fbpx
Home Blog Page 429

Up, Up and Away!

By
onlinefreecourse
-
0
Up, Up and Away!

Use your imagination to write the opening of a short story or poem inspired by this photo, or write about a memory from your own life that this image makes you think of.

Tell us in the comments, 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: veranda

By
onlinefreecourse
-
0
Word of the Day: veranda

The word veranda has appeared in 28 articles on NYTimes.com in the past year, including on March 26 in “Gardens of Stone, Moss, Sand: 4 Moments of Zen in Kyoto” by Paula Deitz:

Once, when the Buddha was asked to preach about a flower he was presented, he instead “gazed at it in silence,” according to the British garden designer Sophie Walker in her book “The Japanese Garden.” In this spiritual moment Zen Buddhism was born, inspiring the serene and eternal dry or rock gardens called karesansui.

Unlike a garden designed for strolling, which directs visitors along a defined path to take in scenic views and teahouses, a dry garden is viewed while seated on a veranda above, offering the heightened experience of traveling through it in the imagination, revealing its essence in meditation.

Can you correctly use the word veranda 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 veranda 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.

What Students Are Saying About Making School Lunch Healthier

By
onlinefreecourse
-
0
What Students Are Saying About Making School Lunch Healthier

I feel that throughout my school many food ends up getting wasted because of the lack of attention brought to people with regards to healthy eating. Because so many fruits and vegetables get thrown out on the daily at my school, many people are getting fueled on the unhealthy salt and sugar-filled items that are getting processed in places that aren’t good for you. If there were to be teachings about why it is so important to keep fruits and veggies in your day to day diet, it can really benefit you a lot. Also, lots of people around the world can afford healthy food items, so if schools were to start to make meals more healthy, it could really help not only American obesity but also help people get new healthy eating habits.

— Maddie, Connecticut

Educating students about the benefits of a low-salt, low-sugar diet and introducing flavorful alternatives could help promote acceptance of the new guidelines. Ultimately, it will be important for schools to engage with students, gather feedback, and involve them in the process of creating nutritious and appealing menu options to encourage healthier eating habits.

— Nebeyu, Greenbelt Middle

As a student attending public school, I was made aware of how the federal government regulated schools to follow specific nutritional guidelines, such as the healthy eating plate, which depicts a perfectly balanced meal consisting of ½ vegetables and fruits, ¼ carbohydrates, and ¼ protein. Most of the schools I attended followed this guideline. However, after switching to private schools, I noticed that their meal plans were more lenient, as they had more freedom to do what they wanted … At my school, our salad bar is very successful. Students can customize their salad with fresh fruits and vegetables that create a great food source that brings the body energy. Therefore, schools should have a balanced meal that includes healthy options, without eliminating all of students’ favorites. I personally think the healthy eating plate is a good guide to see if your main lunch source is pulling from all food types and energy sources.

— Sophia, St. Louis

I believe eating healthy, even if it is forced, is important. My previous school food, for example, had many options, including Asian, western, a salad bar, and different bread options. This helped students choose what kind of food they wanted. For breakfast and dinner, they balanced the sodium levels by giving under-seasoned food for breakfast if the dinner was going to have salty or sugary food. To help parents and students know how much sodium they are taking that day, they posted pictures with the sodium levels for every meal.

— Melinda, Korea

I believe schools can improve on healthier food options. There are students who buy lunch everyday, some who don’t have a choice in this, so having higher quality food for them would be beneficial. I’ve seen plenty of questionable food in my cafeteria and they’re usually the healthier options. No student actively wants to eat a rotting salad or a fruit cup that has been sitting out for a few hours; it’s gross. So these usually get thrown away. Burgers, pizza, fries, etc. are always going to be served in school cafeterias. Those foods could also be improved with their high sodium levels. But, if schools offer good quality, healthier options, students may actually choose them. Overall, school lunches are tolerable in their current state, but I’m sure there can be steps taken to improve them.

— Ren, New York

Announcing four new entry-level certificates and Universal Skills scholarship program from Microsoft to help learners land in-demand jobs

By
onlinefreecourse
-
0
Announcing four new entry-level certificates and Universal Skills scholarship program from Microsoft to help learners land in-demand jobs

In collaboration with Women In Cloud, Microsoft will award more than 5,000 scholarships by 2025 for all official Microsoft programs on Coursera

By Marni Baker Stein, Chief Content Officer, Coursera

Today, we’re thrilled to announce that three new entry-level Professional Certificates are now available from Microsoft:  IT Support Specialist, Cloud Support Associate and Business Analyst. A fourth new certificate, Project Manager, will launch this summer and is now available  for pre-enrollment. These programs are designed to foster job readiness in roles that are slated for rapid growth in the next decade.*

With these four new programs, Microsoft now offers 10 entry-level Professional Certificates on Coursera, reaching more than 600,000 learners. Each certificate will include generative AI-specific lessons while focusing on the Microsoft 365 product suite. The programs will also offer hands-on projects and will directly prepare learners for Microsoft certification exams.

“We’re excited to offer more options for learners on Coursera to start or switch their careers by making these courses and skills accessible for people of all backgrounds,”  said Elisa Gracefo, Microsoft General Manager of Worldwide Learning Technical Content.  “These programs are a testament to Microsoft’s commitment to providing learners with the skills that not just enhance their career but also fill skill gaps in the industry.”

Each entry-level Professional Certificate on Coursera  teaches learners the job-ready skills needed to  kickstart a new career in a matter of months, no college degree or prior experience required. The new programs from Microsoft are as follows:

  • IT Support Specialist Professional Certificate – Equips job seekers with comprehensive skills required for IT support, including data backup, cloud computing, and mobile device management. Available now.
  • Cloud Support Associate Professional Certificate – Designed for those interested in starting a career in cloud support, this certificate focuses on Microsoft Azure solutions and services. Learners will gain an understanding in managing cloud resources, cloud security management, and cost optimization.  Available now.
  • Business Analyst Professional Certificate – As the first business analyst Professional Certificate on Coursera, this program provides learners with a combination of business, technology, and data science skills including strategic and data-driven decision-making, change management, and process modeling. Available now.
  • Project Manager Professional Certificate – With a rise in project management roles last year, this program focuses on Microsoft Projects for planning and scheduling. Learners walk away with a deep understanding of project management principles, methodologies, and tools. Launching this summer. Available now for pre-enrollment.

Expanding access to popular Microsoft skills

Amid surging demand for Microsoft cloud, AI, and cybersecurity experts, Coursera has partnered with Microsoft and community organization Women in Cloud to launch the Universal Access to Microsoft Skills Scholarship. This scholarship provides 5,000 recipients access to all Microsoft Specializations and Professional Certificates on Coursera (a $6000 value). Those who successfully complete a full Professional Certificate through this scholarship will be awarded a complimentary voucher for the Microsoft certification exam.

These scholarships are available to everyone, with women and marginalized communities as top priorities. Applications are open now.

We’re honored that Microsoft is expanding its portfolio on Coursera as we support an initiative that will increase equitable access to digital skilling opportunities.

Click here to enroll and start your journey towards your new career today.

*Source: Lightcast™. (2024), Job Posting Analytics (Jan 2023 – Dec 2023). Retrieved February 2024.

How Speech Therapy Supports Children With Autism Spectrum Disorder (ASD)

By
onlinefreecourse
-
0
How Speech Therapy Supports Children With Autism Spectrum Disorder (ASD)

Written by Liau Alex

Autism Spectrum Disorder (ASD) is a complex condition that affects how people communicate, interact socially, and repeat certain behaviours. For children with ASD, communicating effectively can be quite challenging and can impact many parts of their everyday lives. Speech therapy is crucial in helping children on the autism spectrum overcome communication difficulties and navigate their world more easily.

Understanding Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder encompasses a wide range of conditions characterised by differences in communication style and social interaction. These differences can include:

  • having trouble with talking or understanding language
  • finding it hard to understand body language
  • preferring routines and things to stay the same. 

Each person with ASD has a mix of things they’re good at and things they find challenging, which makes it a diverse and complex condition.

Children with ASD often find it hard to communicate with others. They may have trouble talking at the same pace as other kids or struggle to start or keep a conversation. Understanding phrases that don’t mean precisely what they say, such as the idiom ‘it’s raining cats and dogs,’ can also be tricky for them to grasp. This lack of understanding often leads to echolalia, where the child repeats the word or phrase they do not understand. These communication challenges can make them upset and feel alone because they can’t express themselves as well as they’d like to or connect with others easily.

Role of Speech Therapy in ASD Treatment

Speech therapy plays a vital role in addressing the communication challenges faced by children with ASD. The primary goal of speech therapy for ASD is to improve the individual’s ability to communicate effectively and participate in social interactions. Speech therapists tailor interventions to each child’s specific needs, employing various techniques and strategies to facilitate communication development.

Through structured activities and exercises, speech therapists help children with ASD improve their receptive and expressive language skills. These may include vocabulary building, sentence structure, and pragmatic language use. Additionally, therapists enhance non-verbal communication skills, such as understanding gestures and facial expressions, to support interaction with peers and caregivers.

Benefits of Speech Therapy for Children with ASD

Speech therapy offers a multitude of benefits for children with ASD, extending beyond improved communication skills. By addressing communication challenges, therapy can significantly enhance social interactions and foster connections. As children learn to express themselves more effectively, they experience increased confidence and independence in navigating social situations.

Furthermore, speech therapy provides children with ASD with essential tools for self-advocacy and self-expression, empowering them to communicate their needs and preferences. By equipping them with effective communication strategies, therapy enables children to participate more actively in academic settings, social settings, and daily routines.

Tips for Parents of Children with ASD Receiving Speech Therapy

Parents play a crucial role in supporting their child’s progress in speech therapy. Here are some tips to enhance the effectiveness of treatment and promote communication development at home:

  1. Encourage consistent practice at home: Implement speech therapy exercises and strategies into daily routines to reinforce learning and promote skill generalisation.
  2. Collaborate with speech therapists and other professionals: Maintain open communication with your child’s speech therapist and other members of their treatment team to ensure a cohesive approach to intervention.
  3. Patience and persistence in the therapy process: Recognize that progress may take time, and setbacks are a natural part of the learning process. Stay patient and persistent, celebrating small victories along the way.

Speech therapy serves as a cornerstone of support for children with Autism Spectrum Disorder, offering tailored interventions to address their unique communication needs. By equipping children with effective communication skills, therapy empowers them to navigate social interactions, express themselves confidently, and engage meaningfully with the world around them. Through collaborative efforts between speech therapists, parents, and other professionals, children with ASD can unlock their full potential and thrive in their communication journey.

Free Course: Understanding the Autism Spectrum Disorder

This psychology class delves into the world of autism spectrum disorder (ASD) and its effects on kids as they grow. The learning content discusses various child development theories and practical ways to support children with autism. Additionally, the course explores the different levels of autism on the spectrum and touches on other common developmental challenges children face. 

By the end of the course, you’ll better understand autism and how it influences childhood. Plus, you’ll gain practical tips on supporting children with autism. Enrol for free and learn more about the fascinating world of autism and childhood development.

Explore more courses by Alex Liau Alex here.

About The Author

Liau Alex obtained his degree in Psychology from the National University of Singapore and specialises in childhood disorders, specifically learning and behavioural difficulties. He has many years of experience working with children exhibiting a wide array of learning and behaviour challenges, many of whom have been diagnosed with autism spectrum disorder (ASD).

As an author, Alex has two titles published by Future Horizons Inc. (USA), the world leader in autism and sensory resources. Schools worldwide have used his books for inclusive education and parent training for children with special needs. Titles under his name include School Shadow Guidelines (2015) and A Parent’s Guide to Early Intervention (2021).

Alex received training on early intensive behavioural intervention (EIBI) in Australia and subsequently went to the USA, where he received relationship development intervention (RDI) training under Dr Steven Gutstein and Dr Rachel Sheely. He has presented in Australia, Houston, and Singapore and has also been invited to participate in media interviews. Furthermore, he has worked with clients from across the globe, including China, Taiwan, Australia, the United Kingdom, and the United States.

Retrieval Practice with First Graders (6-7 years)

By
onlinefreecourse
-
0
Retrieval Practice with First Graders (6-7 years)

In today’s post, I present a paper from 2020 by Xiaofeng Ma and colleagues (1) investigating retrieval practice with first grade students (children ages 6-7 years). They wondered whether retrieval practice would be effective for children this young, given that children’s memory systems are less mature at this age. Children this age are much less likely to be able to engage in free recall or answer multiple-choice and short-answer questions in the same way as older children or adult learners. So, they modified the retrieval activity so that it was developmentally appropriate for 6 and 7 year old students. (For another example of modifying retrieval practice for kids, see this post as well.)

The Experiment Method

In Ma and colleagues’ experiment (1), first grade students in an elementary school in China learned the objects in 15 different pictures. The pictures involved one of three backgrounds (a kitchen, garden, or bedroom). Each picture depicted one object within the background that one might find in those spaces (e.g., a bowl, a butterfly, slippers). There were five different pictures of objects using each background, creating a total of 15 different pictures.

The students learned the pictures in one of four different learning conditions. Time was equated, such that each student spent 20 seconds (or an average of 20 seconds) learning each picture.

Retrieval practice with feedback: The students saw a picture for 5 seconds. Then the picture was removed, and they had to retrieve what the picture was (4 seconds). Then, as feedback, they saw the picture again briefly (1 second). They repeated this process one more time with the same picture (saw the picture, retrieved the object, saw the picture again as feedback, 10 seconds total). They learned each of the 15 pictures in this way.

Retrieval practice without feedback: The students saw a picture for 5 seconds, and then were given three opportunities to try to recall the picture (5 seconds each). No feedback was given in this condition, and they learned each of the 15 pictures in this way.

Elaboration: The students were told they were playing a game on the computer. To learn the objects that went in each background, they were allowed to click and drag the objects, moving them around to create their own short story. They spent 100 seconds total with each background (an average of 20 seconds for each of the 5 objects). They played this game with all three backgrounds.

Repeated viewing: The students saw each picture four times in a row, each time for 5 seconds. They learned each of the 15 pictures in this way.

The researchers also manipulated retention interval (i.e., the delay, or amount of time between learning and measuring retention). After they learned the objects from the pictures using their assigned learning condition, students’ memory for the objects was tested 5 minutes later, 1 week later, and 1 month later. During the test, students saw 15 pictures that they learned and 15 new pictures they did not study. Their job was to tell the researcher which ones they had learned before.

Results

In short, retrieval practice with feedback led to the best memory accuracy overall.

When a student correctly identifies one of the pictures that they studied, this is called a “hit” in cognitive psychology. When a student incorrectly identifies a new picture as one that was studied, this is called a “false alarm” in cognitive psychology. Ma and colleagues analyzed the hits and false alarms separately.

Numerically, retrieval practice with feedback resulted in the highest recognition of the pictures that were studied (hits) and the lowest incorrect identification of new pictures as studied (false alarms) for all three retention intervals.

There were a number of statistically significant results, but there are a few notable highlights related to retrieval practice. Retrieval practice with feedback led to significantly higher hit rates (so, more correct identifications) than the other three learning conditions across all three of the retention intervals. Retrieval practice without feedback led to greater hit rates than repeated viewing after 1 month.

Should You Explain Why You’re Leaving a Job in an Interview?

By
onlinefreecourse
-
0
Should You Explain Why You’re Leaving a Job in an Interview?

The best reason for leaving your current job is because you’re looking to grow in ways that the new job offers. In a perfect world, that’d always be the case. But sometimes the honest reason — layoffs, burnout, feeling stagnant, toxic bosses, a challenging industry, or changing careers — doesn’t sound as compelling. You can still answer this question in a way that casts you in your best light.  

Think of this interview question as a way to talk about your past work experience and what you’re looking for in your next role. Here’s how a hiring manager and recruiter recommend describing your reasons for leaving a job in an interview. 

Learn something new for free

Why do interviewers ask why you’re leaving a job? 

Asking about your reasons for leaving a job is another way of understanding what you’re looking for in your next role. If you describe aspects of the role that didn’t work for you, that can be a signal that you won’t enjoy or adjust to the prospective position. For example, imagine a job seeker says: “The tech stack at my previous job is incredibly outdated and these legacy systems get in the way of any real innovation.” Interviewers might hear that as a sign that the person isn’t willing to adapt to a legacy tech stack or inherit a longstanding codebase. It’s important to think about your answer ahead of time so you don’t inadvertently filter yourself out.   

Apart from the obvious, “Tell me about why you left your last job,” many interviewers will approach this question indirectly. “I might say, ‘The fact that you’re talking to me assumes that you’re either unhappy with what you’re doing or you’re looking for something different,’” says Jean du Plessis, Senior Engineering Manager at cloud platform Upbound. “‘Which one is it?’” 

They might also ask you to walk them through the motivation behind your previous career moves, so be prepared to give your elevator pitch. 

How to explain why you left a job 

You want to strike a balance between transparency and airing grievances. Interviews aren’t the place to get things off your chest. Some interviewers are sympathetic to challenges like toxic work environments and burnout, but it’s always risky to speak ill of a previous employer. Here are some ways to frame your reasons for leaving a job that will show you in your best light. 

Focus on your pull factors 

Are you running away from your current job, or running towards this new opportunity? In most cases, it’ll be a mix of factors. See if you can classify your motivation as either “push” and “pull” factors, says Lucy Jones, Headhunter and Director of the Executive Search firm Lawson Brooke. “There are always some aspects of your role that are less enjoyable or more frustrating — those are your push factors,” she says. “Your pull factors are things that appeal to you about a new role, like location, flexibility, compensation, or new challenges and opportunities to grow.” If you’re still working out what it is that you dislike about your current work situation, check out these questions to ask yourself when you feel stagnant at work. 

It’s wise to focus on pull factors, especially where there are elements of the new job description you can refer to as motivators:  

Example: “I’ve been working as a Back-End Engineer in a small startup, which has pushed me to be self-sufficient and learn a lot on my own. I’m excited about working in a more established engineering organization, where I’ll have more resources, opportunities to learn from Senior Engineers, and exposure to other architecture models.” 

Connect your reason to the job you’re applying to 

If you can draw a genuine connection between what is lacking in your current role and the opportunities you see in the new role, that’s a very compelling reason for the interviewer to want to hire you. “I always like it when I hear somebody is leaving somewhere looking for something that I know my environment can offer,” Jean says. 

Example: “My favorite part of being a developer has been interacting with other developers while contributing to open-source projects. I realized that I can make this a bigger part of my formal role by working as a Developer Advocate.”  

If you’re switching careers you can focus on what appeals to you about your target industry and highlight any commonalities between your previous roles and this new opportunity. 

Show your commitment 

When interviewers ask about your reasons for leaving a job, they might be assessing how flaky you are.  

“One of the things I often look for is grit,” says Jean. “I would rather not hire somebody who moved on at the first sign of struggle. So, if you weren’t happy, what did you do to change the environment?” 

If you’re moving on in search of more learning opportunities, Jean also recommends that you describe steps you took in your current role to maximize your potential there. “There’s nothing wrong with moving on, it’s more about the motivation behind it,” he says.  

Keep things positive 

Avoid dwelling on negative aspects of your current role or interpersonal challenges. “Don’t just say that you were unhappy in a position,” Jean says. “Articulate what it was about that role or environment that didn’t work for you and how you expect this new opportunity to be different.”  

Example: “I really want to collaborate closely with customers, but my current organization’s structure doesn’t allow for this. I applied for this role because it involves a rotation in customer support and partnering with early adopters to influence the product.” 

Keep the focus on the future and what you’re excited about with this new opportunity. 

What if you were laid off? 

The reality is that sometimes you don’t leave a job on your own accord. There’s nothing wrong with sharing that you were laid off — there are many excellent candidates out there in the same position as you. Interviewers know the tech landscape has been rocky so it will not be surprising to them. You might say something like, “My department was restructured, and my role was eliminated as a result.” Then, you can shift to focusing on why you’re interested in the new role. Read this blog for more advice about how to talk about an employment gap during your job search.   

Build your interview skills and confidence with our new beta Interview Simulator: Set up a mock interview based on the job title, level, type of interview, and company, then enter your own experience. The AI interviewer is trained to ask intelligent follow-up questions like a real recruiter and will provide you with feedback after the session.  

What Is Your Relationship With Fast Food?

By
onlinefreecourse
-
0
What Is Your Relationship With Fast Food?

Fast food is seemingly everywhere. One can find a McDonald’s, a Chick-fil-A, a Taco Bell, a Wendy’s, a Dunkin’ or a Domino’s, just to name a few of the most popular chains, in towns and cities across the United States and around the world.

What do you think about fast food? Is it something that improves our lives and makes the world a better place? Or is it a bad thing for our health and a negative influence in our communities?

Brian Gallagher begins the article “Fast Food Forever: How McHaters Lost the Culture War” by discussing how the fast food industry faced a strong backlash two decades ago, when the film “Super Size Me,” directed by and starring Morgan Spurlock, became a smash hit. He writes:

Following Mr. Spurlock as he ate nothing but McDonald’s for 30 days — and the ill effects that diet had on his health — the film became the high-water mark in a tide of sentiment against fast food. McDonald’s, specifically, became a symbol for the glossy hegemony of American capitalism both at home and abroad.

“McJobs” became a term for low-paying, dead-end positions, “McMansions” for garish, oversize houses. In 1992, the political theorist Benjamin Barber used the term “McWorld” as shorthand for emergent neoliberal dominance; seven years later, protesters against the World Trade Organization seemed to agree, launching a newspaper box through a McDonald’s window during the “Battle of Seattle” marches.

Two years after that, Eric Schlosser’s “Fast Food Nation” was published. A broad indictment of the entire fast-food industry, the best seller accused the industry of being bad for the environment, rife with labor issues, culturally flattening and culinarily fattening.

The article explains that fast food is still thriving 20 years later:

But two decades later, not only is McDonald’s bigger than ever, with nearly 42,000 global locations, but fast food in general has boomed. There are now some 40 chains with more than 500 locations in the United States. Fast food is the second-largest private employment sector in the country, after hospitals, and 36 percent of Americans — about 84 million people — eat fast food on any given day. The three major appeals of fast food remain intact: It’s cheap, it’s convenient and people like the way it tastes.

Mr. Gallagher also discusses the pivotal role that children play for the fast food industry:

Historically, fast-food companies have been very astute about marketing to children, realizing decades ago that creating customers early means creating customers for life. At the peak of his fame in the 1980s, Ronald McDonald was in some countries more recognizable to children than Mickey Mouse. In 2000, 90 percent of children ages 6 to 9 visited a McDonald’s in a given month.

But as Frances Fleming-Milici, the director of marketing initiatives at the UConn Rudd Center for Food Policy and Health, put it, “If it’s marketed to children, it’s probably bad for you.”

That became increasingly clear in the mid-2000s. Childhood obesity rates had nearly tripled in 25 years, and the public outcry was growing more urgent. A consortium of large food brands, including McDonald’s, Burger King, PepsiCo and Coca-Cola, tried to get out in front of the problem. They formed the Children’s Food and Beverage Advertising Initiative, and the participating corporations self-imposed limits on advertising to children under 13 (later 12).

In place of that marketing to children, though, the big fast-food chains have found something arguably more potent, with McDonald’s, as ever, leading the way.

“They’re hyperfocusing on what they call fan-favorite moments, trying to essentially identify how we emotionally connect to McDonald’s,” said Kaitlin Ceckowski, who researches fast-food marketing strategies at Mintel, a market research agency. “What ‘human truths’ exist around their brand?”

Students, read the entire article and then tell us:

  • Do you like to eat fast food? Why, or why not?

  • Which fast food chains are your favorites — or least favorites? Why?

  • When was the last time you ate fast food? In a typical month, how often do you eat it?

  • Do you think fast food chains make your town or city a better place to live? Why, or why not?

  • The article discusses paid partnerships between Travis Scott and McDonald’s, Megan Thee Stallion and Popeyes, Ice Spice and Dunkin’, and Lil Nas X and Taco Bell. Do these celebrity ad campaigns make you want to eat fast food more? In general, do you think that fast food advertising is effective — especially with children and teenagers? Why, or why not?

  • Are you concerned about health issues associated with eating too much fast food, such as diabetes and obesity? Do you think more should be done — by parents, companies or the government — to help limit how much fast food children eat? Why, or why not?

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: demarcation

By
onlinefreecourse
-
0
Word of the Day: demarcation

The word demarcation has appeared in 26 articles on NYTimes.com in the past year, including on April 18 in “St. Vincent Dives Headfirst Into the Darkness” by Lindsay Zoladz:

Clark is a gifted and nimble guitarist with a dexterously spiky playing style that contrasts with the moony smoothness of her voice. She is also known for the absolute commitment of her live performances. “What she does is so transformative,” said the musician Cate Le Bon, Clark’s close friend of over a decade, in a video interview. “When I see her play, it freaks me out sometimes. I can be even helping her get ready for a show, and it’s like I know nothing of the woman who’s onstage.”

… Le Bon said she sees a stark demarcation between the somewhat severe and imperious musical figure “St. Vincent,” and, as she put it, “Annie Clark from Dallas.” Annie Clark from Dallas slowly emerged, in our conversations, as a funny, genial and lightly self-deprecating person who enjoys modern comedy (she quoted “30 Rock” from memory and referenced both “Veep” and “Waiting for Guffman”), is close with her many siblings …

Can you correctly use the word demarcation 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 demarcation 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.

City Street

By
onlinefreecourse
-
0
City Street

What do you think this image is saying? 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 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.

1...428429430...1,279Page 429 of 1,279

Recent Posts