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What Small Wins Have You Had Recently?

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What Small Wins Have You Had Recently?

What small wins have you had recently?

Maybe you achieved a new level on a video game, nailed your jump shot, helped a friend in need or improved your grade — even just a little bit — in a class that you’ve been struggling in.

How often do you take stock of tiny achievements like these?

In “Feeling Overwhelmed? Try Tallying Your Tiny Wins,” Jancee Dunn writes about why, according to experts, reflecting on your small successes can boost your motivation and morale. She starts by explaining the “penny method,” a strategy she learned from a colleague when she was feeling overwhelmed at a new job:

He told me to imagine a jar and suggested that I add a metaphorical penny to it every time I achieved something — even a task as small as finding my way back to my desk.

Over time, he said, you will fill up the jar. You will see that you are moving forward, even when you don’t feel that you are, he added.

I still think about that jar, especially when I’m having a rough time. I still deposit “pennies.”

Tallying up victories, even little ones, can be motivating, said B.J. Fogg, the founder of the Behavioral Design Lab at Stanford University and the author of “Tiny Habits: The Small Changes That Change Everything.”

In his two decades of research for his book, Dr. Fogg found that adults had many ways to say “I did a bad job,” and very few ways of saying “I did a good job.” But tracking your wins by using something like the penny method is effective for morale and motivation, he said.

“You’re deliberately causing yourself to feel successful in the moment,” Dr. Fogg said. And it adds up, “so you can reflect back and go, ‘Oh my gosh, I have made progress.’”

Big achievements, like completing an important project, do have more motivational power, said Teresa Amabile, a professor of business administration at Harvard Business School and an author of “The Progress Principle: Using Small Wins to Ignite Joy, Engagement and Creativity at Work.” But major accomplishments are rare, she added, “which means we can’t count on them to keep people motivated day to day.”

Dr. Amabile said her research suggested that most people have “experienced a kind of outsized enjoyment” from small wins at work. She explained how one subject, for example, fixed a bug in his office’s computer system, and that made him feel “happy and motivated for days.”

Students, read the entire article and then tell us:

  • What did you learn? What, if anything, surprised you? Is “tallying your tiny wins” a strategy you could see yourself using in your day-to-day life? Why or why not?

  • What are some small victories that you’ve had recently? Maybe they’re related to a sport you play, school, your friendships or just life in general. What have you succeeded at lately?

  • How does taking stock of these achievements make you feel? Does it make you realize that you’re further along on something than you thought? Does it motivate you to keep going on a project? Does it make you feel better about yourself overall? Something else?

  • Dr. Fogg, one of the experts interviewed for this article, found in his research that people had many ways to say “I did a bad job,” and very few ways of saying “I did a good job.” Is that true of you? Do you tend to focus more on the ways you’ve failed than the ways you’ve succeeded? How do you think that affects you?

  • What other strategies do you use to motivate or lift yourself up when you’re feeling down, defeated or overwhelmed? How do they help you? Do you think they could help others?


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.

Tips for Teaching Self-Feeding Skills to Children with Special Needs

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Tips for Teaching Self-Feeding Skills to Children with Special Needs

Written by Liau Alex

Mastering the skill of self-feeding is a significant milestone in a child’s growth, promoting independence and boosting their confidence. However, children with special needs, such as those with sensory processing disorders or motor skill challenges, may encounter unique difficulties in achieving this milestone. This article will explore effective strategies for teaching self-feeding skills to children with special needs. We will discuss the importance of this milestone and offer solutions to address the specific challenges they may face along the way.

Understanding the Child’s Needs

Before starting to teach a child how to feed themselves, it’s important to check how well they can move their body. This includes looking at how well they use their hands and arms, how strong they are, and how well they can control their movements. Understanding where they might struggle can help us find ways to support them better as they learn and grow.

Identifying sensory sensitivities: Many kids with special needs have strong reactions to things like textures or flavors, which can make it hard for them to eat. They might avoid certain foods because they don’t like how they feel or taste. If we understand what bothers them, we can adjust mealtime routines to make eating a more positive experience for them.

Creating a Supportive Environment

Adapted utensils and dishes: Investing in adaptive utensils and dishes designed for children with special needs can significantly enhance their ability to self-feed.  These tools are designed to make it easier for them to hold onto, with bigger handles or sections on plates to keep food from mixing. Some utensils are also heavier to help kids who have trouble with shaky hands.

Seating arrangements: Proper seating arrangements are essential for promoting successful self-feeding. Ensure that the child’s chair is stable and appropriately sized for their comfort and support. Positioning the child at the table at a comfortable height and distance from their food can facilitate better reach and control during meal times.

Implementing Structured Mealtime Routines

Consistent schedule: Establishing a consistent mealtime routine can provide structure and predictability for children with special needs. Stick to regular meal and snack times to help regulate their appetite and energy levels. Consistency can also create a sense of security and familiarity, reducing anxiety around meal times.

Visual aids: Visual supports, such as picture schedules or visual timers, can be invaluable tools for children with special needs. Use visual aids to outline the sequence of mealtime activities, from setting the table to cleaning up afterwards. Visual cues can help reinforce routines and expectations, empowering the child to participate more independently.

Encouraging Independence and Positive Reinforcement

Gradual progression: Teaching self-feeding skills is a gradual process that requires patience and persistence. Start by introducing simple tasks, such as scooping food with a spoon or picking up finger foods, and gradually increase the complexity as the child gains confidence and proficiency. Break down larger skills into smaller, manageable steps to prevent overwhelm and build success.

Celebrating small victories: Celebrate every milestone, no matter how small, along the journey to self-feeding independence. Offer praise and encouragement for each attempt, regardless of the outcome. Positive reinforcement can boost the child’s self-esteem and motivation, making them more willing to engage in mealtime activities and take ownership of their feeding skills.

Teaching self-feeding skills to children with special needs requires a combination of patience, creativity, and understanding. By assessing the child’s individual needs, creating a supportive environment, implementing structured routines, and offering encouragement along the way, caregivers can empower children with special needs to develop essential life skills and foster greater independence at meal times. With the right strategies and support, every child can achieve success in mastering self-feeding skills, laying the foundation for a lifetime of healthy eating habits and independence.

Are you curious about helping individuals with special needs learn to feed themselves? Nurture Pods offers a free online course that can assist you. This course covers various developmental disorders and how to manage them, including Autism, ADHD, and anxiety disorders. We’ll discuss the challenges these individuals may encounter and ways to support them.

In the course, we’ll explore the unique aspects of these conditions and the difficulties they may present. We’ll also share effective methods for providing assistance and teaching them. One important approach we’ll discuss is Applied Behavior Analysis (ABA), commonly used to aid individuals with Autism.

Join our course to gain valuable insights and skills for working with people who have special needs. Whether you’re a parent, teacher, or caregiver, this course can empower you to make a positive impact in their lives. Don’t miss out on this opportunity to learn and contribute to their well-being. Sign up now with Alison and start your journey toward understanding and supporting children with autism!

Free Online Course on Cerebellum Anatomy

Student Orchestra

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Student Orchestra

Have you ever played in a school orchestra or band? If so, what was the experience like?

Last week, a 95-member youth ensemble had the opportunity to perform live at David Geffen Hall with the conductor Gustavo Dudamel, the next music director of the New York Philharmonic. The Times followed the young musicians for six days as they prepared. Javier C. Hernández writes:

Many of the students, who came from high schools across the five boroughs, were nervous. Some had never performed in an orchestra before. But they said they were eager to show audience members and Dudamel, an idol for many of them, what they could do.

“He’s like a god,” said Tristan Wiafe, 17, a double bass player from the Bronx. “He’s in the upper echelons of musical society. And now I just hope that we can impress him.”

At the end of the concert, and a prolonged ovation from an audience of several hundred people, Sophia Remorca, 17, an oboist, said:

“It was exhilarating, it was just really fun,” she said backstage. “I could feel everyone’s emotions when we were playing. It was just so good.”

Look through the photos and read the captions throughout the article. What’s your reaction to the story? Which images stand out and why? Do the experiences of the youth ensemble make you want to play in a school orchestra?

Mr. Dudamel has vowed to expand the philharmonic’s presence in schools when he takes over in 2026. Does your school provide many opportunities to develop your musical talents? Should all schools ensure that students have an opportunity to play and perform music?

Tell us in the comments, and then read the related article to learn more about the experiences of the youth orchestra.


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: pigeonhole

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Word of the Day: pigeonhole

The word pigeonhole has appeared in 15 articles on NYTimes.com in the past year, including on March 18 in “Hollywood Actors Are Leaping Into Video Games” by Just Lunning:

A stream of actors who built their careers in Hollywood are making their digital presence felt in video games, a once stigmatized medium that is increasingly seen as a unique storytelling platform with the ability to reach large audiences.

Some are voice acting, transferring skills they may have honed in animated movies or TV shows, while others are contributing their likenesses through advanced motion-capture technology that can replicate furrowed brows and crinkled cheeks.

… “When you try to pigeonhole or overly define art, it is by nature limited and boring,” said Monaghan, who was a lead actor on 11 seasons of “Shameless” before wielding lightsabers in two popular Star Wars games.

Can you correctly use the word pigeonhole 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 pigeonhole 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 Is Cloud Computing?

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What Is Cloud Computing?

When people speak of “the cloud,” they’re usually talking about cloud computing. But what exactly is cloud computing? We’ll explain in the paragraphs below.

Most businesses need servers, storage, databases, internal networks, software, analytics, and more. In the past, they used their own resources to accomplish this. They bought their own servers, created their own networks, and hosted their software and databases internally in on-site data centers.

Cloud platforms like Amazon Web Services, Google Cloud Platform, and Microsoft Azure changed this. Cloud computing offers the same type of capabilities to businesses, but there’s a difference — companies don’t have to worry about hosting this infrastructure. We recently launched new free courses that help you get started learning about key cloud providers like Azure, AWS, Google Cloud, and CompTIA Cloud Essentials+.

Learn cloud computing for free

What is cloud computing used for?

Cloud computing provides the services listed above to businesses over the internet. Using a cloud platform relieves IT professionals from many of the responsibilities involved in maintaining these services, allowing them to focus on more important technical issues.

Another benefit of cloud computing lies in pricing. Businesses only pay for the cloud resources they use, which can lower costs, make their infrastructure more efficient, and allow services to scale as their needs change. Here are some things that cloud computing makes possible:

  • Speeding up application development time by using cloud resources that can be quickly scaled up or down
  • Easily analyzing data across the business from a single location in a connected cloud environment
  • Streaming audio and video with minimal lag, no matter how many users are accessing it
  • Delivering the latest version of software on-demand, anywhere in the world
  • Storing, backing up, and recovering data quickly, easily, and without worrying about data integrity

Benefits of cloud computing

Most modern startups begin with cloud computing instead of using their own data centers. Many traditional businesses migrate their traditional infrastructure to the cloud because of its benefits over the older model. Let’s explore some of these benefits.

Cost

Using a cloud provider eliminates the cost of buying hardware and software and creating and managing an on-site data center. This means no extra expenses from the racks of servers, the electricity they use, and the IT staff dedicated to managing them.

Speed

If you need more resources in an on-site data center, you have to buy the hardware, install it, and provision it. With a cloud-based infrastructure, you can provide this type of infrastructure in minutes, usually with just a few clicks of a mouse.

Scalability

Cloud services can scale elastically. This means that they can provide the right amount of resources when needed, and businesses never have to pay for more than they need. With a traditional on-site data center, a company typically has either more or fewer resources than they need.

Productivity

Because a business’s IT professionals no longer need to set up the hardware for servers, patch software, or perform other time-consuming tasks, they can spend more time achieving business-advancing goals.

Performance

Cloud providers have a worldwide network of servers and resources that are updated regularly to the latest hardware and technologies. This means that services running on the cloud have less network latency and a greater economy of scale.

Security

Cloud computing makes data backup simple, quick, and less expensive. A business’s data and services can be mirrored across different sites within a cloud provider’s network, so data is never lost and can be recovered in a matter of seconds or minutes.

Types of cloud computing

There are four main categories of cloud computing. Each category in this list builds on the one before it, taking more of the grunt work off of IT staff and outsourcing it to a third-party cloud provider.

Infrastructure as a Service (IaaS)

IaaS is the simplest form of cloud computing. Using IaaS, businesses rent virtual machines, servers, storage, networking, and operating systems from a cloud provider and pay only for the services they use when they use them.

Platform as a Service (PaaS)

PaaS takes cloud computing one step further. In this model, cloud providers supply an environment where programmers can develop, test, deliver, and manage software they create without setting up or managing the underlying infrastructure.

Serverless computing

Serverless computing takes the server model out of the equation. Instead of managing servers that have to run constantly, developers create simple functions using one of many popular programming languages that execute and return data as needed.

Software as a Service (SaaS)

SaaS delivers software applications over the internet, so businesses don’t have to worry about building their own software or installing it on every device. An example of SaaS is Microsoft Office 365, which delivers Microsoft’s complete Office suite through the internet.

Learn cloud computing

Cloud computing has changed the way businesses use technology. Instead of buying their own physical hardware for servers and databases, they rely on third parties to provide these services over the internet.

Instead of building their own platform for developing, testing, delivering, and managing software applications, they use a cloud provider to make it easier. And instead of managing software installations on all of their employee’s devices, they use software that runs on the internet.

If you’re interested in developing software for the cloud, the truth is that not much has changed. The same technologies that ran in a data center still run in a cloud environment.

If you’re interested in front-end web development, then our Front-End Engineer Career Path will teach you everything you need to know to get started. For those aspiring to be Back-End Developers, our Back-End Engineer Career Path will do the same for you. And if you’re interested in both, then check out our Full-Stack Developer Career Path.

This blog was originally published in August 2021, and has been updated to include details about our new cloud course offerings.

Learning System Trends 2024

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Learning System Trends 2024
  • Any learning system or learning technology or authoring tool – must have a voice narration capability – not just a text-to-audio for the content, but also what I see as a “do this” is the ability for an end-user to move around the system by using their voice. “Open course X.” “Start the recommended playlist’s first course.” “Scroll down and click on the calendar. Click on Tuesday. Click on available time.” “Register me.” No system does this. Sure the majority are ADA508 compliant or similar (I always forget what that is). However, not all of them are, and secondly, when it comes to the voice moving around and taking content within the system – navigation and so on – it’s not there. It should be. It can be if a vendor either built it into their system OR tapped into LAM (which is what takes a gen AI further – which you are unaware of, but it exists and is another AI option. OR tap into machine learning (again AI).
  • When seeing the prompt window on the learner side or admin side, provide your clients with “recommended,” or “top 50 prompt modifiers,” and so on. On top of that, allow someone to say it, and then it is typed in, and they say “click,” and the response shows up. Today, it is all click, click by using your hand.
  • When I hear the vendor say they have AI – I ask them immediately if it is machine learning, gen AI or a combo of both (it can be)
  • If the vendor says combo or they may say it depends on what the capability is – then find out. I can easily spot something and go that machine learning because it looks like it is – so far, I’m 100% accurate (knocks on wood table). I wouldn’t expect you to be unless you see a lot of these or know AI and can spot the difference between the two.
  • I want to know what LLM they are using, or if they say we use multiple, which ones. Is it relevant to you?
  • GPT Turbo, aka GPT 4.5, is the latest version of GPT. It is fee-based. Folks on enterprise with OpenAI, you are using Turbo. There are vendors using 4.5, which is good. The downside? Token fees. Sure, they are low now because, overwhelmingly, the vendors using Gen AI have it on the admin side—create courses/content, identify skills, and create assessments with AI.
  • GPT 3.5 did far better than 3, the freebie of ChatGPT. Folks who were on 3.5 are tapping into 4 (whichever version still has a lower token fee), and others are going into 4.5.
  • OpenAI – the makers of the above LLMs – dominates. It is not even close in our industry. Number two is Azure’s LLM which is built on Open AI’s version.
  • Llama 2 – 100% free open source, which means no token fees. Llama 3 just rolled it and Meta claims it is as good as GPT Turbo. It’s also 100% free open source. Vendors that go this route, take this LLM and do a lot with it. I do know of vendors that tapped into LLama.
  • Google Cloud—Model Garden requires you to use Vertex ML, and then you can select from a variety of Gen AI LLMs.
  • Foundation model – Pretrained multitask large models that can be tuned or customized for specific tasks using Vertex AI Studio, Vertex AI API, and the Vertex AI SDK for Python.
  • Fine Tuneable model – Models that you can fine-tune using a custom notebook or pipeline.
  • Task specific solutions – Most of these prebuilt models are ready to use. Many can be customized using your own data.
  • It requires a lot of computing power – which is why you are seeing small LLMs that can go from a mobile device, with minimal computer power. For the Open AI and others, though, those computers – and the power it is creating a massive carbon footprint – are higher than anything on the cryptocurrency side.
  • To cool the machines down, you use water—a lot of it. Since water is crucial nowadays more so than ever before, yeah, I’d say this is relevant.
  • Create courses/content (I refer to it as a content creator tool, vendors will say authoring tool) – Only one I’ve seen today is robust, whereas an ID person could use it to a point. With synthetic audio, materials too. The rest is headers (I prefer Chapter titles), then pages (they call it something else), and in some cases, content within those items – more often than not, actually. A few have the WYSIWYG window, and in quite a few cases, you can change the text by choosing (professional, witty, serious, and so on). Other vendors use the emoji angle. I wish I could remember what one vendor had as an option with the text change. It was so demeaning, and offensive that I called them out and stated such. I need to go back to my notes and find the vendor, then see if they fixed it. My guess? Nope.
  • Create an assessment with Gen AI. I’ve Seen it a lot. This is the one I hear. You haven’t seen this before, spin. I see a lot of systems, so yeah, I have. Some are better than others.
  • Identify skills that can be presented on the learner side with AI. These skills can be tied to systems that allow the opportunities aspect in their system, or someone uploads their resume, and it takes out key items and lists the skills. I am starting to see vendors tie skills directly with content initially using Gen AI. Equally, I see machine learning with the recommended content/course angle, which looks skewed more often than not due to the algorithm.
  • A couple of vendors are launching or have launched a prompt window on the learner side. The learner can ask questions or statements and the window responds with the answer or supposedly answer. Yes, it can be wrong – hence, always verify before just thinking, “Yeah, this is right, ” and roll on.
  • There is no prompt window either on the admin side or the learner side, whereas if the information that was outputted was wrong, the person can state so and put in the correct retort. AI learns from itself, so if you are not saying this is wrong, then surprise – it assumes it is right. I continue to be stunned that zero vendors are doing this. Every LLM you test out, heck go to the freebie one, has this window.
  • Minimal vendors add the text that the system may output mistakes (a term I see in vendor land) or fake or false information, so review. I’ve seen this text in only a few vendors. As noted, a couple told me they had clients who wanted it removed. That is like saying, “jump out of the airplane, and what? We didn’t teach you how to open it and when. Don’t worry, nothing will happen to you.”
  • The content: The client selects what they want and by what publisher/provider and identifies the number of seats they need (licenses) for that specific content. The seats, by the way, do not have to match all your user base—this content is for this group and only for these folks.  
  • Depending on the vendor, you will see many different third-party providers, minimal, or, yes, I can’t believe I am saying this in 2024: zero.  
  • The plus for you is that you are not required to go to the internet and type in some words, hoping to see what content is ideal for you. Nor should you type this into Gemini (formally known as Bard) or Copilot and similar for search engines. They all scour the web and pull down quite a bit of those worthless top 10s written by someone who has no background in the industry but loves van travel. All of these, those top 10, are affiliates of the vendor. Yes, they make money off you. You will see this with the “we may receive a small commission.” 
  • The benefit is to go to the content marketplace with your vendor and see what content is available based on your use or use cases.   
  • Vendors should consider adding more content providers, especially those that are reliable and can filter out the junk that’s prevalent on the internet. This way, if a client already has a trusted content provider, the integration is already in place, eliminating the need for additional work that may or may not be successful. There are plenty of learning systems out there that have content/course aggregators, such as GO1 and OpenSesame. I often hear that both are the same and have the same publishers. That isn’t the case. There are pros and cons to each of the above. I like OpenSesame (yes, that is the vendor with the built-in AI, and OS will work directly with your client to identify their use cases, and what content is best suited for that). Thus, the idea that you get all this content with a subscription plan – think all you can-eat aspect – is eliminated. OS is one of many vendors that do this. Content Anytime from Cornerstone does, too – but CA is only for Cornerstone clients. OS and GO1 can be used by anybody, regardless of the system. 

I’ll stop at Trend Six. I could easily go into Trend 20. I am holding off because typing with a bruised bone in my wrist is no longer attainable without pain. I guess that is a trend of mine.

Interview prep: Questions you should ask

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Interview prep: Questions you should ask

Picture it: You’ve made it to the end of your interview for your dream job. You sailed through your reasons for applying and answered every behavioral and situational question with ease (thanks, STAR method!). You’re down to the final question: “Do you have any questions for me?

No sweat. You knew they’d ask this question—they always do!—so you came prepared. Not only did you engage your interviewer, but you are also leaving the interview feeling even more confident that this is the career path for you.

So, what did you ask?

Questions to ask at the end of an interview

An interview is an important time to discuss your experience, skills, and interest in a position—but it’s also a conversation. You’re interviewing the company as much as the company is interviewing you.

Asking thoughtful questions during an interview can achieve a lot. For starters, it signals to the hiring manager that you’re a conscientious job-seeker who’s interested in the role. It’s also how you can figure out if you actually want to work there. Just as your interviewer is deciding whether you’ll be a good fit for their company, this is your opportunity to determine whether this company and this role are going to help you achieve your goals.

Think about what you expect this role to be like, if you get it. Are there any gray areas that your interviewer could clarify for you? Some common things to ask about may be:

  • The role and daily responsibilities: “What might a typical day in this role involve?”
  • How your performance will be measured: “How do you measure success?”
  • Future growth opportunities you’d be moving toward: “How do you help employees grow as professionals?”
  • Your potential manager and team structure: “What kind of feedback and support would I receive?”
  • The company culture: “What do you love about working at this company?”

Before an interview, take a moment to write down some questions—around five is a good start, but some people feel more comfortable preparing closer to 10 questions. This way, if any of your questions come up during the interview, you can ask them mid-conversation and still have more on hand to ask at the end of the interview.

As you move through the interview process and get answers to your questions, you might want to ask different interviewers similar questions to compare answers—or find new ones to ask.

Want more questions? Here’s a list of 30 questions to ask and tips for choosing the best questions for your needs.

Keep practicing

Remember: If you’ve made it to the interview, you’ve already demonstrated that you have the skills and experience your interviewer is looking for. Now, it’s time to show your personality. Here are some courses to help guide your interview prep:

With that, our interview series ends. If you have any more questions, feel free to leave them in the comments.

Weekly Student News Quiz: College Protests, School Lunch, Bird Flu

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Weekly Student News Quiz: College Protests, School Lunch, Bird Flu

Above is an image related to one of the news stories we followed this past week. Do you know what it shows? At the bottom of this quiz, you’ll find the answer.

Have you been paying attention to current events recently? See how many of these 10 questions you can get right.

Should College Freshmen Choose Their Roommates?

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Should College Freshmen Choose Their Roommates?

Think about a time when you were paired with someone you didn’t know for a group project, a volunteer activity, a room assignment at camp or something similar. What did you learn from and about that person while spending time together? Were there any awkward moments? Did you become friends? Did the experience change you in any way?

If you plan to go to college and live in a dorm, you’ll probably have a roommate, at least for the first year. Would you be open to living with someone you didn’t know? If someone from your hometown, whether a close friend or an acquaintance, were to attend the same school as you, would you ask to room with that person instead of a stranger? Why?

In the Opinion essay “What Is Lost When Freshmen Choose Their Roommates,” Pamela Paul argues that living with a stranger can be good for young people:

For many adults, the first and last time they willingly submit to living with a total stranger is their freshman year of college. And now is the time of year when many kids, just accepted into college, decide they won’t do it.

Cohabitating with anyone in 150 square feet isn’t easy. It’s hard enough to share a room with someone you love. Their intermittent snores, the way they hum while cleaning or just miss the trash can when flinging dirty tissues.

But forcing kids from widely diverging backgrounds, ethnicities and economic classes to live in close quarters is one of the benefits of a residential college. It’s a social leveler. It offers its own education. It can produce terrible conflict, but that, too, is essential to preparing young people for the world. It’s an important part of learning to get along.

Too many students today miss out on that experience altogether. Though in recent years some schools have pulled back from the practice, many have adopted systems that give students far more control over the process. Students have the option of choosing a roommate on their own, whether they connect in person, on social media or through one of many third-party matching services. Or they use a campus matching service like RoomSync or StarRez, which schools can license and tailor to their needs.

While some college administrators say that letting students choose whom they live with allows them to feel more comfortable and safe at school, Ms. Paul argues that it can undermine other values and abilities, such as resilience, risk-taking and navigating differences across identity and ideology:

“College is meant to be a time of life when you step out of your comfort zone and you’re stretched,” says Julie Lythcott-Haims, the author of “Your Turn: How to Be an Adult” and a former dean of first-year students at Stanford. “If people are allowed to choose their own roommates, they’re inherently cutting themselves off from some of the most significant learning available, which is to grow up your freshman year with someone not like you.”

The reality is that when kids choose their own roommates, they tend to go with people who are exactly like themselves. Bruce Sacerdote, an economist at Dartmouth College, has been studying the social effects of college roommates for over a decade. His research points to clear advantages to a randomized process, especially since American campuses still see a lot of homophily or self-segregation by race, ethnicity and class.

“Universities work so hard to achieve diversity, but that’s most valuable if people are actually interacting,” Sacerdote told me. “The most powerful tool universities have to foster that is through roommate matches.”

Kids who pair up are often the ones who went to private or elite public feeder schools where they can easily slot in with mutual friends; they’re also the kids who have resources to meet up over the summer. Letting kids choose their own roommates, Lythcott-Haims said, “privileges the privileged, foments cliques and counters the intended outcome of having a diverse student body in that kids learn and grow because of their interactions with each other.”

Students, read the entire essay and then tell us:

  • Do you think college freshmen should get to choose their roommates? When you weigh the values of comfort, safety and belonging against those of resilience, risk-taking and navigating differences, which are more important for young people to experience in their first year of college? Why?

  • How difficult do you find it to step outside your comfort zone when it comes to getting to know new people and possibly becoming friends with them?

  • Consider the idea that college students choosing their freshman-year roommate “privileges the privileged, foments cliques and counters the intended outcome of having a diverse student body in that kids learn and grow because of their interactions with each other.” Do you agree or disagree? Why?

  • Do you know anyone who went to college and had a roommate? Did the person choose the roommate? What have you been told about that experience? Was it fun? Difficult? A learning experience? What, if anything, would you do differently as a result of hearing that person’s stories?

  • If you’re planning to go to college, do you think you will apply to the same institutions as your friends? What do you think the advantages and disadvantages of that might be? Would you submit a request to live in a dorm room with your friend?


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.

Outsmart Fake News: Protect Yourself From Online Misinformation

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Outsmart Fake News: Protect Yourself From Online Misinformation

Discover how to decipher fact from fiction and avoid falling for fake news stories on social media. Spreading false information can be a source of personal embarrassment – as Abraham Lincoln reportedly said, “It’s better to remain silent and be thought a fool than to speak and to remove all doubt.” More seriously, it can also be harmful to society. Examples abound of instances where false stories have had serious consequences, from the rise of measles in the UK following an ungrounded rumour about a childhood vaccine to the serious disorder in the USA following false allegations of election-rigging in the 2021 presidential race.

What Is Fake News?

Fake news can arise through a number of means: 

  • Misinformation such as rumours and false or misleading information which is spread without intent to mislead;
  • Disinformation or fake information that is deliberately spread to mislead the reader; 
  • Malinformation describes facts that are twisted or used out of context to spread hatred or negativity. 

One of the challenges of fake news is the speed with which it spreads. “A lie can travel around the world and back again while the truth is lacing up its boots.” – Mark Twain. The greatest challenge for governments and lawmakers is legislating against malicious or dangerous stories while protecting important freedoms such as free speech and the freedom of the press. 

False Stories That Have Made The News

Fake: Vaccine booster shots increase likelihood of death. Dr. Richard Urso told lawmakers in the state of Tennessee that individuals who received COVID-19 booster shots were more likely to die from coronavirus.

Truth: The Associated Press reported on this fake news and stated that researchers disputed the vaccine claim with verifiable studies that showed the opposite to be true. Some countries introduced legislation to prevent scaremongering about vaccination programmes during the pandemic.

A protester uses a ‘fake news’ poster to demonstrate against a ban on refugees entering the USA in 2017. Photo by Kayla Velasquez on Unsplash.

Fake: Venezuelan migrants deported from Martha’s Vineyard. An Instagram post claimed that 50 migrants had been deported from Martha’s Vineyard in Massachusetts. This “humanitarian crisis” post was widely shared on Facebook

Truth: PolitiFact clarified that a local government or municipality cannot deport any person/s. The group were brought to the mainland for food and shelter as the island did not have the resources to accommodate them.

Fake: Russian media referred to its invasion of Ukraine as a “special military operation” designed to rid Ukraine of Nazis. Coverage, which is government-controlled, majors on Russian victories with little reference to losses.

Truth: What is taking place between Russia and Ukraine is a war with many fatalities on both sides. Reputable news outlets such as BBC Verify have fact-checked the Russian slant on events and pointed out inaccuracies.

How to Spot Fake News

The burden falls on you as the consumer to not only spot fake news but also take responsibility and resist sharing or spreading it further. Here are some ways to ascertain the veracity of any story:

Verify the source. Inspect the web address you’re viewing the article on. A small spelling error may alert you to the truth of the site and what they are reporting. 

Double-check with other sources. Read other reports from reputable media outlets. Has anyone been quoted in the article? Are they an authoritative spokesperson?

Use a fact-checker site

. These carry out vital checks into whether a news story is authentic. Apart from investigating national news stories in their base country, most also look at international headlines around health, climate change etc. This list is far from exhaustive but examples include:

  • Snopes – US entertainment and politics
  • PolitiFact – run by the Poynter Institute, exposes false news stories in the USA with English and Spanish translations
  • FactCheck.org – A Project of The Annenberg Public Policy Center, checks the veracity of stories circulating in the USA
  • FullFact.org – UK-based independent fact checkers
  • AAP FactCheck – Australian-based independent organisation 
  • BBC Verify – UK and international news checker.

BBC Verify examines UK based and international events to provide factually accurate accounts of incidents such as the attack on a Moscow concert hall in March 2024 in which over 100 people were killed. Image from BBC.co.uk

Check images. Images used in fake news articles have been doctored, altered, edited, and manipulated in one way or another. Google’s Reverse Image Search tool allows you to check where various images originate and whether they have been altered.

Is it satire or parody? These types of articles and posts often go over people’s heads and they believe them to be true. Satirical posts are not fake news but exist for comedic value or to make a point.

What to Do if You Spot False Stories

Sometimes it’s enough to ignore fake news – by not passing it on, you are protecting others who may be more gullible. However, if the misinformation is harmful and you know it is false, and especially if it concerns a member of your family, there are a few steps you can take.

  1. Report the content or misinformation using the tools on the relevant platform.
  2. If you or a loved one have mistakenly spread information that you now know to be false, use the same platform to explain your error, if appropriate.
  3. Ensure that the victim of a false rumour has the emotional support they need, particularly if it is a young person. Children’s charities can help in that regard.

How to Avoid Fake News and Be a More Informed Reader

The best weapon against misinformation is factual information. We need to become digitally savvy and learn what we can about media, news, and information. The tool that is used to spread fake news also employs the weapons we can use to fight fake news. That is digital literacy. 

Alison teamed up with Dr Helen Crompton, an international expert in educational technology, on behalf of the Mobiles for Education (mEducation) Alliance to create two courses to help students navigate the internet safely and effectively.

  • The Diploma in Global Digital Literacy is a comprehensive course for new and experienced internet surfers. Covering everything from identifying credible digital content to creating high quality online content, it exposes the negative aspects of the web and explores how to maximise its positive aspects. Topics include understanding your online identity and digital footprint, using the internet for communication and collaboration, becoming a content creator, generative AI, digital problem solving, protecting your personal data and more. This course is perfect for socially conscious individuals or anyone who wants to use online skills to improve the world around them.
  • The short, certificate course, Global Digital Literacy, is the perfect introduction for beginners, covering everything from creating content to keeping your online identity safe.
  • Another source of expertise is our short certification, Fact Checking 101. Here, respected author, editor and teacher Marcia Yudkin lays out a roadmap for journalists to ensure they are reporting factually accurate information. She includes guidelines for fact-checking the authenticity of surveys and studies –  a popular tool for misinformation online. Download the exercises to practise your fact-checking skills.
    Learners who have benefited from this course include Chinedu O., who writes: “The course content was great. Short, Simple and Staight to the point.”
    George K. reports it was “Eye opening. I was able to discern between fact or fiction especially in US politics.”

Clearly, satire aside, fake news is no laughing matter. Empower yourself to become a more informed, digitally savvy citizen by enrolling in our free online courses today.