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Word of the Day: salinity

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Word of the Day: salinity

The word salinity has appeared in 26 articles on NYTimes.com in the past year, including on March 25 in “Salty Suburban Roads Are Clouding the Future of N.Y.C. Drinking Water” by Hilary Howard:

The study, released last week by the city’s Department of Environmental Protection, found that while salt was edging upward throughout New York’s vast watershed, it was especially pronounced in the New Croton Reservoir, just north of the city.

In that supply, which provides about 10 percent of the city’s drinking water, levels of chloride — a chemical found in salt and an indicator of salinity — tripled over the last 30 years.

Can you correctly use the word salinity 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 salinity 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 ‘College for All’

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What Students Are Saying About ‘College for All’

I agree with the author that doubt about the value of college has increased. I find this partly to do with social media showing people that there are ways to get money without a degree, as well as the ridiculous financial strain going to college can put on you and your family, in which you might drop out, and aren’t even guaranteed a well-paying job and secure financial situation after graduating, as although having a degree is good, it doesn’t guarantee a job.

Leandro, VSN

I don’t expect to go to college, nor have I ever wanted to. After high school I have always wanted to enlist in the military. My dad respects my decision, as he volunteered for the Brazilian military, but my mom does not fully agree with it. Some of the motivation behind my choice is the benefits you can get from serving, and if I did decide to go to college, I would have varying levels of assistance from programs like the Post 9/11 bill which covers tuition and other expenses if you serve for 36 months, and you can even pass it on to a spouse or dependent. The career I have in mind is police officer, but I feel this could change in the future.

Bruno, NY

For me, a successful life is earning the right amount for my daily living plus some money to spend for my hobby. To reach my goal, going to college is not necessary. In Korea, some people choose to be a civil servant and prepare for it from their middle school or high school age. Some drop out from high school, deciding not to go to college and focus on the civil servant exam. Civil servants usually earn 2000 usd per month, even in their first year. Like this, without going to college, people can live a stable and successful life.

Jeho, South Korea

A career, dream career even, that I’ve had in mind is to become a Funeral Director. Not every teenager’s dream job, but I know exactly what I want to do. I’m already in an early college program, taking prerequisites for the funeral service program. Once I’m 18, I’ll apply to become a crime scene cleaner. A bit of a turn-around, but I want exposure to an environment where I am helping others with something they are not able to do themselves, where the atmosphere is filled with grief, and it’s my job to clean, and prepare the place for the loved ones. Once I have enough money saved to pursue the Funeral Service Program, I’ll pursue my license, take my exam, and that’s about all I can plan. I haven’t had the most help trying to plan out my life. I’ve been told to choose another career, but I’ve had my heart set on this for a long time.

Grace, Fayetteville, NC

A lot of people, including my family and friends, think I’m smart and should go to college, but I don’t feel like it’s right for me. I’ve never really been into the idea of spending more years in school. I’d rather do something that lets me learn by actually doing stuff. That’s why I’m joining the Civil Air Patrol. I’ve always wanted to be a pilot, and this program gives me a chance to work on my engineering skills and learn how to fly. It feels like a way better fit for me than just going to college for a few more years. I think the article made me realize that there’s more than one way to succeed, and college isn’t the only option for everyone.

Connor, CPHS, Fayetteville, NC

From Catalog to Compass: Introducing Personalized Recommendations to Guide Career Growth

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From Catalog to Compass: Introducing Personalized Recommendations to Guide Career Growth

By Mustafa Furniturewala, Chief Technology Officer, Coursera

Today, I’m excited to announce the launch of a new way to explore and discover content on Coursera. Learners can now more easily explore 60 in-demand roles, receive personalized guidance from Coursera Coach (our AI-powered guide), and have a clearer path to advancing in their careers.

Eighty-five percent of Coursera learners enroll to develop skills for career growth, according to the Coursera Learner Outcomes Report—yet nearly two-thirds aren’t sure which skills they need to reach their goals.

This update serves as a compass, helping learners explore careers on Coursera with personalized content recommendations aligned to their aspirations.

Over the past six months, we’ve been piloting and testing these improvements, and results show that learners who receive personalized recommendations are more likely to enroll in a learning program. By removing the guesswork, Coursera makes it easier for learners to move forward in their careers with confidence.

Here’s how it works:

  • Upon signing up, learners complete a short career quiz, indicating their current role, desired role, and education.
  • Learners then receive a series of content recommendations based on their desired role, along with a “top recommendation.” 
  • Learners can click on a “Why was this recommended for me” and begin a conversation with Coursera Coach, an AI-powered guide.
  • Salary and job posting data is available for each role, and is localized for 39 countries, including the US, Mexico, Brazil, the UK, Germany, Spain, India, Singapore, the UAE, and Qatar.

Recommendations are based on how closely a piece of content teaches the most critical skills needed in a particular role.

Learners can currently choose from 60 roles, with at least 20+ more to come before the end of the year. Roles were selected based on a variety of factors, including learner interest, job market demand, and content on Coursera that covers the key skills for each role. 

Explore this new experience. Register now to receive your personalized recommendations today, and take the next step toward your career goals.

FEATURED EDUCATOR: Alison Stone

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FEATURED EDUCATOR: Alison Stone

How do use the science of learning in your classroom? Describe one activity in detail so other educators can use it too!

Both biology and anatomy and physiology are vocabulary rich courses. Without the foundational vocabulary, it is difficult for students to gain true understand of the big concepts. At the beginning of each unit students receive a list of vocabulary words that they will be responsible for knowing by the end of the unit.

I supply students with teacher created Quizlet decks rather than having them create their own. I don’t want students searching for their own definitions and studying a definition that might not fit within our context. Additionally, making flashcards feels like work to students, often, it is time consuming but not cognitively interactive. Most students tend to mindlessly copy down definitions which isn’t useful for learning. At the beginning of the year, I explicitly teach students about retrieval and about the common mistakes students make when using flashcards (like turning a card over before they’ve struggled to remember the term). I encourage students to use the test and learn function in Quizlet because those functions encourage retrieval.

I have also developed a low stakes retrieval vocabulary quiz that I give toward the end of each unit. In AP Biology, this quiz is composed of 30 definitions. Students have 10 minutes to complete the quiz. Initially, students are not provided a word bank, and I instruct students to use a pencil. Every correct vocabulary term the write in pencil is worth 2 points. When students feel like they’ve answered as many questions as they can without a word bank they come up to my desk and trade in their pencil for a colorful pen and I hand them a word bank that contains all the vocabulary in the unit. Students return to their seat, and continue the quiz, now with the word bank. Any words they write in pen are worth 1 point. The maximum possible points a student could receive are 60 (if they did not need the word bank at all). However, when I calculate their grade, I calculate it out of 45 and then ultimately convert it to a 10-point formative assessment grade (minimal in the gradebook). Any student who scores over 45 points receives a 10/10.

28 Ways to Teach and Learn About Poetry With The New York Times

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28 Ways to Teach and Learn About Poetry With The New York Times

“Like virtually everything else in the Trump era, poetry has gotten sharply political these days,” wrote The Times in 2017. The article continues:

Writers are responding to this turbulent moment in the country’s history with a tsunami of poems that address issues like immigration, global warming, the Syrian refugee crisis, institutionalized racism, equal rights for transgender people, Islamophobia and health care.

…Poets are using social media to respond quickly to the news, posting new verses online. Hours after the election results came in on Nov. 8, Danez Smith, a 27-year-old poet in Minneapolis, wrote a poem about losing faith in the country, titled “You’re Dead, America.” It was published on BuzzFeed on Nov. 9, and includes the verses, “on the TV/ is the man from TV/ is gonna be president/ he has no word/ & hair beyond simile/ you’re dead, America.” Smith, who identifies with neither gender and prefers no courtesy title, has also written poems about health care and police violence, which have been used on signs and read aloud at Black Lives Matter protests.

How might your students use poetry to express their reactions to what is happening in the world today? What published poetry can they find that helps them make sense of it?

One possibility: reading the work of the United States poet laureate, Tracy K. Smith, or listening to her podcast, The Slowdown. In an essay on politics and poetry, she writes that political poetry has become a means of owning up to the complexity of our problems, and introduces the reader to some, like Justin Phillip Reed and Evie Shockley, who are doing it well. She writes:

Poems willing to enter into this fraught space don’t merely stand on the bank calling out instructions on how or what to believe; they take us by the arm and walk us into the lake, wetting us with the muddied and the muddled, and sometimes even the holy.

Invite your students to find or create political poems that address the issues they think are important — and that do so in a way that “take us by the arm and walk us into the lake.”

What Is Your Reaction to the Arrests of Student Protesters by Federal Immigration Agents?

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What Is Your Reaction to the Arrests of Student Protesters by Federal Immigration Agents?

Have you seen videos of Ms. Ozturk’s arrest? Have you read about the detention of other students, like the Columbia University graduate Mahmoud Khalil?

What have been your reactions? Do you support the Trump administration’s efforts to detain and deport international college students? Or do you think these actions are a violation of civil liberties — including free expression and due process?

In “What We Know About the Detentions of Student Protesters,” Kate Selig gives an overview:

The Trump administration is trying to deport pro-Palestinian students and academics who are legally in the United States, a new front in its clash with elite schools over what it says is their failure to combat antisemitism.

The White House asserts that these moves — many of which involve immigrants with visas and green cards — are necessary because those taken into custody threaten national security. But some legal experts say that the administration is trampling on free speech rights and using lower-level laws to crack down on activism.

Secretary of State Marco Rubio told reporters on his plane on Thursday night that the State Department under his direction had revoked the visas of possibly more than 300 people and was continuing to revoke visas daily. He did not specify how many of those people had taken part in campus protests or acted to support Palestinians but said “there’s a lot of them now.”

She continues:

Who is being targeted?

The nine people who have been pursued and, in some cases, detained by federal officials include current and former students and professors. Most of them have publicly expressed pro-Palestinian views. Some have green cards, making them lawful permanent residents. Others have student visas, which allows foreign nationals to enter the United States for full-time study.

The extent of their involvement in pro-Palestinian advocacy varies. Mahmoud Khalil, a lawful permanent resident who is believed to be the first to be taken into custody, helped lead high-profile protests at Columbia University against Israel’s war in Gaza. Mr. Khalil, who has Palestinian heritage, is married to an American citizen who is eight months pregnant. He was sent to a detention center in Louisiana.

The administration has also targeted students who have been less involved. Rumeysa Ozturk, a Turkish citizen and graduate student at Tufts University, was taken into federal custody on Tuesday. She had drawn the attention of a right-wing group that claims to combat antisemitism on college campuses and publicizes its findings online after helping write an opinion piece in the student newspaper criticizing the university’s response to pro-Palestinian demands.

Tricia McLaughlin, a spokeswoman for the Department of Homeland Security, said investigators with that agency and Immigration and Customs Enforcement “found Ozturk engaged in activities in support of Hamas, a foreign terrorist organization that relishes the killing of Americans. A visa is a privilege, not a right.” She did not offer evidence or details of that support.

A video of Ms. Ozturk’s detention, showing plainclothes agents from the Homeland Security Department detaining her as she was heading out to break her Ramadan fast with friends, has circulated widely online. “This video should shake everyone to their core,” her lawyer, Mahsa Khanbabai, said in a statement on Wednesday. Ms. Ozturk is being held in Louisiana.

As it scrutinizes people living in the United States, investigators for ICE have been searching videos, online posts and news clippings of campus protests against the Israel-Hamas war. The government also appears to be getting information from private organizations.

Is this legal? Can the government detain and deport someone for expressing a certain view? The First Amendment, after all, protects freedom of speech in nearly absolute terms. It allows people to espouse even the most unsavory views, including support for genocide, and face no criminal penalty as a result.

But does the Constitution protect noncitizens’ freedom of speech? In a Morning newsletter headlined “Immigrants and Freedom of Speech,” German Lopez looks at that question. Here are excerpts:

Trump’s case

The Supreme Court has said that the First Amendment applies to noncitizens in the United States when it comes to criminal and civil penalties. But those protections don’t necessarily apply to deportations, the court has found. The federal government has nearly absolute power over immigration, including its ability to deport noncitizens; it gets to decide who comes and then stays in this country, potentially at the expense of constitutional rights.

The piece continues:

More specifically, administration officials cite a 1952 statute that lets the government deport immigrants, even green-card holders, for views that hamper U.S. foreign policy. The administration says that Khalil and others supported Hamas and Hezbollah, designated terrorist groups. That supposed support seems to be limited to the immigrants’ advocacy — social media posts, fliers, protests, attendance at a Hezbollah leader’s funeral. The government has not accused them of sending money or other assistance to those groups. It says that speech is enough to justify deportation.

The opposition

This approach leaves immigrants with no practical free speech rights, Nadine Strossen, former president of the A.C.L.U., told me. The First Amendment allows us to speak freely without fear of legal retribution. But if an immigrant’s political advocacy gets him deported, he does have to worry about retribution — and may choose not to speak at all.

While conservatives may feel empowered now, their approach could backfire in the future. Suppose that conservative immigrants — say, Trump-supporting Venezuelans, known as MAGAzuelans — attend a Make America Great Again rally. A Democratic administration could claim that participants of the rally supported an enemy of the United States by, for example, opposing aid to Ukraine. That administration could then try to deport the immigrants for their speech.

This is the slippery slope of exceptions to free speech and other constitutional rights: What counts as a violent act? What is a terrorist group? Who is an enemy of the United States? What does it mean to support them? A president can twist the answers to these questions to fit any agenda and go after people with opposing views, bypassing fundamental rights.

Finally, though so far in this forum we have focused on the crackdown on college students, in his article, Mr. Lopez points out that these are not the only efforts at deportation that have raised concerns. While immigrants have due process rights, the Trump administration has tried to bypass those protections in other cases. It cited the Alien Enemies Act of 1798 to deport hundreds of Venezuelan migrants without any kind of hearing in court.

The Trump administration claimed, on the basis of little more than whether they had tattoos or had worn clothing associated with criminal organizations, that these migrants were members of criminal gangs supported by the Venezuelan government.

Watch: ‘A Move’

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Watch: ‘A Move’

4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

6. To learn more, read “For Iranian Women, Can a Revolution Take Place at Home?” Elahe Esmaili, the filmmaker and the subject of the short documentary, writes:

In the wake of the Women, Life, Freedom movement, one of the most significant political uprisings in Iran since the 1979 Islamic revolution, Iranian society experienced a period of upheaval. The movement began in 2022 when Mahsa Amini, a 22-year-old Kurdish woman accused of disobeying the hijab law, died after being arrested by the morality police. Many Iranians supported the protesters, who called for greater freedom for women and the end of compulsory veiling; the regime responded with brutal crackdowns.

I grew up in a family where women are compelled to wear the hijab — even at intimate gatherings — because of pressure from our more religious family members. I respect their beliefs, but forcing them on the entire family felt like a type of authoritarianism that mirrored the strict rule of the theocratic regime. When the protests erupted, it was important for me to take a stand among my family.

The Iranian regime and other authoritarian leaders benefit from pitting religious and nonreligious people against each other, leading them to believe that peaceful coexistence is not possible. In this short documentary, “A Move,” I wanted to show how resistance rooted in love and respect can lead to understanding; how there is room for disagreement and nuance without violent confrontation or alienation from “the other side.”

I have been inspired by women fighting for their rights around the world, and I made this film to encourage others to not succumb to pressure if their freedom of choice has been taken away, even if it’s by their loved ones. I hope everyone around the world gains more understanding about the importance of coexistence and refraining from imposing our beliefs on one another.

7. Please join us again on April 10, when we will feature a Times podcast.


Want more student-friendly videos and podcasts? Visit our Film and Podcast Club column.

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.

Piled High

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Piled High

What do you think this illustration 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, 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: flaxen

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Word of the Day: flaxen

The word flaxen has appeared in five articles on NYTimes.com in the past year, including on Dec. 24 in “A Different Spin on Dog Hair: Knitting With It” by Rosalie R. Radomsky:

An affable tumbleweed.

That’s what the dusty, flaxen fluff from my 8-year-old golden retriever Yofi looks like floating through my apartment on any given day.

Can you correctly use the word flaxen 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 flaxen 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.

New Words

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New Words

The Oxford English Dictionary last week added 42 new words borrowed from other languages, including gigil, a Tagalog expression for witnessing something adorable, like the golden retriever puppy pictured above.

What is something — a feeling or experience, for example — that you wish there was a word for in English? Why?

Do you speak any languages other than English? If so, is there a word you love that doesn’t have a clear English translation? What is it, and what does it mean? How do you use it? Would you like to see it added to the Oxford English Dictionary someday?

Tell us in the comments, and then read the related article about the other new terms from Southeast Asia, South Africa, Ireland and more that are now considered part of the English language.


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.