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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.

What’s Going On in This Picture? | Dec. 14, 2020

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What’s Going On in This Picture? | Dec. 14, 2020

1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. 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.)

3. 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.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

How Much Do You Know About the Philippines?

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How Much Do You Know About the Philippines?

Can you find the Philippines on a map? What else do you know about this Pacific island nation with about 110 million people?

Do You Want Your Parents and Grandparents to Get the New Coronavirus Vaccine?

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Do You Want Your Parents and Grandparents to Get the New Coronavirus Vaccine?

In “First Coronavirus Vaccines Head to States, Starting Historic Effort,” Abby Goodnough, Reed Abelson and Jan Hoffman write about the hurdles of bringing the vaccine to the public:

At Novant Health in Winston-Salem, N.C., the new ultracold freezers are ready — enough to eventually house more than 500,000 doses of the first coronavirus vaccine approved in the United States.

In Los Angeles, the Cedars-Sinai medical center has installed extra security cameras to protect the secret location of its soon-to-arrive supply of the vaccine.

In Jackson, Miss., the state’s top two health officials are preparing to roll up their own sleeves in the coming days and be the first to get the shots there as cameras roll, hoping to send the message, “We trust it.”

The Food and Drug Administration’s emergency authorization on Friday night of the vaccine developed by Pfizer and BioNTech has set in motion the most ambitious vaccination campaign in the nation’s history, a challenge of staggering proportions choreographed against a backdrop of soaring infection rates and deaths. This weekend, 2.9 million doses of the vaccine are to begin traveling by plane and guarded truck from Pfizer facilities in Michigan and Wisconsin to designated locations, mostly hospitals, in all 50 states.

The article addresses the worries that some Americans have about the vaccine’s effectiveness and safety:

One of the biggest outstanding questions is how many Americans — even in the health care field — will hesitate to get the vaccine; a Pew Research Center poll conducted late last month found that 18 percent said that they would “definitely not” take the vaccine “if it were available today” and that 21 percent said that they would “probably not.”

Many health care workers have been hesitant about this vaccine because it is so new, and they are eager to see hard data before they decide whether to take it. Mindful of their cautiousness, Dr. Drees said that ChristianaCare was emphasizing to its staff that taking the vaccine is voluntary.

“While I know that the risk of getting Covid far outweighs the risk of getting the vaccine,” Dr. Drees said, “meeting workers where they are at is important.”

At Spartanburg Regional Healthcare System in South Carolina, Dr. Chris Lombardozzi, the system’s chief medical officer, said he did not anticipate much in the way of resistance from employees. “Our medical staff is completely on board,” he said, noting that he’d had discussions with leaders of several departments. To a person, he said, they say, “I want to be first.”

Their willingness reflects the reality of how hard the pandemic has hit their professions.

“We are so tired of this,” Dr. Lombardozzi said. “We are tired of watching people die. We are tired of not having a cure for an awful, awful virus. We want this to go away.”

Students, read the entire article, then tell us:

  • Are you anxious to have any of your family members get vaccinated? What about you: Are you looking forward to getting vaccinated?

  • Most teenagers and young adults will likely be last to receive the vaccine, after groups like health care workers, residents of long-term-care facilities and people with risk factors like diabetes or cancer. Do you support this distribution system that priorities certain groups over others based on perceived need? Do you think it makes sense that young people are near the end of the line? Why?

  • The article states, “One of the biggest outstanding questions is how many Americans — even in the health care field — will hesitate to get the vaccine.” Do you think this hesitancy on the part of some people is warranted? Do you think members of the public who are hesitant will feel reassured as more and more people get vaccinated without any major issues? Why?

Evolving Coursera’s Brand Identity

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Evolving Coursera’s Brand Identity

Today, we’re excited to share Coursera’s new brand identity, a reflection of our commitment to make transformative learning accessible, inclusive, and impactful for all. As we continue to serve our global community of learners, partners, and customers, our new identity expresses the power and potential of every learner—and every learning opportunity—on Coursera.  

Learning has the power to positively transform our world. It’s the reason Daphne Koller and Andrew Ng founded Coursera in 2012 with the mission to provide everyone, everywhere, access to the world’s best learning. 

Today, in partnership with more than 200 leading university and industry educators, Coursera has evolved into a global learning platform where over 75 million learners have come to learn job-relevant skills and earn career-advancing credentials. We’ve also expanded the way that we reach learners by helping enterprises, universities, governments, and nonprofits accelerate workforce transformation.

Coursera’s brand needed to reflect this growth. What started as an effort to enhance our brand before the pandemic, took on new meaning as we continued to introduce solutions to meet the urgent needs of our global community. Now, as we look ahead to a new year, we’re able to complete what we started and launch the next stage in Coursera’s brand evolution. 

We’ve sharpened our brand strategy to be clearer about who we are and why we’re here—for our learners, our partners, our customers, and the world.

To bring this strategy to life, our brand identity is guided by the following principles:

  • Provide clean, inviting points of entry into learning.
  • Celebrate the inspiring journeys and accomplishments of learners. 
  • Promote closer collaboration between learners, institutions, and employers.
  • Be globally accessible to everyone, everywhere.

We created a wordmark that brings people into the world of transformative learning and represents their successful journeys. The C is an entry point into the full span of learning opportunities on Coursera—from projects and free courses to Professional Certificates and degrees. The C spotlights a world of possibility and provides a path for learners from discovery to outcome.

Our new color palette draws on the natural world to create a calm, uplifting, and dynamic experience. Because Coursera is a gateway to some of the world’s most revered learning institutions, we also wanted a palette that sits in harmony with partners.

To best serve our global community, we selected Source Sans Pro and Noto Sans Pro as our typefaces. These typefaces support 582 languages and provide optimal upload and download speeds across devices and browsers for offline learning.

Our brand comes to life in the experiences of Coursera learners from around the world. While their backgrounds are unique, they share a common commitment to progress. The photography direction we established captures the impact of learning and authentically represents our global community. 



Coursera learners: Paulina M. (Ghana), Rayan B. (Brazil), Ehab B. (Germany), Wafa’ B. (Indonesia)

We designed a brand architecture that can encompass the full scope of our growing collaborations, while at the same time clearly communicating our relationship with each partner organization.

Learners come to Coursera to grow their skills, live their passions, and make a positive impact on the world.

As we ease our community into the new brand experience across our channels and platform, we want to continue to celebrate and inspire progress makers everywhere to learn without limits on Coursera.

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Descubre cómo Rayan encontró un nuevo camino profesional en marketing digital.

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Descubre cómo Rayan encontró un nuevo camino profesional en marketing digital.

Te presentamos a Rayan, un analista de marketing de Belo Horizonte, Brasil. En este post, Rayan nos cuenta cómo a través de su compromiso con el aprendizaje de nuevas habilidades en Coursera pudo empezar su trayectoria para tener una carrera exitosa en marketing digital. 

Listo para un cambio 

Después de completar mi título universitario en Lingüística en 2016, estuve desempleado por dos largos años en los cuales tuve la oportunidad de reflexionar. Durante ese periodo me vi a mi mismo en un punto de inflexión crítico en el que me di cuenta que quería cambiar de carrera y mientras exploraba nuevas opciones profesionales me encontré con el marketing, catalogado como uno de los “trabajos del mañana” por el Foro Económico Mundial.  

Para salir del limbo en el que sentía que estaba mi carrera decidí que necesitaba encontrar formas de desarrollar habilidades y de construir una base sólida en marketing. Mientras esto pasaba, descubrí por casualidad que la organización de Voluntarios de las Naciones Unidas proporciona a sus miembros registrados acceso gratuito a Coursera. 

Construyendo una base en marketing

Antes de unirme a Coursera era muy difícil y me tomaba mucho tiempo encontrar contenido confiable y estructurado que me permitiera medir mi progreso de aprendizaje. Hoy en día he completado cuatro cursos y estoy aplicando las habilidades que aprendí a través de la plataforma en mi trabajo actual. 

Estos son algunos de los cursos que he completado hasta el momento: 

“He incluido todos estos certificados en mi perfil de LinkedIn, lo que hace que mi currículum sea mucho más atractivo”. 

No solo mi currículum se ve impresionante, lleno de los nombres y logos de instituciones de clase mundial, sino que estos certificados también me acercan a mis objetivos profesionales al validar las habilidades que he aprendido. 

Ahora que trabajo como analista de marketing es evidente cómo todas las habilidades que aprendí en Coursera me prepararon para el mundo real. Planeo especializarme más en marketing digital con cursos adicionales y espero algún día manejar proyectos de marketing de contenido y redes sociales para una empresa de tecnología en temas de comercio electrónico o inteligencia artificial. 

Algunos consejos 

“Mi consejo para otros estudiantes es escribir una lista con sus metas de carrera y buscar en Coursera cursos relacionados que puedan enseñarles las habilidades que necesitan para alcanzar esas metas.” 

También recomiendo que definan metas de estudio semanales para que el proceso de aprendizaje sea consistente en vez de esporádico. Interactuar y relacionarse con otros estudiantes en la plataforma también es una gran manera de conocer profesionales en el área en la que quieren desarrollarse. ¡A lo mejor se encuentran con consejos útiles que los ayudarán en su próximo curso o en su próximo trabajo!

 

Meet 7 year old Ehan – Alison graduate and future NASA engineer

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Meet 7 year old Ehan – Alison graduate and future NASA engineer

Like many schoolchildren around the world, seven year old Ehan Rattani has spent 2020 learning from home. However, Ehan has gone above and beyond his school curriculum and has spent lockdown learning coding with Alison. Ehan is one of our youngest ever graduates and plans on putting his newfound knowledge to good use.

Hi Ehan, tell us a bit about yourself! 

My name is Ehan and I’m seven years old. I’m in Year 3 and my favourite subject at school is Maths. I like playing and watching cricket and football. My favourite cricket player is Glenn Maxwell on the Australian team. My other hobbies are playing the piano and the guitar and also swimming and playing chess. My passion these days is coding. I want to create an app for people who have hearing problems. What the app will do is, whenever someone says something, it will get displayed on the screen so the person who has hearing issues can see what’s been said.

That’s a great idea, how did you think of it?

I just got the idea one day. I saw someone had made a text-to-speech app and I thought why not a speech-to-text?

How did find out about Alison’s online courses?

I found out about Alison after my mum registered for a course because she wanted to learn coding. [These classes were arranged by the Aga Khan Economic Planning Board, an organisation with a vibrant educational partnership with Alison. You can read more about our work together in community learning here.] She lost interest but I started watching the classes. I became interested and I wanted to learn more and they recommended Alison.

Which was the first coding language you started to study and why?

I decided to learn HTML, CSS and JavaScript first because they’re the fundamentals of web development. I also want to create a website that will teach children subjects like Maths and Science.

 

What is the difference between online learning and learning at school?

Well at school I have a teacher to guide me and we also have a set schedule. But at home I have a lot of information available to me online and I can complete work at my own pace.

Do you prefer learning online or having a schedule at school?

I prefer a bit of both because, at school, I can meet up with my friends and I have a teacher to guide me. But then again at home I’m able to do things in my own time and I don’t have to wait for my classmates to finish doing work. I can just finish it and move onto something else.

How has learning from home been during lockdown?

It started off pretty exciting – we had our schedule, we had time to do our school work and we had time to do other things but eventually it got boring. Also everyone just went off the schedule and started refusing to do work.

What do you think would improve online learning?

I think our school classes online would be better if they were on Zoom because right now they just give us all the documents but the teacher isn’t there to guide us.

Do you think, in the future, it would be a good idea for classes to take place online as well as in school?

Yes definitely. 

What courses are you studying at the moment?

Right now I’m learning Python and I want to learn C#.

Which has been the hardest so far?

I think Python is pretty difficult but I’d say Java is even harder.

Have you thought about what you’d like to do when you grow up?

In the future I want to work in NASA and create robots and Artificial Intelligence to work on the ISS and on other future space missions.

If you could learn absolutely anything in the world from an Alison course, what would it be?

There are a few things I want to learn – astronomy, binary, algorithms and also physics.

And if you could make a course, what would you want to teach the world?

I’d probably make a course on AI so that people could invent robots to make Earth a better place in the future. 

Word + Quiz: frippery

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Word + Quiz: frippery

: something of little value or significance

_________

The word frippery has appeared in nine articles on NYTimes.com in the past year, including on June 7 in “When Dickens Died, America Mourned. Our Archives Tell the Story” by Tina Jordan:

After his death, Dickens’s body had been sent to London on a special train and taken directly to Westminster Abbey. As the paper’s correspondent pointed out, this was emphatically not what he would have wanted: “No man has written a more pointed condemnation of the hideous pomposities of an English funeral than Mr. Dickens. He also declared with great energy that they should never put him in Westminster Abbey. … He would have preferred to lie with so many he loved best in the Kensal Green Cemetery.”

In keeping with at least some of the novelist’s final wishes (he asked “that those who attend my funeral wear no scarf, cloak, black bow, long hat-band, or other such revolting absurdity”), at Westminster Abbey there were “no cloaks, no weepers, no bands, no scarves, no feathers — none of the dismal frippery of the undertaker.”

_________

Lesson of the Day: ‘Tone Is Hard to Grasp Online. Can Tone Indicators Help?’

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Lesson of the Day: ‘Tone Is Hard to Grasp Online. Can Tone Indicators Help?’

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

Featured Article: “Tone Is Hard to Grasp Online. Can Tone Indicators Help?” by Ezra Marcus with videos by Shane O’Neill

We all struggle to communicate online — sometimes with funny consequences, and at other times hurtful ones. “In a text-only environment, how can we ever be certain other people understand what we mean when we post online? Enter tone indicators,” writes Ezra Marcus.

In this lesson, you will explore the challenges of communication in a digital age and how an emerging linguistic trend might help us all. In a Going Further activity, you will create your own tone indicator videos to help others avoid miscommunication.

How often do you experience misunderstandings over a text, email, chat or other digital form of communication?

Someone posted on your Instagram “that’s SO cool” and you thought they were being sarcastic. You texted someone “yeh, sure” and they thought you were being serious when you were joking.

Take a few minutes to write about a memorable miscommunication you had in a text or online. What was written, by whom, and how was it misunderstood? What was the source of the confusion? A typo? Confusing grammar? A misinterpretation of meaning, subtext or tone? What were the consequences of the mix-up? Embarrassment? Hurt feelings? Laughs?

If you are in a classroom setting, share your experiences and make a list of common problems you face in online communication.

Read the article, then answer the following questions:

1. Why is written language “an imperfect method for the messy, complex business of communication” according to the author, Ezra Marcus? Why is it less effective than face-to-face communication?

2. What are tone indicators, in your own words, for someone who has never heard of or used them? How do they address the kinds of communication challenges you identified in the warm-up activity?

3. What does it mean to be “neurodivergent”? Why are tone indicators popular with people who are neurodivergent, according to the article?

4. Why are some people opposed to the use or overuse of tone indicators? Do you find those arguments persuasive?

5. Mr. Marcus writes that the history of tone indication is much older than the internet. Which example from the article do you find most fascinating or instructive? How did the smiley face emoticon “:-)” come into being? What does that story tell us about the evolution of communication?

6. What is your reaction to the article? Do you think tone indicators would have prevented the miscommunication you described in the warm-up activity? Which tone indicators do you think are most helpful? Which are less so? Do you think you will use them in the future?

7. The author notes that many past efforts to invent punctuation like the upside-down exclamation mark to indicate sarcasm and irony failed to catch on. Do you think tone indicators will catch on? Do you think they will make the internet a better place?

Option 1: Share Your Thoughts

Choose one or more of the following writing prompts:

  • Communication: What method of communication for speaking or writing do you prefer — by phone, text, video call or face-to-face? How is communicating in-person different from having digital conversations? What are the advantages and drawbacks of each?

  • Miscommunication: How big a problem is miscommunication for you? How often do you find yourself being misunderstood or confused as to another person’s intent? What strategies have you used to better ensure clear communication? How successful have they been?

  • Tone Indicators: One Times reader, Chris from San Francisco, commented:

Tone indicators are a pretense claiming to be a fact.

They pretend that perfect clarity is possible when it never has been and never will be. In-person dialogue with an intimate loved one requires clarifying questions if you’re really paying attention, and even talking to ourselves or journaling usually requires a few iterations to get at what’s under the surface. We express to discover what we mean, not pre-determine it. Exploring meaning is what connects and nourishes, not clipped declarations of intent.

Instead of tone indicators, I’d suggest we ensure the reader feels free to ask for clarification in a way that deepens connection, not abbreviates it.

Do you agree? Do you believe that tone indicators abbreviate connection and true intimacy? Or do you find them helpful to avoid misunderstanding and a good step for inclusiveness?

Option 2: Create Your Own Tone Indicator Videos

Create your own tone videos using the ones featured in the article as an inspiration and guide.

Your videos can illustrate existing tone indicators or you can create your own new ones — drawing from the list of common communication problems you created in the warm-up activity.

Each video should have the same words or phrase, but use a different tone and delivery along with the corresponding indicator or symbol.

When you are finished, share your videos with the class and create an anthology of tone indicators as a whole group.


About Lesson of the Day

• Find all our Lessons of the Day in this column.
• Teachers, watch our on-demand webinar to learn how to use this feature in your classroom.

What Role Does Religion Play in Your Life?

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What Role Does Religion Play in Your Life?

In “Saying Goodbye to Hanukkah,” Sarah Prager writes about celebrating traditionally religious holidays without religion:

Growing up, my sister and I ate our Hanukkah latkes next to stockings our mother had cross-stitched with depictions of Santa. The white flickering light from the menorah’s candles mixed with the glow of colorful electric lights on our locally cut Christmas tree, decorated with tinsel and Stars of David. Celebrating two holidays at once was normal and a joy. But I’m making different choices with my own children, who won’t grow up with Hanukkah at all.

My sister and I never attended religious services for any Jewish or Christian holidays, but we were still raised with religion. My family attended a Unitarian Universalist meeting house where it was common to celebrate multiple religions’ holy days. We looked forward to the annual Festival of Lights, where each room of the building had a different activity set up: Kwanzaa candle dipping, gingerbread house decorating, reindeer craft making, dreidel spinning, Yule wreath building.

My father’s Jewish tradition only appeared at Hanukkah for the American “holiday season.” We didn’t celebrate Passover or Rosh Hashanah or any other Jewish holiday as a family. In contrast, my mom’s Catholic upbringing emerged not only at Christmas, but also for Easter, though that was only about eggs, bunnies and the resurrection of spring, not Jesus.

We celebrated every holiday secularly, like Halloween or Thanksgiving 一 except Hanukkah. Each of those eight nights we’d recite the Hebrew prayer about God while lighting the menorah. We memorized the syllables and repeated them, but they had no meaning to us and my parents didn’t expect, or want, us to believe what we were reciting. We were trying to honor my dad’s heritage, but it wasn’t a custom he truly wanted to hold on to.

Ms. Prager goes on to explain that, now, she and her wife identify as “nones” — people with no religious affiliation — and that they raise their children celebrating Christmas and Easter, but not in the context of religion:

I respect the incredible value of keeping traditions alive, especially those that centuries of persecution have sought to erase. But while I have more of a connection to Judaism than some, I am not Jewish and it doesn’t feel authentic to celebrate a Jewish holiday religiously. My kids may end up playing dreidel sometimes, but they won’t learn the prayer that begins Baruch atah Adonai, sacred words that are nonetheless empty to them.

Discontinuing my family’s Hanukkah celebration fits right in with our family’s tradition of bucking tradition. Most families do this in some way, even if just adjusting the Tooth Fairy’s gift for inflation. As a queer person, I know my kids will grow up alongside other children whose families created their own way of doing things because the old way hurt or didn’t fit.

Pride in June is my favorite holiday, but this year, the first as our completed family of four, we couldn’t go to a parade. I missed that much more than any holiday rooted in a religion that isn’t mine. I hope that the balloons, floats and rainbows that typically mark its celebration will be a special part of my children’s memories as they grow, and that they anticipate our invented Pride Fairy’s gifts as much as the Easter Bunny’s.

Students, read the entire article, then tell us:

  • In a few sentences, how would you describe your religious or spiritual beliefs — or your choice not to subscribe to religion?

  • What role does religion play in your life? Do you pray each day? Do you participate in religious traditions through the clothes you wear or the food you eat? Do you have a spiritual community that is important to you? Do you participate in religious holidays?

  • Katarina, a student, suggested this question: “Can you pick and choose which aspects of religion to follow?” What do you think? Is it possible to participate in only some elements of a religion, like holidays or prayers, without following all of a religious tradition? Do you do this in your own life? If so, how do you decide which parts of your religion to observe and which parts to leave behind?

  • If you are not religious, do you have other beliefs, traditions or practices — like meditation, yoga, art, music or being in nature — that ground you or give you a deeper sense of purpose or connection to the world? If so, what are they and what do they mean to you?

  • Which holidays are most important to you? If they are traditionally religious, is their religious nature important to how you celebrate them? Or do you celebrate them without the religious stories or rituals, like the writer of the article?

  • To what extent is your relationship to religion your own choice? Is it important to your family that you are connected to religion? Do you observe your religion in the way you are instructed to by religious leaders or texts? Or have you been able to explore and form your own spiritual beliefs? When you grow up, do you think you will choose to practice religion differently than your family does now? Why or why not?


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.