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Baby Seal

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Baby Seal

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

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

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

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


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

Find more Picture Prompts here.

Word of the Day: behoove

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Word of the Day: behoove

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

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

Can you correctly use the word behoove in a sentence?

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

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


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

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

Expert Thinking and AI (Part 1)

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Expert Thinking and AI (Part 1)

Cover Image by cottonbro studio from Pexels

By Althea Need Kaminske

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

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

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

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

Should People Take the Opinions of Kids and Teens Seriously?

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Should People Take the Opinions of Kids and Teens Seriously?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Students, read the entire article and then tell us:

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

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

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

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

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


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

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

Schoolhouse

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Schoolhouse

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

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


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

Find more Picture Prompts here.

Word of the Day: grandiloquent

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Word of the Day: grandiloquent

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

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

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

Can you correctly use the word grandiloquent in a sentence?

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

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

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


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

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

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

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

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

Red is a beautiful color

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

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

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

Consider the totally made up graph below:

image3-1

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

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

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

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

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

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

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

Face errors in your code fearlessly



1. Dissect the error.

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

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

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

image1-3

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

image1-4

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

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

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

image2-2

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

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

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

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

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

4. Compare their use case to yours.

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

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

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

image5-1

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

5. Try to implement the solution.

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

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

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

thinking-about-errors-small

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

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

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

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

Special thanks to Natalia Rodríguez for contributing to this article.

Let’s Discuss: Covering the White House

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Let’s Discuss: Covering the White House

Welcome to Conversations With Journalists! In this new series, we invite students every two weeks to join a discussion about a New York Times article with a Times journalist and other teenagers from around the world. Learn more about the feature and find a schedule of the pieces we’ll be reading together in the future here.


Have you ever wondered what it’s like to be a reporter whose beat is the president?

For this edition of our Conversation With Journalists, we invited Zolan Kanno-Youngs, a New York Times White House correspondent, to share his experience reporting on the first weeks of Donald J. Trump’s second term.

What has it been like to report on the president and his administration as they are dramatically remaking both domestic and foreign policy? How does this type of journalism serve the country? How does it serve us as citizens?

Share your thoughts and questions in the comments.

We’ll be discussing the two-minute video How a New Law Makes Deportations Easier by Zolan Kanno-Youngs, Christina Thornell and David Jouppi, published on Jan. 30.

We also ask that you read at least one of the following two articles by Mr. Kanno-Youngs:

At Oval Office, Musk Makes Broad Claims of Federal Fraud Without Proof” by Maggie Haberman, Theodore Schleifer and Zolan Kanno-Youngs, published on Feb. 11.

Foreign Leaders Embrace the Art of Flattery in Wooing Trump” by Zolan Kanno-Youngs, published on Feb. 7.

We’ll be joined by Mr. Kanno-Youngs, who is part of the team that covers Mr. Trump and the White House. White House reporters attend daily press briefings; occasionally travel with the president and vice president; sleuth government documents; interview people throughout the administration as well as its critics; and traverse the country to assess the impact of the president’s agenda.

“I aim to both break stories that will inform readers how decisions are made by the Trump administration, but also to report out how federal policy affects communities throughout the country,” Mr. Kanno-Youngs says.


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.

Are you a teacher or student who has feedback on this new feature or would like to suggest a Times piece for future discussion? Please post a comment here.

Are You a Fan of Horror Movies?

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Are You a Fan of Horror Movies?

Are you a horror movie fan? Do you love to be spooked and terrified by monsters, zombies, spirits, demons, ghosts, aliens, clowns, dolls, strangers with hockey masks, people wielding chain saws or possessed little girls with long, dark hair?

If so, why do you like films that might make you scream or check under your bed at night?

Do you have any favorite scary movies? Classics like “Dracula,” “Night of the Living Dead” or “Silence of the Lambs”? Or maybe more recent ones like “Get Out” and “M3GAN”?

If you’re not a horror buff, why is that?

In the guest essay “The Movies the Oscars Are Too Scared to Celebrate,” published last month when the Academy Award nominations were announced, Zach Schonfeld argues that horror films deserve more respect, especially from the Oscars:

For fans of scary movies, 2024 was an extraordinary year. Vital and thrilling horror films, such as “Nosferatu,” “Red Rooms,” “I Saw the TV Glow” and “Longlegs,” all earned critical respect and box office success. Yet you’d barely know this from the Oscar nominations, which were announced Thursday morning.

With the exception of “The Substance,” that rare academy-approved gore-fest that scored five nominations, including best picture, very few of last year’s notable horror films were recognized in the major categories — a continuation of a long-running snubbing by the Oscars that’s gone from curious to downright shameful.

This refusal to acknowledge an entire genre feels especially out of touch at a time when horror is not only critically ascendant but also especially attuned to our feelings of ambient dread. We’re living in an age of real-life terrors — climate catastrophe, political unrest, tech-driven dehumanization — so it’s no wonder that many of the most exciting filmmakers working today are using the vocabulary of horror to reflect our moment’s anxieties and maybe help us process them.

Mr. Schonfeld continues:

Not all horror movies are created equal, as the term can plausibly encompass everything from the most brazen teensploitation flicks to “The Silence of the Lambs,” the only horror film to win best picture. For my purposes, I’m including any film that’s primarily designed to frighten or unnerve its audience through dark and disturbing subject matter. Even given that relatively narrow definition, only seven horror films have been nominated for best picture since the Academy Awards began in 1929 — including, this year, “The Substance,” an unholy fusion of art-house ambition and B-movie gore from the French filmmaker Coralie Fargeat.

A partial list of essential American horror movies that were ignored entirely by the Oscars can start with “Dracula” in 1931 and continue through 1968’s “Night of the Living Dead” and “The Shining” in 1980 from the director Stanley Kubrick. At the 1987 Oscars, David Cronenberg’s “The Fly” was nominated only in the makeup category, leaving its star Jeff Goldblum so disappointed that he had to discuss the snub with his psychoanalyst.

This year’s best picture nomination for “The Substance” might seem like a positive step. The body-horror film, about a washed-up actress who seeks a respite from aging that has horrifying consequences, combines the memorably disgusting with bracing social critique, and along with best picture it earned nominations for its star, Demi Moore, and its director, Ms. Fargeat.

Yet “The Substance” continues a tradition in which the academy embraces horror only when voters can focus on everything but the horror: a pointed social message, an obvious allegorical lesson, an actor’s overdue comeback narrative.

Students, read the entire Opinion essay and then tell us:

  • Are you a fan of horror films? What do you like most about the genre, which the author defines here as “any film that’s primarily designed to frighten or unnerve its audience through dark and disturbing subject matter”? Do you have any favorite horror movies? Are there any films you find too scary to watch?

  • If you’re not a fan of the genre, what is it about these films that you dislike? What kinds of movies appeal to you instead?

  • Mr. Schonfeld writes that “the thrill of a great scare comes from a deep and primal place.” Do you agree? Whether you like horror films or not, why do you think they are so popular with audiences, especially younger ones? Why do so many people love to be frightened and unnerved?

  • Mr. Schonfeld writes, “We’re living in an age of real-life terrors” … “so it’s no wonder that many of the most exciting filmmakers working today are using the vocabulary of horror to reflect our moment’s anxieties and maybe help us process them.” Do you think that movies, horror or otherwise, can help us process our fears and anxieties? Can you think of any films that helped you?

  • Mr. Schonfeld calls this “a golden age for frightening films” and argues that the horror genre has “long deserved to be treated as real cinema, with the Oscar recognition to match.” Do you agree? Why or why not? Should horror movies get more respect from the general public, film critics and the Academy Awards?

  • Have you seen any of the horror films from 2024 discussed in the essay, such as “Nosferatu,” “Longlegs” or “The Substance”? Would you give any a thumbs-up? Which, if any, do you think deserve Oscar recognition?


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.

Saturday Night Live

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Saturday Night Live

Do you like comedy? Do you watch, or have you ever watched, Saturday Night Live?

This past weekend, the iconic sketch comedy show celebrated half a decade on air with a star-studded 50th anniversary episode. Steve Martin gave the opening monologue. Guest appearances included the comedians Eddie Murphy, Will Ferrell, Amy Poehler and Tina Fey, along with the musical guests Paul Simon, Sabrina Carpenter, Lil Wayne and many more.

Are you a fan of S.N.L.? If so, what have been your favorite moments? What, in your opinion, are its best sketches? Best cast members? Best hosts? Best musical guests? What has watching meant to you?

If you don’t watch the show, what kinds of comedy do you like? Who are your favorite comedians? What are your favorite shows, movies, YouTube videos, albums or podcasts? What about them makes you laugh?

Tell us in the comments, and then read the related article about the 50th anniversary special or this one from the New York Times comedy critic.


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.