fbpx
Home Blog Page 297

What’s Your Exercise Routine?

0
What’s Your Exercise Routine?

What do you do to stay fit? Do you jog? Hit the gym? Start the day with stretching, push-ups or yoga? Go for walks or runs? Play sports?

What benefits do you get from these activities? Would you like to improve or change up your approach to fitness?

In “Are Americans Doing Fitness Wrong?,” Talya Minsberg writes that Americans are generally not getting enough exercise:

For many people in the United States, staying in shape means getting in your car and driving to the gym. Movement is something on a to-do list, siloed off from the rest of daily life.

That mentality is quintessentially American, according to Natalia Mehlman Petrzela, a professor of history at the New School and the author of “Fit Nation.”

“There’s this crazy paradox where America is, in many ways, the center of the commercial fitness industry, but it’s also a place where by pretty much every measure people are extraordinarily unfit,” she said.

Only about a quarter of American adults get the recommended amount of physical activity, according to the Centers for Disease Control and Prevention, and inactivity contributes to 1 in 10 premature deaths.

Part of the problem, Dr. Mehlman Petrzela said, is the “pay-to-play experience” embedded in American fitness culture. There are endless gyms, classes and products that promise to make you fitter, as long as you hand over your credit card.

But there are other ways of approaching exercise. In many nations, movement is baked into everyday life — as a way to commute from one place to another, to build community or to connect with nature.

Ms. Minsberg shares some lessons Americans might learn from four cultures — Finland, Japan, the United Kingdom and Brazil — according to fitness experts. Here are excerpts:

Finland: Walk wherever you can, even when it’s freezing.

When you live in a nation like Finland, where daylight only lasts for some six hours in the dead of winter, you learn to embrace extremes.

So it’s no wonder that the Finnish have a “no bad weather, only bad clothes” type of mentality, said Mika Venojärvi, a professor of exercise medicine at the University of Eastern Finland. It’s always popular to explore the outdoors, Mr. Venojärvi said, even in frigid temperatures.

Japan: Embrace short bursts of exercise.

Every day, a short exercise routine known as radio-taiso is broadcast across Japan on YouTube and Japan’s national radio station. In parks, office buildings and schoolyards, groups of people join together throughout the day in a three-minute, 13-move calisthenic routine — no equipment required. Movements include arm circles, forward bends, backward bends and star jumps, which are similar to jumping jacks.

The United Kingdom: A workout can be a community event.

Twenty years ago, a runner named Paul Sinton-Hewitt invited a small group of friends to what he called the Bushy Park Time Trial: a five-kilometer run with the promise of coffee afterward. They had a great time, and Mr. Sinton-Hewitt decided to do it again the next weekend, and the weekend after that.

That event gradually grew into parkrun, an organization that now hosts roughly 2,500 free running events every weekend in public spaces across 23 countries, including Ireland, Malaysia and Namibia.

Brazil: Make fitness feel like a party.

Brazil’s beaches are routinely packed with people jumping, sprinting, squatting and skating. Beach volleyball and soccer games dot the sand, sandwiched between walkers on boardwalks and surfers in the Atlantic.

There’s so much activity that “if you go to Rio de Janeiro and Copacabana at 5:30 p.m., it will be hard to walk in a straight line,” said Luiz Guilherme Grossi Porto, a professor of physical education and public health at University of Brasília.

Students, read the entire article and look at all of the photos and videos. Then, tell us:

  • Is physical activity a part of your daily or weekly routine? If so, what do you do? Play sports? Walk your dog? Lift weights? Dance? Ride your bike? Do you enjoy the exercise that you do? Or do you do it grudgingly?

  • How important is regular exercise to you? What benefits do you get from it?

  • Ms. Minsberg begins her article by writing: “For many people in the United States, staying in shape means getting in your car and driving to the gym. Movement is something on a to-do list, siloed off from the rest of daily life.” Does that ring true for you?

  • Ms. Minsberg writes that in Brazil, fitness feel like a party, and in Japan, people embrace short bursts of exercise. Which lessons from other cultures would you like to incorporate into your approach to fitness — and why?

  • Only about a quarter of American adults get the recommended amount of physical activity. Do you think Americans would benefit from a public, group-fitness activity like the radio-taiso routines that the Japanese practice?

  • What tips do you have for other teenagers — or adults — who want to be more active but don’t know how to make exercise a fun, meaningful or essential part of their life?


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

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Word of the Day: enunciation

0
Word of the Day: enunciation

The word enunciation has appeared in five articles on NYTimes.com in the past year, including on Nov. 14 in “‘King Lear,’ Faster and Less Furious.” The review, written by Maya Phillips, includes a critique of Kenneth Branagh’s acting:

Branagh himself, usually armed with such a well-attuned ear, here seems to have lost his handle on the text’s lyricism and the naturalistic iambic gait of the speeches. Instead he recites his lines in a rushed singsong with some unnecessary frills: a few hammily rolled r’s, pretentiously clipped consonants and baffling acts of enunciation.

Can you correctly use the word enunciation in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

If you want a better idea of how enunciation can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.

If you enjoy this daily challenge, try our vocabulary quizzes.


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

The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

How Do You Connect to Nature?

0
How Do You Connect to Nature?

Is it easy to go hiking, camping, swimming, biking or boating where you live? Is being in the great outdoors part of the culture of your community? If not, do you wish it were?

On the surface, hiking can seem as if it has a low barrier to entry. How hard is it to get up and go outside?

Dig deeper and you will find that you need proper footwear and plenty of water. Depending on the weather, moisture-wicking apparel and warm socks will come in handy. Transportation to remote areas can be complicated, and having a guide, or at least a member of your group with knowledge of the terrain, can’t hurt. And more gear will probably be needed the more hours hikers spend outside.

The barriers can be even higher for Black people and other people of color, given the lack of access to the outdoors for certain communities. There’s also a pervasive stereotype that Black people do not enjoy activities like hiking, which discourages some people from trying it in the first place.

At Outlandish, a hiking-gear store in Brooklyn founded by Benje Williams and Ken Bernard, the staff works to end such stereotypes by educating Black people and other marginalized groups on hiking and other outdoor activities. Last weekend, in celebration of Black History Month, the shop hosted a guided hike so participants could have a chance to reconnect with nature at a time of upheaval.

“That’s the hope for this hike, especially after a couple of rough weeks, just going out and breathing and remembering that things might be falling apart but there’s still a lot of beauty as well,” Mr. Williams said, referring to crackdowns on diversity, equity and inclusion initiatives by President Trump.

  • Do you like the outdoors? How important is it for you to spend time outside?

  • How do you connect to nature, in ways big or small? For example, do you like to hike or camp? Garden or take walks in local parks? Look up at the stars or watch the sunset?

  • Does this article encourage you to try to do more of these things?

  • Do you face any of the barriers to spending time in nature described in the article? For example, is nature difficult to access where you live? Are you nervous to try something new? Do you experience stereotypes that might keep you from participating in outdoor activities? What would you like to change about your experience outdoors?

  • Benje Williams, a founder of Outlandish, said that being in nature can help people remember “that things might be falling apart but there’s still a lot of beauty as well.” What does connecting to nature do you for you? How do you feel when you spend time outside?

  • Are there any activities you’ve always wanted to try but, because you haven’t seen people who look like you doing them, believed were not “for you”? Can you take any advice or inspiration from this article?

  • Baby Seal

    0
    Baby Seal

    This baby seal was found wandering the snowy streets of New Haven, Conn.

    No one knows how the seal, a gray male only a few weeks old, strayed so far from his natural ocean habitat, but some community members have theories about what he was looking for.

    What do you think? Use your imagination to write the opening of a short story or poem inspired by this photo.

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


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

    Find more Picture Prompts here.

    Word of the Day: behoove

    0
    Word of the Day: behoove

    The word behoove has appeared in 78 articles on NYTimes.com in the past year, including on Nov. 25 in “When Your Workouts Turn Into a Work of Art,” by Scott Cacciola. The article is about a runner, Duncan McCabe, and his quest to use the maps of his daily runs on the exercise-tracking platform Stava to make an animated stickman.

    In any case, all of Mr. McCabe’s runs are in their most pure form on his Strava account, and it might behoove his critics to remember that this is Strava, not the Olympics.

    Can you correctly use the word behoove in a sentence?

    Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

    If you want a better idea of how behoove can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.


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

    The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

    Expert Thinking and AI (Part 1)

    0
    Expert Thinking and AI (Part 1)

    Cover Image by cottonbro studio from Pexels

    By Althea Need Kaminske

    Note: To the best of my knowledge I did not use generative AI to write this post. Any mistakes or insights are my own.

    AI is big right now. It’s been big for a while, but it seems to be more and more aggressive in the educational space so I can longer just ignore it. I know, this was probably irresponsible of me as a cognitive psychologist who is deeply interested in learning and education. In retrospect, I think I was hoping that if I politely ignored it, it might go away. But it did not take the hint. Now, I have to patiently explain why I am not interested. Don’t get me wrong, I don’t think AI is the downfall of society or anything. I have the firm belief that AI is a tool and as such it is neither inherently good nor bad. As a tool it can be used or misused. I just have the unsettling suspicion that what is being labeled as AI isn’t always AI, at least not in the way you think it is, and even if it is AI, it might not always be the right tool for the job.

    Artificial Intelligence is many things. As a field of study, Artificial Intelligence seeks to both better understand human cognition through computer models and to improve task-based computer models (that is, where the goal is to improve performance on a task and not necessarily to model how a human would perform on that task). Artificial Intelligence is in many ways a sister-discipline to cognitive psychology which also seeks to better under human cognition. Both fields are considered part of the broader interdisciplinary field of cognitive science which is informed by Philosophy, Linguistics, Anthropology, Psychology, Artificial Intelligence, and Neuroscience (1,2). Both came about in the 1950s and 60s, and while we can quibble about when, exactly, Cognitive Psychology became its own sub-discipline of psychology, the general consensus is that the field of Artificial Intelligence started in the summer of 1956 at the Dartmouth Summer Research Project on Artificial Intelligence (1). 

    Cognition, as it turns out, is pretty complex. Therefore, the study of Artificial Intelligence is broken into several different sub problems. The subproblems look like a mirror held up to a cognitive psychology textbook: reasoning & problem solving, knowledge representation, planning & decision-making, learning, natural language processing, perception, etc. If you can ask how humans do it, you can also try to build a model of it and ask how a machine might do it.

    Should People Take the Opinions of Kids and Teens Seriously?

    0
    Should People Take the Opinions of Kids and Teens Seriously?

    Have you had a meal recently that you loved or hated? Is there a movie you’ve seen that you think is criminally under- or overrated? What about a fashion trend making its way around your school that you can’t stand — or that you think more people should try?

    Do you ever share opinions like these publicly? If you were to post your critiques online, do you think people, adults especially, would take them seriously? Should they?

    In “A Shirley Temple Hates to See Him Coming,” Luke Fortney writes about Leo Kelly, an 11-year-old beverage critic who has the power to change restaurant menus with his reviews of Shirley Temples:

    In 2022, the chef Jean-Georges Vongerichten was working in the kitchen of Happy Monkey, his restaurant in Greenwich, Conn., when an employee pulled him aside. A critic was coming in.

    “I’m always nervous when someone tries my food,” Mr. Vongerichten said. But this time was different. The critic was 8 years old, and he planned to order an item that wasn’t on the menu: a Shirley Temple.

    After perfecting arroz con pollo and sour cherry mole, Mr. Vongerichten admitted that America’s favorite mocktail had slipped through the cracks. “The Shirley Temple is not something I grew up with in France,” he said. “We were not prepared.”

    Mr. Vongerichten and his team invented a Shirley Temple recipe at the eleventh hour using small-batch grenadine, homemade ginger syrup and Tajín seasoning. The critic awarded it a 9.3 rating.

    This is the effect of Leo Kelly, now 11, who has been reviewing the drink for roughly half of his life as the “Shirley Temple King.” In short videos on Instagram, and occasionally on TV, he ranks Shirley Temples on a 10-point scale, considering factors like color, carbonation and the quality of the grenadine.

    Mr. Fortney also includes examples of changes that restaurants have made after receiving a poor review from Leo. The article ends:

    Tyler Hall, a marketing manager in Boston, learned about Leo the hard way earlier this year, when one of his company’s restaurants, Sonsie, was featured in a review. At first, he thought the video was sweet. As he watched, he realized it was a takedown.

    Leo critiqued the color and complained about carbonation. He thought the grenadine tasted off and counted one and a half cherries — a first in his career. “3.1.”

    The review rippled through the Lyons Group, which operates Sonsie and 15 other restaurants in the area. Shirley Temples at Sonsie are now made with canned ginger ale or Sprite instead of fountain soda to ensure proper carbonation. Its bartenders are working on a homemade grenadine.

    “We want that feedback, and we want to respond to it,” Mr. Hall said. “It doesn’t matter if it’s a kid or an adult.”

    To Leo, that’s the fundamental purpose of the critical enterprise. “The reason for being a critic is to better whatever you are reviewing,” he said. “To better cinema, to better Shirley Temples, to better anything.”

    Students, read the entire article and then tell us:

    • What do you think of Leo’s Shirley Temple reviews? Does it surprise you that these restaurants take his critiques so seriously?

    • Have you ever posted a review online, whether for a restaurant meal, a movie, a product or something else? Was your feedback positive or negative? What made you want to give it? Do you know how it was received?

    • Do you think the opinions of children and teenagers are usually taken as seriously by adults as Leo’s are? Should they be? Why or why not?

    • Would you like to be a critic? Is there something specific — like hamburgers, horror movies, sneakers or skin care — that you have strong opinions about? Would you ever consider posting them somewhere like Leo does with his Shirley Temple reviews? Why should people listen to you on that subject? What unique perspective do you have to offer?

    • According to Leo, “The reason for being a critic is to better whatever you are reviewing.” Do you agree? Have you benefited from reviews and criticism? Are there times when you didn’t think a reviewer’s goal was to improve something? How can you tell the difference between feedback that’s meant to be helpful and feedback that isn’t?


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

    Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

    Schoolhouse

    0
    Schoolhouse

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

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


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

    Find more Picture Prompts here.

    Word of the Day: grandiloquent

    0
    Word of the Day: grandiloquent

    The word grandiloquent has appeared in three articles on NYTimes.com in the past year, including on Jan. 30 in “Forget the Punchline. It’s the Setup to These Jokes That’s Tricky” by Jason Zinoman:

    … Gary Gulman’s new show, “Grandiloquent,” at the Lucille Lortel Theater, is about, among other things, this anxiety: how an insecure need for approval emerged from childhood, what distorting effects it had on his personality and how, as he puts it, it contributes to the subtext of his entire career: “I’m smart, right?”

    It’s why Gulman, a masterly joke technician, has always favored words like “grandiloquent” (which means the use of extravagant language in an attempt to impress). This show-offy instinct has long benefited him. In a culture more terrified of elitism than philistinism, Gulman creates brainy, word-drunk art that aims high. This show covers familiar ground for Gulman but also ventures deeper into the therapist’s office.

    Can you correctly use the word grandiloquent in a sentence?

    Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

    If you want a better idea of how grandiloquent can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.

    If you enjoy this daily challenge, try our vocabulary quizzes.


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

    The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

    Tired of Error Messages? You Shouldn’t Be — And Here’s Why

    0
    Tired of Error Messages? You Shouldn’t Be — And Here’s Why

    Learning to code can be a frustrating endeavor because you are destined to encounter many red errors along the way. What makes a programmer successful isn’t avoiding errors—no programmer can avoid them. Great programmers understand that errors are part of the process, and they know how to find the solution to each while learning something new from them. In this article, we’ll teach you how to think about errors in your code a little differently.

    Red is a beautiful color

    We’re conditioned by society to be afraid of the color red. STOP, DANGER, DO NOT ENTER, all loud red signs telling us to turn around, don’t go in there, you’ll get hurt. It’s so easy to carry this mindset over to coding that many new programmers get discouraged and distraught over the red error messages their compilers spit out.

    They think, “oh no, I’ve done something wrong again” and “clearly coding isn’t for me, even the computer knows,” but that’s the wrong way of thinking! Every programmer, even the most experienced ones, encounter errors all the time. In fact, believe it or not, experienced programmers likely encounter far more errors than a new programmer ever will.

    Errors in your code mean you’re trying to do something cool

    Consider the totally made up graph below:

    image3-1

    As your code increases in complexity, the number of errors you’ll encounter rises at a similar rate. An error means you’re trying to do something that might be a little complicated (or very complicated), and it doesn’t quite work yet, but by no means is it a sign that you should stop trying!

    In fact, there are entire engineering roles built around finding and fixing errors. A site reliability engineer finds and report errors in web platforms. A test engineer builds automated tests to discover errors in software and make sure that it meets a companies standards.

    Almost all major technology companies offer cash rewards to intrepid programmers who can find bugs in their software. Google, Amazon, and Microsoft all encourage users to seek out bugs and report any they might find.

    Why do they do this? Why would a major technology company want its users to try to break their software? Because they understand that encountering bugs is one of the best ways you can improve your code. Bugs show you where the weaknesses are, make you really consider what you want your code to accomplish, and then guide you towards building more reliable and secure products.

    Okay okay okay I get it, I shouldn’t be scared of my error messages, but just changing how I feel doesn’t help me get past this error message right in front of me! What should I do!

    You’re right, imaginary person in my head, celebrating an error isn’t going to make that error go away. You have to be able to bust through the error to really start improving. Let’s outline a couple of steps to take to solve any compiler errors—errors that print out to the console as you code—that you might encounter.

    The following steps will guide you through a standard error that might get thrown your way as you learn to code, and they’ll show you that errors aren’t as scary as they seem. In fact, the steps are mostly a combination of reading the error carefully or copy pasting it in a Google search!

    Face errors in your code fearlessly



    1. Dissect the error.

    When an error first appears on your screen, find the line in the error specific to your code. Lot’s of error messages have tons of boilerplate details that aren’t important to the actual error. You want to find that part in the error that gives you insight as to what happened.

    I ran into an error recently when I was trying to create a program that could store a list of grades for a bunch of classes a fictional student might be taking. I had a list of classes and a list of grades, and I wanted to combine them into list of (class, grade) pairs that I could add and remove classes and grades from.

    When I ran my code, I encountered the following error:

    image1-3

    Which line do we care about? Well, the first three are all just talking about where the error occurred, not what the error was. But the fourth line:

    image1-4

    That’s our error message! This is what went wrong. We may not know exactly what it means yet, but we’re on the path to finding out! We know that we used a zip object in our code, so that could be a great place to start.

    2. Ask yourself, is the solution in the error?

    Often, you’ll encounter syntax errors that will show exactly where the error occurred and what the error was. When you get these types of errors, you can go directly back to your code and fix them. Here’s an example of a syntax error:

    image2-2

    Here I forgot to include a : at the end of my for statement. Notice that in this case, the compiler often points to exactly where the error occured with the ^ symbol, making it easier to fix.

    3. Search for other people who have encountered this error.

    Often, step two will not apply, and you’ll have to dive a little deeper into the error. Let’s return to the gradebook error I encountered in step one. Since the solution isn’t immediately obvious, I’m going to have to do a bit of searching online.

    Copy and paste the important part of the error message into a search engine and look through several pages if necessary until you find someone else who has also run into that issue. Google is always a good place to check, but another excellent resource to search through is Stack Overflow, which is a wonderful community of programmers sharing knowledge and building cool stuff.

    I want to solve the error AttributeError: 'zip' object has no attribute to 'append', so I will Google that line and see what comes up. The first result I find isn’t super related, but that’s okay!

    4. Compare their use case to yours.

    Often you will not find someone who was trying to do the exact same thing you were trying to do, but who still encountered the same error. Read through their code a bit and see if it is comparable to yours.

    Even if their code is wildly different, the one or two lines that threw the error might be very similar to your code, so the solution may end up being the same.

    Consider my AttributeError. I found a result that didn’t seem related at all, but scrolling down to the third response I see:

    image5-1

    Hmm, I’m running Python 3, and all he had to do to fix his code was change images = zip(bufferArray[:,0]) to images = list(zip(bufferArray[:,0])). It’s worth a shot!

    5. Try to implement the solution.

    Tweak the code a bit to match your use case and give it a shot! Worst case is that the error doesn’t go away and then you can try again. Best case is that it’s fixed and you’ve learned what was causing your error!

    Every solution you implement is a new tool you can add to your programmer’s toolbox, and another error you will know how to solve in the future.

    Thankfully, thortom‘s solution was able to solve my issues with the .zip() object. All I had to do was convert it into a list.

    thinking-about-errors-small

    In the process of figuring out this compiler error, I learned that zip() doesn’t return a list, it returns an iterator. I also learned that this is a new feature of Python 3 that didn’t exist with Python 2.7. See, every error is an opportunity to learn!

    6. If it doesn’t work, repeat steps 2-4.

    Keep searching through Google and Stack Overflow. The answer will be there! Sometimes it’s helpful to Google parts of the error message, not the entire line. Consider the AttributeError. If I Googled just “.zip() object,” I would learn a lot of the same information that I got from Googling the full error.

    The solutions to your errors are out there, and the process of finding them will make you a stronger and more confident programmer. As you grow and learn, expect to encounter countless errors, and expect each one to be its own unique learning opportunity.

    Special thanks to Natalia Rodríguez for contributing to this article.