experience with a whole new worldview, understanding my entire knowledge of the world as a big and intricate probabilistic model that I was continuously updating with every experience I ever have. It was pretty transformative, and I figured that was worth a tattoo.

What is a concept in SQL/Python that’s essential to your work?

Donald Knuth said, “Premature optimization is the root of all evil.” I’ve generally found this to be true, and try to live by it in my work. For example, I’ll generally prefer to keep a data model simple by rebuilding it for all time on a daily basis using a single SQL query instead of making a more complicated model that requires iteratively adding to a table, keeping track of state, updated timestamps, when something last ran, etc.

A wise man once said, “Duplicating data makes things go fast,” but databases are already impressively fast to begin with, without implementing anything to improve performance. Ultimately, I almost always approach a problem thinking about optimizing for my time over machine time, for readability over performance, and for introducing as little cognitive overhead as is required by the problem at hand. Only once performance issues or readability issues present themselves will some code be worth a rewrite.

Last question! Since you wrote Warby Parker’s internal SQL training courses, I know there gotta be some inner Curriculum Developer in you. Can you teach a SQL concept in 2 minutes?

Sure! Have you ever written a query that yields some result set and you think, “I’d love to query the stuff I just produced like it was a table?” Enter the WITH clause.

Suppose I have a mega query that gives the transaction summaries:

select
    transactions.date as transaction_date,
    sum(items.price) as total_cost,
    count(*) as number_of_items
from
    transactions
inner join
    customers
    on
    customers.id = transactions.customer_id
inner join
    transaction_items
    on
    transactions.id = transaction_items.transaction_id
inner join
    items
    on
    items.id = transaction_items.item_id

Using WITH, I can create a temporary table within my query that I can SELECT from and treat it just like a regular old table.

I will put everything from the previous query in a parentheses and use WITH to give it the name transaction_summaries.

Then I’ll apply the date and customer filtering down below for a more readable query, to separate out all the JOIN logic from the actual WHERE filters that I want to apply on that data.

with transaction_summaries as (
  select
      transactions.date as transaction_date,
      sum(items.price) as total_cost,
      count(*) as number_of_items
  from
      transactions
  inner join
      customers
      on
      customers.id = transactions.customer_id
  inner join
      transaction_items
      on
      transactions.id = transaction_items.transaction_id
  inner join
      items
      on
      items.id = transaction_items.item_id
)

select 
        * 
from 
        transaction_summaries
where 
        first_name = 'beyonce'
        and 
        transaction_date > '2018–01–01'
order by 
        total_cost desc
limit 
        5

If you’re familiar with subqueries, this does a similar thing but makes the SQL far more readable, even if your query isn’t quite as performant as it would have been. This is essentially an implementation of the mantra “Don’t Repeat Yourself” that’s common in the world of programming.

Incredible. And love the SQL styling! 😍


Huge shout out to Ryan and the whole Warby Parker team for making this partnership happen. Special hat tips for behind-the-scenes support from:

  • Lon Binder, Chief Technology Officer, Warby Parker
  • Maddie Tierney, Executive Assistant, Warby Parker
  • Kayla Robbins, Executive Assistant, Warby Parker
  • Kaki Read, Senior Communications Manager, Warby Parker
  • Isabel Seely, Senior Brand Manager, Warby Parker

It’s been an absolute pleasure. And of course, the fam at Codecademy. You know who you are. Couldn’t do it without you.

Ask a Software Engineer: Airbnb Edition 🏡

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Ask a Software Engineer: Airbnb Edition 🏡
A Day in the Life of a Software Engineer (via Life of Luba)

With Airbnb came a revolution of sorts in the world of vacation travel and culture. We sat down with Luba Yudasina, a YouTuber, an opera singer, and a Software Engineer on the Airbnb’s Homes Platform team, to discuss software engineering and her programming journey—from Codecademy to Airbnb!


Hey Luba, let’s start with the basics! What does a Software Engineer on the Platform team do at Airbnb?

Homes Platform’s mission is to create the building blocks to power all Homes categories. Any project undertaken by our team should be reusable and extensible in some way. This means that as a backend engineer, I have a lot of opportunities to work on impactful technical projects that create systems and services to support Homes, as well as collaborate across teams to come up with the best architectural decisions and designs.

Recently, our team wrote a blog post on classifying Room Types into categories using Machine Learning and computer vision. The room-type classification problem largely resembles the ImageNet classification problem, except our team’s model outcomes are customized room-types.

After a few experiments with various models, the team chose ResNet50 due to its good balance between model performance and computation time. To make it compatible with our use case, we added two extra fully connected layers and a Softmax activation in the end.

Categorizing listing photos into room types (via the Airbnb Engineering & Data Science blog)

What languages/frameworks do you use at Airbnb?

At Airbnb we use Ruby, Java, Kotlin, JavaScript, Swift, Ruby on Rails, React for frontend, iOS and Android for native development.

Let’s rewind a little bit. Coming from a chemical engineering background in college, how did you make the switch into programming?

I went to the University of Waterloo in Canada—a university with the biggest co-op program in the world. Co-op means that to obtain a bachelor’s degree you must complete a certain number of internships. If you are in Engineering at Waterloo, you must complete 5 internships to graduate.

In my first and second years, I interned at chemical engineering companies and afterwards I couldn’t see myself working in the field full-time. That’s why I’m particularly grateful that I studied at Waterloo: if not for co-op, I probably would not have realized I didn’t want to work in chemical engineering until getting a full-time job after graduation.

I happened to have a lot of friends in Computer Science and Software Engineering right when I realized Chem Eng wasn’t for me. They really encouraged me to try coding, and when I decided to follow their lead I never looked back! My first online programming course was Web Development on Codecademy 🙂

“It’s a really cool time to be a software engineer and even cooler to be a female software engineer, because this is the time when women start to embrace their own unique identities and be ok with not being ‘one of the dudes.'”
-Luba Yudasina

How did you land an internship at Yelp?

When I decided I wanted to learn computer science on my own, my goal was to get an internship in the field because working as a software engineer at a tech company would be the best test to really know if it was for me.

I happened to be in Munich, Germany on academic exchange for a whole year when I was learning how to code, so I hustled as much as I could while being there to get experience to learn quicker and have something to put down on my tech resume.

Almost immediately after arriving in Germany, I got a part time job as a developer at a game publishing company. I had a good friend in Computer Science at my German university: her and I ended up working on an Android app as a side project, etc. When I was ready, I started preparing for technical interviews. I then leveraged my network to refer me to companies and do mock technical interviews with me.

Yelp was really random though—a Yelp recruiter looked at my LinkedIn profile and didn’t even message me, but I messaged them anyway asking about internship opportunities, and that’s how I got my interview there!

1_EHELVEIPNp19gv_RsIU-Ng

Airbnb HQ in San Franciso

What is an essential app/item in your day-to-day?

Code searching! A lot of software engineering is problem solving and a lot of it is understanding other people’s code and the reasoning behind writing it a certain way. Searching through the codebases is almost essential to my day to day. Whenever I build something new or build on top of already existing tech, I need to understand how it works and is written, and code search is vital to this.

At Airbnb we use Google’s Codesearch for these purposes, but developers (myself included) also frequently use their IDEs to search for relevant code. I mostly use RubyMine or IntelliJ (depending on the codebase I’m working with).

In your videos, you’ve mentioned the intersection of gender and technology. Can you speak a bit more about that?

It’s a really cool time to be a software engineer and even cooler to be a female software engineer, because this is the time when women start to embrace their own unique identities and be ok with not being “one of the dudes.”

I think it’s particularly important to redefine the stereotypes, and I hope that with my own example I can show young girls and women interested in the field that you don’t have to give up your feminine side to be a software engineer and still be into fashion, or makeup, or art (I personally sing opera) and have other interests outside of coding and be successful in the field.

Before we wrap up, do you have anything else you would like to say to our learners?

Don’t be discouraged, learn and absorb as much as you can! If you don’t understand a concept or can’t build a project right away, know that with practice, perseverance and concentration you will get there!

Take advantage of such amazing tools as Codecademy that are there for you to take and learn. Learning anything new can be frustrating, but knowing that you can do it, staying curious, asking questions and not losing your motivation is the key to success.


Huge shoutout to Luba for this insightful interview. It’s always incredibly moving to see a Codecademy learner go on to do bigger things. Go subscribe to her YouTube channel, Life of Luba.

And thank you to the whole Homes Platform/Engineering team at Airbnb for the support. Check out their wonderful open source projects on airbnb.io.

GUEST POST: Testing in the Classroom: The Importance of Feedback

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GUEST POST: Testing in the Classroom: The Importance of Feedback

References:

(1) Roediger, H. L., III, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15, 20-27. 

(2) Epstein, M. L., Lazarus, A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A., Epstein, B. B., et al. (2002). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52, 187-201.  

(3) Epstein, M. L., & Brosvic, G. M. (2002). Students Prefer the Immediate Feedback Assessment Technique. Psychological Reports, 90, 1136–1138.  

(4) DiBattista, D., & Gosse, L. (2006). Test anxiety and the immediate feedback assessment technique. Journal of Experimental Education, 74, 311-327.

(5) Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273–281.

Is $1 Billion Too Much Money for Any One Person to Have?

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Is $1 Billion Too Much Money for Any One Person to Have?

In 2018, there were 585 billionaires in America, with a combined wealth of over $2.8 trillion. The wealthiest, Jeff Bezos, the founder of Amazon, has a net worth of $160 billion.

The world’s eight richest individuals have as much wealth as the bottom half in the world, and the three richest Americans hold more wealth than the bottom 50 percent of the United States.

Should there be a limit to how much wealth a person has? If so, how much is too much?

In “Abolish Billionaires,” Farhad Manjoo writes:

Last fall, Tom Scocca, editor of the essential blog Hmm Daily, wrote a tiny, searing post that has been rattling around my head ever since.

“Some ideas about how to make the world better require careful, nuanced thinking about how best to balance competing interests,” he began. “Others don’t: Billionaires are bad. We should presumptively get rid of billionaires. All of them.”

Mr. Scocca — a longtime writer at Gawker until that site was muffled by a billionaire — offered a straightforward argument for kneecapping the wealthiest among us. A billion dollars is wildly more than anyone needs, even accounting for life’s most excessive lavishes. It’s far more than anyone might reasonably claim to deserve, however much he believes he has contributed to society.

At some level of extreme wealth, money inevitably corrupts. On the left and the right, it buys political power, it silences dissent, it serves primarily to perpetuate ever-greater wealth, often unrelated to any reciprocal social good. For Mr. Scocca, that level is self-evidently somewhere around one billion dollars; beyond that, you’re irredeemable.

He continues by discussing the idea of abolishing billionaires:

But it is an illustration of the political precariousness of billionaires that the idea has since become something like mainline thought on the progressive left. Bernie Sanders and Elizabeth Warren are floating new taxes aimed at the superrich, including special rates for billionaires. Representative Alexandria Ocasio-Cortez, who also favors higher taxes on the wealthy, has been making a moral case against the existence of billionaires. Dan Riffle, her policy adviser, recently changed his Twitter name to “Every Billionaire Is a Policy Failure.” Last week, HuffPost asked, “Should Billionaires Even Exist?

I suspect the question is getting so much attention because the answer is obvious: Nope. Billionaires should not exist — at least not in their present numbers, with their current globe-swallowing power, garnering this level of adulation, while the rest of the economy scrapes by.

Students, read the entire article, then tell us:

— Should anyone have a billion dollars? Is there a limit to how much money a person should have? Are billionaires a sign of a country’s health or weakness? Are billionaires helping or hurting society?

— How convincing is Mr. Manjoo’s case against billionaires? Where is his argument most effective? Where is he least persuasive?

— How concerned are you about income inequality and the concentration of wealth in this country? What do you think should be done to address or remedy these issues?

— In Reason Magazine, Nick Gillespie, a libertarian, responds to Mr. Manjoo’s Opinion column. He asks if the world would be better off if former Beatles musican Paul McCartney didn’t have a net worth of $1.2 billion:

Would there be less suffering in the world if his money is expropriated and transferred to the wretched of the earth via higher taxes rather than through his own charitable donations and investments? Probably not, especially when you think about how much suffering, especially in the developing world, is the direct result of government action.

He continues:

“Abolish Billionaires” is a smart slogan, but that’s all it is. Figuratively lopping the heads off of the richest of the rich will not make life easier for the poor and dispossessed, and it won’t increase economic growth and living standards. It might sate the bloodlust of left-wing populists for a while, but certainly that outcome can be purchased for lower cost.

Do you agree with Mr. Gillespie’s argument? Should we blame billionaires for their own good fortune, hard work or talent? Will abolishing billionaires hurt economic growth and living standards and end up harming those less fortunate?

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.

Learning With: ‘In China, This Video Game Lets You Be a Tiger Mom or a Driven Dad’

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Learning With: ‘In China, This Video Game Lets You Be a Tiger Mom or a Driven Dad’

Before reading the article:

Have you ever wanted to switch roles with your parents? Did you ever think that you could do a better job than your own parents?

Do you think being a parent is easy? Why or why not?

Now, read the article, “In China, This Video Game Lets You Be a Tiger Mom or a Driven Dad,” and answer the following questions:

1. Some of the most popular role-playing games involve witches, monsters and dangerous robots. Why do Carolyn Zhang and Raymond Zhong, the authors, describe playing the roles of mom and dad as “the most fearsome of characters”?

2. The authors write that the video game Chinese Parents is a hit, even though there are no official numbers on its sales. What evidence do they provide to support their claim?

3. What have players learned about their parents, and parenting in general, by playing the game?

4. What are some of the joys and trials of raising children included in the game? Which were most interesting, true to life or surprising to you?

5. What are some of the defining characteristics of parent-children relationships in China, according to the article? What is a Tiger Mom?

6. How does the game reflect or reinforce gender roles? Give one example from the article to support your answer.

7. Kong Qingxun describes the experience of playing Chinese Parents:

“At the beginning, you think it’s just a 100-meter run,” he said, referring to life. “Then you realize it’s a marathon. And finally you understand it’s a relay race that never ends.”

How does the game end or, more precisely, not end? How does that explain Mr. Kong’s statement?

Finally, tell us more about what you think:

Would you want to play Chinese Parents? Why or why not? Which aspects of gameplay are most interesting or intriguing to you?

— Do you engage in role-playing video games? If yes, which is your favorite and why? What life lessons, if any, have your learned from playing it?

— Do you think Chinese Parents would be successful with American consumers? What aspects of the game do you think American audiences would relate to? Imagine you are hired by Moyuwan Games, the independent studio that developed Chinese Parents, to redesign it for an American audience. What changes might you make?

— Chinese Parents reflects many of the unique attitudes, beliefs and recent history of China. Select a role-playing or other video game and explain how it reflects the culture of its origin.

Gun Parts

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Gun Parts

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

Tell us in the comments, then read the related Opinion piece to find out what this illustration is all about.

Find many more ways to use our Picture Prompt feature in this lesson plan.

Word + Quiz: euphonious

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Word + Quiz: euphonious

Note: Our Sixth Annual 15-Second Vocabulary Video Challenge is underway. It will run until Feb. 18.

1. having a pleasant sound

2. (of speech or dialect) pleasing in sound; not harsh or strident

_________

The word euphonious has appeared in five articles on NYTimes.com in the past year, including on Feb. 22 in “A Tune Heard Often at These Olympics Gets to the Heart of Being Korean” by Andrew Keh:

GANGNEUNG, South Korea — It may not have been the most obvious choice for Yura Min and Alexander Gamelin, the American-born ice dancing pair representing South Korea at the Olympics, to skate on Tuesday to “Arirang,” a Korean folk song whose roots go back hundreds of years.

…. The name Arirang actually refers to a category of folk songs. There are countless regional variations, with dozens of known melodies and thousands of known lyrics. The common thread among them is the use of the word “Arirang,” or other words that sound similar. Complicating matters some is the fact that those words do not have a universally accepted meaning. Some historians believe them to be simply euphonious syllables, a Korean fa-la-la.

_________

Learning With: ‘Parkland: A Year After the School Shooting That Was Supposed to Change Everything’

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Learning With: ‘Parkland: A Year After the School Shooting That Was Supposed to Change Everything’

3. Anthony Borges, 16, received five bullet wounds as he barricaded a classroom door to protect other students. What physical and emotional challenges has he faced since then? How has he tried to overcome them? How are Anthony’s challenges similar or different from the ones faced by others interviewed in the article?

4. Jammal Lemy, 21, became politically active after the shooting. What types of activities has he helped to organize and what impact have they had? How does Jammal respond to adults who say “You can’t. You’ve got to have realistic hopes and dreams?”

5. Manuel Oliver, whose son Joaquin was killed in the shooting, said: “What happened to Joaquin happens every single day. This is not about Joaquin only. This is not about Parkland only. This is not about Florida only.” What does he mean by this statement?

6. On the day of the one-year anniversary, Sarah Lerner, a teacher at Stoneman Douglas, says she will “try not to watch the news. I just need to be.” What does she mean by this? What are other ways the survivors interviewed in the article plan to observe the day?

Finally, tell us more about what you think:

— What can be learned from the Parkland shooting and its aftermath one year later? How does the article change your understanding of the tragedy? Have the events of the year affected your perspective on the power and voice that young people have?

— How did your school and community address the tragedy? Did the shooting lead to changes that you know of? Do you feel any safer in your school today?

— What did you learn from the personal stories of the nine Stoneman Douglas community members profiled in the article? Is there a particular portrait that affected you most? What particular passage, quote or photo stands out to you?

— Anna Crean, 16, one of the Parkland shooting survivors, said:

One day they released a bunch of video footage from the shooting. We watched it together. Every time something gets put out there, people get very upset, but people need to see it.

Do you agree with her? Why is it important to look at and remember what happened in Parkland that day no matter how upsetting it may be? Have we done enough to remember and honor the victims and survivors of the shooting?

— Ms. Kramer and Ms. Harlan highlight some of the changes in gun laws and policy since the shooting:

State legislatures, both Republican- and Democratic-controlled, passed 76 gun control laws in the past year — from bans on bump stocks and caps on magazine sizes to new minimum-age requirements and expanded background checks. Among the victories for gun control advocates was an omnibus bill in Florida that raised the minimum age to purchase a firearm in the state to 21 and extended the waiting period to three days. In all, more than half the states passed at least one gun control measure in 2018, with Washington and New York joining the trend in 2019. …

But at the federal level, any momentum for change was quickly stymied by partisan gridlock. Republican leaders in Congress remained silent as their Democratic colleagues called, once again, for changes in the wake of a mass shooting. The White House flip-flopped on promises to raise the minimum age to purchase rifles and to enforce universal background checks. And the N.R.A. pressed lawmakers, including the president, to give priority to the interests of gun owners.

How do you view these changes? Do you feel that they are enough? Why or why not? Are there additional changes you would like to see prevent future gun violence and school shootings?

Related Articles:

For Parkland Survivors, a Year of Political Gains and Unresolved Pain

International Women’s Day 2017 – 5 women who inspire us to keep learning

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International Women’s Day 2017 – 5 women who inspire us to keep learning

In honour of International Women’s Day 2017, in this post we share five women who inspire us to keep learning, and keep helping others to learn.

1. Katherine Johnson

The Apollo 11 flight to the moon wouldn’t have got very far without Katherine Johnson, an African-American physicist and mathematician who worked at NASA in the 1950s (and the agency before that, NACA – the National Advisory Committee for Aeronautics).

She was the only woman in her graduate school, faced segregation at NASA and sexism as standard at work: In the early days of NASA women were not allowed to put their names on the reports – no woman in my division had had her name on a report. I was working with Ted Skopinski and he wanted to leave and go to Houston … but Henry Pearson, our supervisor – he was not a fan of women – kept pushing him to finish the report we were working on. Finally, Ted told him, “Katherine should finish the report, she’s done most of the work anyway.” So Ted left Pearson with no choice; I finished the report and my name went on it, and that was the first time a woman in our division had her name on something”

Despite everything she kept researching, kept plotting trajectories, kept solving puzzles. Now Katherine is 98, holds the presidential medal of freedom and this year her story, and that of her colleagues Dorothy Vaughan and Mary Jackson, made it to the silver screen.

Find out more about Johnson
Find out more about the physics of space

2. Rosalind Franklin

Rosalind Franklin International Women's Day 2017

When people think of DNA they tend to think of just Watson and Crick, the two men credited with the discovery of the DNA molecule, and winners of the Nobel Prize. In fact it was Rosalind Franklin, another scientist, who laid much of the groundwork – with her famed ‘photograph 51’ capturing the molecule on film.

In a time when women in science were still uncommon, Franklin’s unwavering dedication to research, despite facing personal criticism, was remarkable.

Find out more about Franklin
Find out more about genetics and healthcare

3. Laura Bassi

Laura Bassi International Women's Day 2017

Laura Bassi was the first woman to be appointed a professor at a European university. She became a professor of anatomy in 1732 at the University of Bologna – aged just 21. As was more common then, her teaching and studying spanned subjects, she went on to teach philosophy at the university and eventually proved key in introducing Newtonian physics to Italy, authoring 28 different papers mainly on physics and hydraulics. She is a great example of not only a woman ignoring her detractors, but of the importance of interdisciplinary learning.

Find out more about Bassi
Find out more about physics, philosophy, anatomy

4. Aphra Behn

Aphra Behn International Women's Day 2017

If Laura Bassi paved the way for generations of female academics, then Aphra Behn paved the way for female writers. She was the first professional woman writer in English Literature, writing a wide assortment of poetry, prose and plays in the second half of the 17th Century. She was well known in her day for making a living from writing, unheard of for a woman, but also for getting involved in politics and being unafraid of speaking her opinions.  

As Virginia Woolf (another woman who really should be on this list) said in A Room of One’s Own:  “All women together, ought to let flowers fall upon the grave of Aphra Behn… for it was she who earned them the right to speak their minds…”

Find out more about Behn
Find courses about writing

5. Muzoon Almellehan

Muzoon Almellehan International Women's Day 2017

The youngest woman on the list Muzoon Almehllehan has been dubbed ‘Syria’s Malala’ due to her work on keeping Syrian girls in education. Despite the chaos and despair caused by the Syrian Civil War she remained committed to her own education – revising for exams in the refugee camps her and her family were forced to move to.

She was inspired to start her advocacy for girls education when she saw classmates forced to abandon their studies and working with charities she took to the streets to talk to people about child marriage. In 2014 she met the girl who inspired her nickname: Malala Yousafazi. Now she lives and learns in Newcastle, as part of the British government program to resettle refugees, but she wants to go back to rebuild Syria:  “I want to go back to rebuild Syria. It will need doctors, engineers, lawyers and journalists to make this happen, not ignorant people who have lost hope.” (Guardian, 2016)

Find out more about Almellehan
Find out more about opening education

Inspired to keep learning but not found a course here? Browse all the courses starting soon. 

Let us know any women who inspire you in the comments and find out more about International Women’s Day here.

Category
Learning,
Making FutureLearn

Interview: How do we read literature in the digital age?

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Interview: How do we read literature in the digital age?

In the past decades computers have radically changed society. The digital revolution has had a powerful effect on lots of fields, including communication, economics, art and science. The impact of digital technology is visible almost everywhere in our lives: shaping social behaviour and mentality but also practical skills like cooking, driving and reading.

In recent years, the study of literature has undergone significant changes in response to the digital revolution. The shift towards digital forms of reading and computer-based forms of literary analysis opened up new and exciting questions for literary scholars all over the world – including Philipp Schweighauser, lead educator in the upcoming course Literature in the Digital Age: From Close Reading to Distant Reading. I asked him about his own reading habits, the relation between digital media and literature and the future of reading and writing.

Gaudenz Metzger (GM): Professor Schweighauser, can you tell us about your personal reading strategies? Do you prefer analogue books or digital devices or a mix of both?

Philipp Schweighauser (PS): For the greatest part, I still read my novels, short stories, poems, and plays in print. So for poetry and fiction, it’s mostly print. The reverse is true for scholarship, which I read in electronic form whenever available. What I appreciate most about e-texts is their ready availability, their ‘searchability’ and the ease with which I can excerpt quotes for my own scholarship. I’m greatly interested in how the learners in Literature in the Digital Age read literary and other texts, and we’ll have a discussion about this in the first week.

GM: It’s often said young people prefer reading electronically. But print hasn’t disappeared. Why does the analogue continue side by side with the digital in the 21st century?

PS: There is a sensual quality to print books that e-books lack. Whenever we hold a book in our hands, we feel its size, its weight, and the quality of paper that is used. Thus, for many readers out there, it still makes a great difference whether they read a paperback or a hardback, a print-on-demand book or a collector’s edition. Books also have a powerful visual quality to them; think of the cover design, think of the title page, think of the typeface that is used. And yes, every book has an individual smell. In the final week of the course, we’ll delve deeply into the question of the sensuality and materiality of books. There are also scientific studies which suggest that we can remember texts we have read in print better that texts read on digital devices. For literary scholars, printed literary texts also remain crucial because the authoritative/scholarly editions that we quote often aren’t available in digital and/or quotable form.

photo of someone reading

GM: How has our increasing use of e-book readers and tablets changed the way we read literature?

PS: On the most pragmatic level, digital reading devices enhance mobility and save space. With an e-book reader, you can bring thousands of books along for your vacation. If you’ve gone fully digital, you don’t need book shelves anymore. With many an e-book reader, you can also instantly look up words you do not understand or find out more about the history of characters and the places they live in. And if it’s your sort of thing, you can also find out which passages in the book you’re reading other readers have found most interesting. More ominously, some brands allow you to monitor and reward the reading progress of your children. As this example shows, the promises of new technologies can easily transform into pitfalls–the great Canadian media theorist Marshall McLuhan, something of a patron saint for week 6 of Literature in the Digital Age–speaks of ‘reversal’ in this context, the point at which the promises of new technologies revert into their opposites. Think of how email promises to facilitate communication, but think also of the dread you feel when you open your inbox after a vacation–if you managed to stay away from it at all during what is supposed to be your time off. Less dramatically, the additional features of new reading technologies can also distract us, yanking us out of what many of us enjoy most about reading literature: losing ourselves in different, fictional worlds.

photo of someone using an ereader

GM: Media (books, tablets, smart phones etc.) are not just tools that help us read and communicate; they also open new perspectives and produce knowledge. Are there new and surprising ways of seeing that come from using digital media in literary studies?

PS: In recent decades, what is called ‘digital humanities’ has gained increasing prominence in research and teaching institutions all over the world. The term means different things to different people, but basically, the idea is that we need to find new ways of harnessing the potential of digital tools and databases in the study of culture. This ranges from large-scale digitizations of archives to developing online courses such as Literature in the Digital Age. Within literary scholarship, the Italian literary scholar Franco Moretti has been promoting what he calls ‘distant reading’ since around the turn of the millennium. Distant reading is a literary-critical method developed in direct opposition to the time-honoured practice of close reading. Instead of analyzing, as close readers do, individual literary texts with the utmost precision, distant readers mine huge databases containing thousands of literary texts to discover large-scale developments in literary history and patterns that transcend national boundaries. In Literature in the Digital Age, we’ll explore both more traditional forms of literary scholarship that remain crucial such as close reading and historical contextualization and more recent reading strategies developed in response to the digital revolution: hyper reading, social reading, surface reading and distant reading.

GM: So far we’ve talked about reading strategies but if you think about things like emojis, the computer is also modifying the way we write. Do you think human language and expression will undergo a fundamental change in the next centuries?

PS: This wouldn’t be surprising since technological inventions have radically impacted human language and expression throughout the history of humankind. Think of the invention of the phonetic alphabet in the 2nd millennium BCE, think of the invention of the printing press in the mid-15th century, think of the invention of the telephone, the typewriter and the tape machine in the late 19th and early 20th centuries. All of these technologies have fundamentally changed the way humans lived their lives, communicated, and perceived their world. For instance, if we follow Marshall McLuhan, the invention of the printing press created a whole new world in which print was the dominant medium and sight the dominant sense. McLuhan called it the Gutenberg Galaxy and already in the 1960s announced that it was in demise. He believed that humankind had entered a new phase by then: the electric age, a culture of all-at-onceness in which everyone is connected to everyone else and the world had become what McLuhan calls a ‘global village.’ This should ring familiar to anyone living in the digital age, but Intel’s invention of the microprocessor in 1971, the emergence of the Internet and of social networks, and, most recently, the rise to prominence of machine learning have certainly introduced further radical changes, among them the virtual disappearance of letter writing, the blurring of the boundaries between speech and writing and the emergence of new forms of writing such as texting and twitter. The social and psychological effects of these new media and new cultural forms will continue to be felt for decades to come, but I’m a literary scholar rather than a prophet or futurologist, so I’ll abstain from predictions.

GM: In the future computers may dream and write world literature. Is this a possible scenario for you?

PS: Again, I’m wary about that whole business of prophecy, but this seems a rather unlikely scenario to me. Sure, with the help of machine learning, computers will become ever more adapted at emulating neuronal processes and producing texts that pass the Turing test, but culture–the world of signs and meanings–will remain a predominantly human sphere. Even if computers do one day dream and write halfway decent literary texts, who will analyze those dreams and who will enjoy those texts? Computers?

Learn more about these and other topics. Join Literature in the Digital Age: from Close Reading to Distant Reading.