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

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

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

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

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

Comment #1

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

— Allukoy from Eugene, Ore.

Comment #2

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

— Katie from MHSN

Comment #3

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

— Ezabelle from Eugene, Ore.

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

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

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

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

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

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

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

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

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

Shantha Indrajith Hikkaduwa Liyanage 

UD68996BMA78130

Doctor of Philosophy (Ph.D) in Management

Tutor: Iryna Ivashuk

 

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

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

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

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

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

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

 

References

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

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

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

 

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

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

 

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

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

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

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

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

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

Stories from donation recipients

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

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

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

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

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

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

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

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

Word + Quiz: rakish

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Word + Quiz: rakish

1. marked by up-to-dateness in dress and manners

2. marked by a carefree unconventionality or disreputableness

_________

The word rakish has appeared in 15 articles on NYTimes.com in the past year, including on Aug. 28 in “Comfort Viewing: 3 Reasons I Love ‘The Sting’” by Thomas Vinciguerra:

Frankly, I didn’t understand “The Sting” when it opened in 1973 and I was 10. What with the movie’s manifold tricks and streetwise double-crossings, I grasped only the basics. In 1930s gangland Chicago, two handsome, sneaky crooks (Paul Newman and Robert Redford) were swindling another handsome, far more sinister crook (Robert Shaw). This they do by trying to fleece him of half a million dollars in a bogus betting parlor, populated by a mob of their associates. What I liked most were the mustaches.

… “The Sting” won seven Academy Awards, including best picture, director (George Roy Hill) and original screenplay (David S. Ward).

Another Oscar went to Edith Head for costume design, and she deserved it. I can’t recall the last time I saw so many sharp, three-piece suits or equally classy men’s hats. Harold Gould as Kid Twist (with a great mustache) wore the best Homburg in recent memory, and Redford always kept his fedora atilt at just the right, rakish angle.

_________

Who Do You Think Should Be Person of the Year for 2020?

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Who Do You Think Should Be Person of the Year for 2020?

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

What person or group of people do you think best represents 2020?

Do you agree with Time magazine’s selection of President-elect Joseph R. Biden and Vice President-elect Kamala Harris as its persons of the year? Would you have made a different selection from the list of finalists, which included frontline health care workers along with Dr. Anthony S. Fauci, the racial justice movement and President Trump?

In “Biden and Harris Are Time’s Persons of the Year for 2020,” Neil Vigdor writes about Time magazine’s selection:

Time magazine on Thursday named President-elect Joseph R. Biden Jr. and Vice President-elect Kamala Harris as its persons of the year, citing the weight of the pandemic and racial injustice that will be shouldered by the history-making Democratic ticket.

Bruce Springsteen, who narrated a television ad for Mr. Biden during the campaign, revealed the magazine’s choice at the end of an hourlong television special on NBC.

Mr. Biden, 78, the former vice president under President Barack Obama, and Ms. Harris, 56, a U.S. senator from California who became the first Black woman and the first Indian-American elected to the vice presidency, will appear side by side in a portrait on the magazine’s cover on Dec. 21.

They edged out frontline health care workers (along with the nation’s leading infectious-disease expert, Dr. Anthony S. Fauci), the racial justice movement and President Trump for the distinction.

The article continues:

The tradition goes back to 1927, when Time named the aviator Charles A. Lindbergh its first man of the year, as the honor was then called. The magazine, which began publishing in 1923, has bestowed the distinction on presidents, peacemakers, astronauts, popes and Queen Elizabeth II, on American women and the endangered earth. But some of the newsmakers chosen turned out to be infamous; Time selected Adolf Hitler in 1938 and Joseph Stalin in 1939, a distinction that was given to Stalin again in 1942.

Time has noted that its selection process is not a popularity contest, however. Its choice reflects “the person or persons who most affected the news and our lives, for good or ill,” the magazine said in 2014.

Mr. Vigdor also lists other recent choices for person of the year:

Last year, Time named the young climate activist Greta Thunberg its person of the year, choosing her over House Speaker Nancy Pelosi, Mr. Trump, the Ukraine whistle-blower and the Hong Kong protesters.

The choice of Ms. Thunberg, who sailed across the Atlantic in an emissions-free yacht before her speech last year at the United Nations Climate Action Summit, rankled Mr. Trump. The president called the nod to Ms. Thunberg “ridiculous” on Twitter.

In 2018, the magazine selected a group of journalists that included the murdered Saudi dissident Jamal Khashoggi as its person of the year. The magazine said it wanted to underscore the threats faced by independent journalists at a time of so much disinformation. The journalists included the staff of The Capital Gazette newspapers in Maryland, where five people were shot dead in June 2018.

The previous year, Time recognized “the silence breakers,” a group of women who catalyzed the Me Too movement when they stepped forward to accuse powerful men of sexual harassment and assault.

Students, read the entire article, then tell us:

  • What person or group of people would you choose as person of the year for 2020? Why? Do you think that Dr. Fauci and frontline health care workers, the racial justice movement or Mr. Trump — Time’s other finalists — should have been chosen instead? Do you wish that any other people or groups had been included in Time’s final crop?

  • Imagine that you are in the meeting to determine who will be person of the year. What are the arguments for choosing Mr. Biden and Ms. Harris? What are the arguments against this choice? What message do you think the pick sends?

  • Time noted that it chooses “the person or persons who most affected the news and our lives, for good or ill,” not necessarily whoever is most popular. What do you think of this criteria? What would your criteria be? Do you think that Time should select, and therefore draw attention to, someone who has made a positive difference in the world?

  • Among this year’s finalists are two groups: frontline health care workers and the racial justice movement. What do you think of Time’s willingness to recognize significant groups and movements? Does Time’s acknowledgment help those groups accomplish their goals, or is it simply symbolic?

  • Who is the person of 2020 in your own life? Is it a friend, parent, teacher or significant other? Why has that person been such a meaningful part of your year? If you think that person would appreciate the recognition, consider sharing it with them.

About Student Opinion

• Find all our Student Opinion questions in this column.
• Have an idea for a Student Opinion question? Tell us about it.
• Learn more about how to use our free daily writing prompts for remote learning.

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

2020 in Pictures

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2020 in Pictures

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

“A Year Like No Other”: That’s the headline for the 2020 version of The Times’s annual “Year in Pictures” collection. The introduction to it begins this way:

Certain years are so eventful they are regarded as pivotal in history, years when wars and slavery ended and deep generational fissures burst into the open — 1865, 1945 and 1968 among them. The year 2020 will certainly join this list. It will long be remembered and studied as a time when more than 1.5 million people globally died during a pandemic, racial unrest gripped the world, and democracy itself faced extraordinary tests.

Take a look the whole collection, then tell us:

  • Which images stand out to you and why? Which ones do you think best represent 2020? Are there any events that you think are missing?

  • If you were to make a “Year in Pictures” of your own life, which moments would you include?

Tell us in the comments, then read the related article to read more of what Dean Baquet, the executive editor of The New York Times, has to say about this year’s selections.

About Picture Prompts

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

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

Coursera Becomes Part of General Services Administration Listing

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Coursera Becomes Part of General Services Administration Listing

Now Any Federal Government Agency Can Easily Engage Coursera for Upskilling Projects 

By Kevin Mills, Head of Government Partnerships 

Approximately 400,000 Federal employees will need to be reskilled by FY 2021, according to the Office of Management and Budget. That’s nearly 20% of the government’s current workforce. 

Today, we are excited to announce an agreement with immixGroup to add Coursera to its General Services Administration (GSA) Multiple Award Schedule (MAS) contract. Now, at a time when reskilling is mission-critical, federal agencies can streamline the deployment of high-quality online learning with Coursera. Qualifying state, local, and tribal governments can also sign up for Coursera through immixGroup’s MAS Information Technology contract, which provides agencies with innovative technology solutions from over 4,600 pre-vetted vendors. 

The pandemic has accelerated digital transformation and automation, creating an urgent need for reskilling across public and private sectors. The need for upskilling is especially acute for government organizations, as technology adoption is now crucial to achieving mission outcomes. According to Gartner, 80% of government organizations are still at the initial or developing digital maturity stages. 

Coursera helps governments advance mission delivery with strategic, job-based learning programs that develop mastery in critical digital skills. Governments using Coursera have access to more than 3,800 courses from over 200 renowned university and industry educators including Google, IBM, Yale University, and the University of Michigan in cutting-edge skills like big data, AI, cloud computing, and cybersecurity as well as soft skills like leadership and communication. 

Strategic upskilling, curated for job-roles with clear skill proficiency goals, will be key to building a competitive workforce in our “new normal.” This year, we introduced hundreds of job-based learning programs that match skill goals for a given role with a set of data-driven course recommendations. These SkillSets power Academies, which help governments drive skill literacy, upskilling, and reskilling in key areas such as Data Science, Software Engineering, and Cloud. Coursera can create custom learning pathways aligned to any organization’s mission requirements. Governments can track skill progress and measure proficiency against their organization’s goals as well as industry benchmarks. 

Panel Discussion: Crash Course on Digital Transformation and Reskilling for Federal Agencies

Over 380 governments and 2,400 companies use Coursera to reskill their employee and citizen workforces, including leading government agencies and 25% of Fortune 500 companies. 

Workforce development is now an urgent priority for governments worldwide. At the height of the pandemic, we launched the Coursera Workforce Recovery Initiative to help governments provide impacted workers with free access to job-relevant training. Over the last seven months, governments across more than 100 countries and 30 US states and cities — including the states of Minnesota, Maine, Illinois, and South Carolina — have successfully implemented this initiative. Since April, more than 1 million impacted workers have enrolled in 8 million courses to gain in-demand skills. 

As the pandemic continues to rapidly reshape our working world, we are committed to helping governments build competitive workforces through scalable, data-driven learning programs. For more information about Coursera for Government, visit www.coursera.org/government.

4

5 ways to prepare for your technical interview

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5 ways to prepare for your technical interview

This article was written by our friends at Career Karma.

For both new developers and seasoned engineers, the technical interview can be a daunting, overwhelming – and sometimes outright terrifying – process. No matter your professional experience, knowing how to prepare for the technical interview is a crucial skill. It will often be the difference between landing the job and being turned down. In this article we’ll explore 5 tips for preparing for your technical interview.

You have a technical interview. How should you prepare?

The technical interview can include conversations about many computer science and coding topics such as memory management, Big O Notation, data structures and algorithms, white-boarding or coding challenges, pair-programming, project walk-throughs, and take-home projects.

Aside from being properly rested the days leading up to your technical interview, there are a lot of preparation steps you can (and should) take to maximize how well you’ll do during your technical interview. Below are five ways to prepare.

1. Find relevant stories to tell

One of the best ways to portray your knowledge, understanding, and skills, is through interview storytelling. This is the opportunity for you to answer a question from the interviewer in a way that directly relates to the topic or experience being questioned. Telling relevant stories might also give you the opportunity to show understanding of the topic, even if you don’t have direct experience.

Here’s a short example of what that might look like when you don’t have direct experience with a topic:

Interviewer:  What is your experience using React?

Interviewee:  I’ve had to build several frontends, though I’ve typically used Vue and Angular. However, when I was starting my Movie List app, I did look at using React since it’s emerged as a widely-used framework. In fact, I cloned a project from Github and looked at the code and architecture of the app to get a better understanding of its use and took some time to read some of the docs. In the end, I did stick with Vue for my project, but knowing other frontend frameworks and from the small amount of research I did, I feel that I could comfortably step into building a frontend with React without any major challenges.

In this example, the interviewee is able to show knowledge and understanding of React even though they’ve not personally used it.  Then, the interviewee has the opportunity to finish answering the question by confidently saying they don’t feel as if they would struggle working with a new framework.

2. Take time to review past projects’ code

There are many benefits to reviewing code from your past projects. It’s often easy to forget a specific method you used, or the steps you took to solve a problem, twenty projects ago. Reviewing past projects gives you the opportunity to refamiliarize yourself with code solutions you’ve used in the past and allows personal reflection on how you’ve grown since.

It’s also common for an interviewer to ask you to walk them through a project or some code you’ve written. This is a great time to pick a good project out and get it ready for your interview. Be prepared to have a prior project accessible to walk through with your interviewer.

3. Learn data structures & algorithms

While spaghetti code can get the job done, understanding data structures and algorithms helps you write cleaner, more efficient code. Prepare for your technical interview by learning and understanding data structures and algorithms and best use-cases for each. Learning data structures and algorithms will help you have a better understanding of the how’s and why’s during your technical interview.

4. Do code challenges every day

Now that you’ve studied data structures and algorithms, practice putting them to use. Every day. At first, code challenges can be difficult to complete. It could take several hours to partially complete one. However, as you practice and start understanding methods used to solve a code challenge, you’ll be able to complete multiple code challenges in the time it used to take to solve one.

5. Learn to say, “I don’t know”…the right way

Saying “I don’t know” the right way is an art, and one that is definitely worth mastering. As an interviewee, not knowing the answer to a question can be the most terrifying scenario. Though, regardless of who you are, it’s impossible to know everything.

An interviewer knows this, and they’ll be paying particular attention to how you handle not knowing the answer to something. What you never want to do is say “I don’t know” or give an explanation that makes it clear you have no understanding of what you’re talking about.

Never look at not knowing as failure, rather opportunity. This is the chance to show off your critical-thinking and problem-solving skills. Instead of blurting out, “I don’t know”, take a moment to collect yourself. Give yourself the chance to mentally work through what you’re being asked, and give an answer similar to:

“While I’m not sure it’s the best way, initially I’m thinking…”

And then you have the opportunity to follow up with a question to the interviewer like:

“What would you say is the best way to tackle that?”

This gives you the opportunity to show that you can critically-think about topics you’re unsure of and can also show that you’re open to others’ suggestions and feedback — which can be huge! Even before your interview, practice saying “I don’t know” the right way in everyday conversation. This will help it become second nature during the interview.

How Prepared Are You For Your Technical Interview?

You’ve spent those past years dreaming of the day you become a software engineer. The hiring department or tech manager has requested an interview (you’ve gotten the request, now what?), you’ve passed the phone screen/HR interview, and now it’s time for your technical interview. Preparation is everything. From learning and studying computer science concepts, to reviewing past code and projects, to knowing what to say and how to say it, each step will help you best prepare you for your technical interview.

After your interview, take time to reflect on your interview and how it went. Take time to make notes on questions asked, topics discussed, and think about how you can refine these steps for your next technical interview. And then after that, take a break and pat yourself on the back for a job well-done.

Word + Quiz: purport

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Word + Quiz: purport

verb: have the often specious appearance of being, intending, or claiming

verb: propose or intend

noun: the intended meaning of a communication

noun: the pervading meaning or tenor

_________

The word purport has appeared in 29 articles on NYTimes.com in the past year, including on Oct. 23 in “John Wilson Reveals the Absurd Poetry of New York” by Nathan Taylor Pemberton:

While “How To” is Wilson’s first TV series, it’s essentially an expansion of the offbeat “tutorial” videos he has been making on his own since 2010. Like his new show, these early shorts would purport to offer viewers insight into mundane tasks, inspired by the YouTube explainers that fascinated the filmmaker.

“I would watch them and want to know why this person became obsessed with air-conditioners,” Wilson said. “Was it a divorce, or something emotional?”

_________

Introduction to ‘Current Events Conversations’

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Introduction to ‘Current Events Conversations’

Thousands of students from around the world share their opinions and creative ideas by commenting on our daily writing prompts. Each week we round up some of our favorite student comments to spotlight in our Current Events Conversation.

Teachers tell us that this feature gets their students excited about writing in a few different ways. Our moderated comment section gives students an authentic audience for their writing. These weekly roundups can also serve as mentor texts for students as they hone their own writing skills. Plus, students get excited to see their names and writing celebrated in The New York Times!

Find all of our Learning Network tutorials in this video playlist.

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