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Let’s Discuss: A Column That Celebrates Love and Weddings

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Let’s Discuss: A Column That Celebrates Love and Weddings

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.

Valentine’s Day is nearly upon us so let’s talk about love!

Did you know The New York Times has an entire section dedicated to weddings? Indeed, wedding announcements at The Times are as old as the paper itself: the debut issue on Sept. 18, 1851, also debuted “Weddings” — at the time a single line proclaiming the union of Sarah Mullett and John Grant.

Both were from prominent families, and for more than 100 years, the section stuck to that rule, mostly featuring privileged society figures. But today, the weddings you see in The Times include people from all walks of life, and their love stories are as unique and diverse as the couples themselves.

In this edition of Conversations With Journalists, we invite you to learn more about what’s now known as Vows and Mini-Vows, two columns that report on various couples and their paths to love, with the writer Rosalie R. Radomsky.

Why do you think people enjoy love stories so much? Why would a newspaper report on them? What can stories about romance and marriage show us about the world we live in?

Join the discussion to find out.

Choose one of the following Mini-Vows articles:

— On Their First Date, Her Younger Brother Played Chaperone
— A Labor of Love Side by Side
— The Joke (Surprise, Surprise) Was on Them
— Under Construction: A Remodeled House and Requited Love

Credit…Rosalie Radomsky

We’ll be joined by Ms. Radomsky, who has been a Vows reporter for over a decade. Ms. Radomsky started at The Times over 40 years ago, and has worked in nearly every section of the paper as a news assistant, and has written stories for many of them. Most recently she has been a part of Style, covering galas and writing articles like this one, about knitting with dog hair.

But if you want to learn even more about what it’s like to be a weddings reporter before you talk to Ms. Radomsky, check out this Times Insider piece or this video, both from 2017, from former Vows writers. And you can look back at 165 years of Times wedding announcements with the special feature “Committed,” also from 2017.

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.

Teaching With The Learning Network’s ‘How-To’ Contest

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Teaching With The Learning Network’s ‘How-To’ Contest

I had no idea how the assignment would go, and, in all honesty, I didn’t think my creative writing students would be interested in writing something that seemed so formulaic. I thought the lessons would be boring.

In the end, however, that couldn’t have been further from the truth. My students ended up loving the assignment, and it has become my favorite contest to date. To my surprise, three of my students were winners and another was a runner-up!

The Learning Network is running the contest again this school year, and I’m looking forward to having my students participate. If you’re curious about how to teach with it, The Times offers a step-by-step guide from which you can drawn inspiration. Below, I explain how I adapted that guide for my classes. All in all, we spent seven class periods on the contest over four weeks, while meeting twice a week.

I began by introducing my students to the contest requirements and scoring rubric. The main stipulations I wanted them to consider were the 400-word limit and the interview component. Once we had reviewed the contest page and I had answered any questions, we moved on to a “Reading Response.”

For the Reading Response, I had them read two Tip columns of their choice (you can find free links to many in The Times’s original guide) and answer the following questions. Some columns they selected were how to choose a karaoke song, how to play dead, how to say goodbye and how to be ambivalent.

Reading Response Questions:

  • What is the title of each column you chose?

  • What do you notice about the structure and organization of each column?

  • How are the pieces similar?

  • How are they different?

  • What do you notice about the language of each piece? Include one line from each that illustrates this.

  • Who is the expert in each piece? Why do you think this person was chosen? Is the person a good source?

  • How does the author balance quotes, paraphrased information, context and advice in each piece?

Next, we brainstormed possible topics first as a class and then individually. For the class brainstorm, students called out responses to the questions below and I wrote them on the board. I left these responses up to inspire them while they completing their individual brainstorming assignment. For that exercise, I asked them to provide at least three examples for each question. These questions are adapted from The Learning Network’s related writing prompt.

Class Brainstorm

  • What would you like to be able to do or do better? (Examples: remember where you left your keys, learn to cook)

  • What is something people your age know a lot about that older people might not?

Individual Brainstorm

  • What physical skills do you wish you had — either those specific to a sport or a hobby, or something that might come in handy in everyday life?

  • What practical skills would you like to master? Would you like to be on time consistently? Learn how to start a fire? Change a tire? Roast a chicken? Play poker?

  • What emotional or interpersonal skills would you like to have? For instance, maybe you wish you knew how to comfort friends when they’re sad, how to calm yourself down when you’re nervous or how to make conversation at a party.

  • What school-specific skills might come in handy? Do you wish you were better at memorizing Spanish vocabulary, taking notes, speaking up in class or completing your homework on time?

  • What problems are you or a friend or family member struggling with right now that you could seek advice about? It could be something small and specific, like learning how to fill out a FAFSA form, or something larger, like figuring out how to apply to college in general.

Student Samples

Aside from obvious responses dealing with college applications, procrastination and improving writing skills, here are some other ideas my students came up with:

  • One student wanted to acquire “the skill to not get cramps when crocheting,” to know “how to suplex someone” and to figure out “how to lower screen time.”

  • Multiple students were interested in learning “how to be vulnerable” or “not run away from affection.”

  • Another student wanted to learn how to “become a good slapper,” but he also wanted to “work on anger issues.”

The next assignment was to complete a project proposal based on their brainstorms. After answering the proposal questions below, students pitched their ideas to me and the class. Some students wanted input on how to narrow down their options, and we weighed those and voted. I also let them know if an idea seemed impractical or if another option might make more sense.

During the proposal stage, my students listed potential experts on their topics. I axed anyone impractical and urged them to pick the most accessible candidates.

One contest requirement was that the students not be related to their chosen experts, so I had them think of people they knew beyond their immediate family circle — friends, neighbors, classmates. Some students were worried they didn’t know any “experts,” and I told them to consider “enthusiasts” instead. Reframing the task in this way made it much less daunting.

They soon realized there were experts all around them. They found people with interesting jobs or hobbies, like a juggler in our class or a friend who worked at a zoo. Even though they couldn’t interview their own family members, they could interview each other’s. One student decided to talk to her girlfriend’s mom, who happens to lead community writing workshops from her home. That essay, “How to Host Unexpected Guests,” ended up being one of the winners of the contest. Another winner from my class, “How to Conduct a Podcast Interview,” was written by a student who had a connection to a prominent podcaster he had interviewed a month prior.

I directed my students to choose someone close to them but encouraged them to think outside the box as well. Wanting to learn the art of high-fives, one student interviewed a kindergartner she babysat and said, “I feel like kids add such necessary enthusiasm to high-fiving, so she was a natural choice for my expert.”

Once every student had a topic approved, we moved on to the outline. Instead of giving them a template to follow, I had students create their own. I split them into groups of four and assigned each group a different area to focus on. They had to look at examples from the Tip column in order to come up with a formula of sorts.

  • Group 1 | Structure: Show us how to structure a how-to. How should we begin and end? How many paragraphs are typical? What should each paragraph do and include? If there are multiple structures, list them.

  • Group 2 | Advice: Show us how to give advice in a how-to. How can we be practical but engaging? How can we balance advice with why it’s needed? How do we address and center the reader?

  • Group 3 | Language: Show us how to use language in a how-to. How should we use tone, diction and syntax? What point of view should we use? Should we be abstract or concrete, literal or figurative?

  • Group 4 | Expert: Show us how to use an expert in a how-to. How do we know which type of expert to choose? How do we question the expert? How do we introduce the expert in the piece? How do we balance direct quotes and paraphrasing in the piece?

Once they finished the group portion, we discussed their findings as a class. I compiled their notes in a document, which they used to construct their first drafts.

Student Sample Outline

Structure

— Two to four paragraphs
— Start with a quote from the expert, introduce the expert and then talk about how the quote applies to the task.
— After the quote, explain how to do the task in straightforward terms.
— Add context and widen the scope. Explain why people should care.
— Go more in-depth with the instructions.
— End with a quote from the expert.

Advice

— Use dialogue from a trusted expert.
— Balance paraphrasing (clear, concise advice) with a more specific statement from your expert.
— Incorporate personal stories and anecdotes to give it a personal feel.
— Center the reader by giving hypothetical situations they can imagine.
— End with a reflection (or the “why”).

Language

— Use imperative second-person point of view.
— Use literal language and very few figurative devices.
— Use casual diction (no essay-speak) and avoid abstract ideas.
— List advice chronologically.

Expert

— Choose an expert experienced in the chosen topic.
— Choose an expert passionate about the chosen topic.
— Ask your expert well-developed interview questions.
— Introduce the expert by using his or her name and providing background merits.
— Use quotes that are both informative and entertaining.

For our first round of workshopping, I assigned each student two classmates’ essays to review. They provided feedback directly in their classmate’s Google document. When the workshoppers are using Google docs, the first step is to ensure they turn on “suggesting” mode before making changes so they don’t erase the original writer’s work.

In suggesting mode, the students made line edits or left comments in the margins (I did this, too). Then, in a separate tab on the document or at the bottom of the page, they answered the following questions, which are guided by the contest instructions and evaluation rubric:

  • Does the essay offer the reader practical steps detailing how to complete a specific task? List the steps (or highlight them in the document).

  • Does the essay provide a thoughtful rationale for where, when or why someone would want or need to complete the task? What is the rationale (list or highlight them in the document)?

  • Does the writer draw on information from one reliable and relevant expert source whom the student has personally interviewed? Who is the expert and what is that person’s experience?

  • Does the piece include a minimum of one quotation from the expert?

  • Are the quotations relevant and illuminating? Do they add to the piece?

  • Does the essay follow the suggested structure (two to four paragraphs)?

  • Does the essay use the second-person imperative construction to address the reader?

  • Is the essay free of flowery or confusing figurative language?

  • Are there any spelling or grammar errors? Explain.

  • Is the essay 400 words or fewer?

After workshopping, students discussed their feedback and notes with one another. Students then revised their first drafts according to the input from me and their peers.

Instead of a traditional round-table workshop with the full class, I decided to read their revised pieces aloud and have the students test the how-to directions. Of course, some — like “how to drift cars” or “how to antique shop” — could not be replicated in the classroom. For those, we discussed the steps, their order, their clarity and their conciseness.

The ones we could attempt in class were how to juggle, how to do the worm, how to “lock in” and how to fall safely. I read out instructions for how to do the worm and the students attempted to follow the steps.

“Start by getting into a push-up-like position on the floor: Legs together, arms bent and shoulder-width apart, chest pressed to the ground,” they said. While the steps were clear and made sense, hilarity ensued as the students flopped around on the floor. A few managed to get the motion right, but learning how to juggle was a bit more successful.

This was one of the most fun class periods of my career.

My students made final edits and submitted their how-tos to the contest. To my surprise, three of them — “How to Do the Worm,” “How to Conduct a Podcast Interview” and “How to Host Unexpected Guests” — won, and another — “How to Antique Shop” — was a runner-up!

Watch: ‘It Turns Out the ‘Deep State’ Is Actually Kind of Awesome’

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Watch: ‘It Turns Out the ‘Deep State’ Is Actually Kind of Awesome’

[APPLAUSE] “I will totally obliterate the deep state. I will fire —” Donald Trump is obsessed with the “deep state.” “The deep state — The deep state — The deep state is destroying our nation. Either the deep state destroys America, or we destroy the deep state.” And many Republicans are widening his paranoia. “These unelected bureaucrats ruining this country.” From a cabal of security agents to “The sick political class that hates our country.” If elected, Trump’s vowed to gut the federal government. “Reinstate the Schedule F executive order and, quote, ‘fire rogue bureaucrats.’” But who are these bureaucrats, and what makes them so dangerous? We needed answers, so we took a trip across America. “In 100 yards, take the exit.” In search of the people behind this threatening entity. [LAUGHS] [LAUGHS] First stop, Huntsville, Ala. Sure looks like some nefarious government activity happens around here. “You have reached your destination.” Meet Scott Bellamy. “I am a mission manager in the Planetary Missions Program Office.” He drives a Nissan Titan four by four. He’s loved “Star Trek” since he was a kid. “Of course I have a favorite character. It’s either Captain Kirk or Mr. Spock.” And he may have quite literally saved the planet from annihilation. “Potentially.” You see, Scott managed a mission called “The Double Asteroid Redirection Test.” And back in 2022, his team used your tax dollars to pull off something kind of incredible. “You have an asteroid, and you have a spacecraft, and you fly the spacecraft into the asteroid and try to change the trajectory of that asteroid. It’s like playing pool in space. Everybody was holding their breath. This is the moment of truth. Did we hit it?” [APPLAUSE] “We got it?” “And we have impact.” “We got it.” “A giant leap for [INAUDIBLE].” They knocked an asteroid off its course, proving something that had previously only been done in movies. “Saving the world from an ‘Armageddon’ scenario, potentially.” Next, we traveled deep into the swamp itself, Washington, D.C. “You have arrived.” This is Radhika Fox. “I am the assistant administrator for water at the Environmental Protection Agency.” She loves Pilates, making salads and watching the Taylor Swift Eras Tour on TV with her family. “I think we’re all pretty 1989.” Oh, and she led an operation to make our drinking water lead-free in 10 years. “That’s the dream.” “Worried and angry about lead contamination, residents of Newark, N.J., are demanding bottled water and answers.” “Lead is a neurotoxin that can cause irreversible brain damage. Folks are drinking out of these pipes right now.” “Every single American child will soon be able to turn on that faucet, and their moms and dads know that the water they’re drinking is clean.” When President Biden announced a nationwide plan to remove lead water pipes, Radhika’s team made it happen. “Yep. That’s right.” Water utilities would be legally required to replace all remaining lead pipes. “Nine million in 10 years or less.” It’s an expensive bet. “$50 billion. But those benefits are truly priceless because it’s the well-being of this nation that’s at stake.” You want to replace your own water pipes? You got the skills to launch an asteroid-deflecting spacecraft? No. That’s why your tax dollars pay experts like Radhika and Scott. Important work like this is happening all over America, from helping two million victims of the opioid crisis to engineering major breakthroughs in nuclear fusion and helping make hearing aids affordable for 30 million people. Yup. The “deep state” is hard at work making America great. Just because we don’t know about it doesn’t make it suspicious. “You have arrived.” Our final stop, Chicago, Ill. [MUSIC PLAYING] Meet Nancy Alcantara. “I am the acting director of enforcement for the wage and hour division for the Midwest regional office for the U.S. Department of Labor. I had to take a breath, yes.” She still eats Lucky Charms for breakfast, trains for marathons and loves Latin dancing. “Cumbia, bachata, cha-cha-cha. You name it, I did it.” And she uses your tax dollars to get kids out of working in dangerous slaughterhouses. “13-, 14-, 15-year-olds working on the kill floor. Cleaning body parts, right? Animal carcasses. They’re working with machinery, such as skull splitters, bone splitters.” Nancy and her colleagues raided slaughterhouses in several states and found more than 100 children working illegally. Last year their employer, Packers Sanitation, was fined $1.5 million — one of the largest child labor cases in American history. “Kids would die. Kids would get limbs amputated. I don’t even want to imagine what would happen if no one did this job.” These guys work for you, but Trump wants them working for him. “Trump wants to fire at least thousands of these people that he calls pejoratively the deep state.” “Schedule F would allow Trump to fire up to 50,000 of them and replace them with like-minded people.” “Sometimes it’s really hard to read the newspaper, where you feel like we as public servants are being attacked.” Now, this doesn’t mean that Americans can’t have different ideas about how big the federal government should be. After all, there’s no shortage of examples of real government overreach and overspend. But Trump’s teaching us to expect the worst from people in government when the truth is, they’re actually some of our best. [MUSIC PLAYING]

GUEST POST: Finals Prep: Effective Studying Methods

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GUEST POST: Finals Prep: Effective Studying Methods

For long-term exams, it can be beneficial to create a study schedule to help pace yourself and hold yourself accountable. This may look different for every student, but a good basic outline includes starting with content from the beginning of the year and studying recent information closer to the exam. Additionally, students can portion out their studying. For example, giving yourself six thirty-minute blocks of studying rather than 3 hours straight will help solidify information between blocks and prevent burnout.

Spaced practice helps strengthen students’ memory by allowing their brains to forget information in between studying blocks so that it can later be retrieved and ultimately better endure. Retrieval, a technique that entails pulling information out of long-term memory, can help re-solidify memories and strengthen connections between neurons. This method can be utilized through brain dumps, defining terms or answering open-ended questions without the help of notes, and many more processes that all help students discover what they truly know or do not know. This can allow students to focus attention on content that may need additional studying.

The inverse of active studying, passive studying consists of familiarizing the brain with information, but not doing enough for it to stick. This is a great technique to begin with: reading over notes or watching videos can help reintroduce content. However, passive studying can create a misleading sense of familiarity, ultimately failing to help students recall knowledge when the exam comes around. A great way to confirm knowledge is to try teaching it to somebody else. Familiarity creates a false sense of confidence, but being confident enough to teach the information shows that you are on the right path. Paired with active studying methods, familiarity can work well to help re-solidify knowledge and prepare students for their exams.

Many AP courses span over two or three marking periods, sometimes in the first half of the year. With May AP exams seeming far away, students need to utilize effective study methods for unit exams, midterms, or final exams in order to better sustain information for the long term.

No matter the class, the information you learn will most likely be helpful and show up again in the future. While many complain about and question the usefulness of topics such as calculus in their real lives, material often connects between courses and shows up on standardized tests, as well as in college. Retaining this information in the long-term will benefit future you.

11 HTML and CSS Code Challenges for Beginners

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11 HTML and CSS Code Challenges for Beginners

HTML and CSS form the foundation of modern web development. HTML defines how a web page is structured, and CSS defines its style. While both languages are relatively easy to learn, once you know the basics, you’ll still need to sharpen your skills with practice.

Code challenges are a great way to sharpen your programming skills and combine them in different ways. Here are 11 HTML and CSS code challenges that’ll help you take your skills to the next level. To get started, just pick a challenge, open up a workspace, and start coding.

Note that while these challenges are designed for beginners, you’ll still need to have a basic understanding of HTML and CSS. If you need a refresher, use the courses below:

1. Create a tribute page

Choose a historical figure who’s meaningful to you and create a webpage dedicated to them. The webpage should include:

  • A title or heading with the person’s name
  • An image of the person
  • A caption for the image
  • A timeline of the person’s life in the form of a list

This can be completed with only HTML, but use CSS to give it some style.

2. Create a Wikipedia page

Wikipedia is one of the backbones of the internet, and it has a relatively simple layout. Create a Wikipedia page on the topic of your choice. It should include:

  • A title or heading
  • A table of contents with links to sections within the page
  • Superscript number links that link to the corresponding number in the reference section
  • An ordered list of references

3. Create an HTML and CSS-only search results page

Create a mock Google search results page. It should include:

  • The Google logo
  • A search bar at the top
  • A list of search results with clickable links

Here’s an example of what it might look like.

4. Create a survey form

HTML forms are an important part of many websites. Create a form for a survey on the topic of your choice.

Include a variety of answer options, including text fields, dropdowns, radio buttons, checkboxes, and a submit button. Don’t forget to add a title, and consider using CSS to improve the look of your form. Here’s an example.

5. Create an image gallery

Image galleries can be an essential template for many websites—like photography portfolios, for instance. Pick a theme you like (films, plants, architecture) and create an image gallery using float or display flexbox.

This gallery should contain:

  • A title or heading
  • 8+ clickable images with descriptions
  • A top navigation bar
  • A footer, complete with social media links

6. Create a parallax website

A parallax website has a fixed image in the background that stays in place while you scroll through other parts of the page. It’s a popular effect in web design and gives an elegant look and feel to a page.

Design a parallax webpage. Divide the page into three or four sections. Set three or four background images and align text to each section. You’ll use margins, padding, and background positioning to create the effect. Here’s an example of a parallax website.

7. Create a product landing page

Many websites are designed to showcase and sell products. A product landing page needs to be attractive, informative, and easy to read to appeal to consumers. Your product landing page should include:

  • A picture of the product
  • A header and footer
  • Columns
  • Multiple sections

Consider the color scheme and ensure that elements don’t overlap each other.

8. Create a restaurant website

A restaurant website is similar to a product landing page in that it should showcase the restaurant and menu items appealingly. It’s more complex, though, with images of different foods and drinks. First, create a responsive restaurant website using a viewport and media queries.

9. Create a chessboard

This challenge teaches you how to create and format a table. You’ll also need to learn how to insert UNICODE characters.

Create a chessboard. The board should be alternating colors and an eight-by-eight grid. Here are the UNICODE characters you’ll need for the pieces.

  • White King: ♔
  • White Queen: ♕
  • White Rook: ♖
  • White Bishop: ♗
  • White Knight: ♘
  • White Pawn: ♙
  • Black King: ♚
  • Black Queen: ♛
  • Black Rook: ♜
  • Black Bishop: ♝
  • Back Knight: ♞
  • Black Pawn: ♟

10. Create an event or conference website

This challenge continues the theme of building attractive web pages. This one will include a registration button that links to a registration form. You’ll also need details and images of the speaker or performer and venue. Describe the event and include multiple sections along with a header and footer. Consider the color scheme and use fonts that are readable and reflect the theme of the event.

11. Create a portfolio website

Take what you’ve learned throughout the other challenges and create a portfolio website. The website should reflect your skills.

Include a page with your resume, work samples, a photo, and a top menu with links to an about page, contact page, and any other pages you’d like to include. In the footer, include your contact information and links to your relevant social media accounts.

Building your HTML and CSS skills

Code challenges are just one way to build your HTML and CSS skills. You can also brush up with courses like Learn HTML, Learn CSS, and Learn Intermediate CSS. These courses build on one another, though you can always jump into an intermediate class if you already have a good base knowledge of CSS.

Skill Paths are another great way to learn specific skills. Our Learn How to Build Websites Skill Path walks you through HTML and CSS, along with responsive design and accessibility. You’ll end the class with a polished website that you can use in your portfolio. We also have a standalone course on responsive design.

If you feel confident in your HTML and CSS skills, it may be time to learn another language. Our course on JavaScript builds on HTML and CSS to help you make websites even more responsive and dynamic. Once you learn JavaScript, we offer a course on Building Interactive JavaScript Websites that brings all those skills together.

This blog was originally published in November 2021 and has been updated to include additional HTML and CSS challenges for beginners.

Whether you’re looking to break into a new career, build your technical skills, or just code for fun, we’re here to help every step of the way. Check out our blog post about how to choose the best Codecademy plan for you to learn about our structured courses, professional certifications, interview prep resources, career services, and more.

Are Highly Structured Classes Better for Learning?

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Are Highly Structured Classes Better for Learning?

Imagine you were to go to a school where every task in class was timed down to the second, where you were expected to comply with strict behavior rules and where all your teachers closely followed a district-approved curriculum.

Does this sound anything like the school you go to now or one you have attended? Or is it radically different from what you’re used to?

Do you think this kind of schooling model would work for you? Why or why not?

In “Is Micromanaging Classes a Recipe for School Success?” Troy Closson and J. David Goodman write about how a new superintendent in Houston is trying to improve its public schools through strictly structured teaching like this. But the model has been deeply polarizing:

The Houston public school classroom might have looked like any other, if not for an unusual feature on the whiteboard: A countdown timer.

The teacher leading the English lesson allowed her fourth graders “10 more seconds to log in” for tech problems. Then she asked the class to read a passage to determine the author’s motivations, set the timer to one minute, and called out at the 25- and 15-second marks. Students took 30 seconds to share answers with a partner before their daily 10-minute quiz.

The regimented structure is part of a strict new schooling model that nearly half of the 274 schools in the Houston Independent School District have adopted.

Educators are required to adhere closely to the curriculum. District officials visit schools several times a week to observe classes and ensure that teachers are following the new protocols. Strict behavior policies are enforced. At one point, students were required sometimes to carry orange traffic cones to the bathroom, instead of the traditional hall passes, as part of an effort to prevent disorder.

These ideas are not all new, but the scale, pace and force of change in Houston stands among the starkest in modern American education.

Halfway through the second school year that the new model has been in use, officials argue that it is paying off. The number of schools in Houston that were rated D or F by the state dropped to 41 from 121. Math and reading scores on state standardized tests have risen. The overall gains were “largest single-year growth in the district’s history,” district officials said.

The Houston schools did not make overall gains in reading last year on a federal exam that is considered the gold standard — but it did avoid the national slide in achievement in the subject.

Still, the overhaul has also been deeply polarizing, infuriating many people in a district where more than 80 percent of the students are Black or Hispanic. A fierce movement of parents and teachers argue that the new model’s emphasis on test preparation damages students’ desire to learn. They have criticized the removal of novels from English lessons, and have complained that the closure of libraries is harmful to disadvantaged children.

The article quotes a parent:

“This is not an education,” said Liz Silva, whose third-grade son attends an arts magnet school in Houston under the new model. “My kid’s miserable.”

Students, read the entire article and then tell us:

  • What are your thoughts on the district’s new strict schooling model? Are there parts of it that you think might be helpful and effective? Are there parts of it that you think might be ineffective or even harmful to students?

  • Houston’s district officials point to improved test scores to show that the model works, but many parents and teachers say it has damaged students’ desire to learn. Do you think highly structured classes are better for learning? Why or why not?

  • Where does your own school fall on a scale from extremely regimented to more free-flowing? Does your school’s approach work for you? Do you wish you had more or less structure during the day? Why?

  • This art piece, “The Takeover,” by Isobel Stevenson, a 16-year-old student in Houston, was one of the winners of our 2023 multimedia challenge that asked students to tell us what school is like today. What do you feel when you look at it? What does it communicate about Texas’ takeover of Houston public schools from a student’s point of view?

Target

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Target

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 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: kismet

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Word of the Day: kismet

The word kismet has appeared in 31 articles on NYTimes.com in the past year, including on Oct. 15 in “A House for One That Has Room for Many” by Tim McKeough:

When Susan K. Reed bought a house in North Haven, N.Y., in 2002, she viewed it as a fun escape from her primary home in Brooklyn.

“I had never really been to Long Island, but I came out to visit some friends and it was just so beautiful,” said Ms. Reed, now 68.

Situated just north of Sag Harbor and a short ferry skip south of Shelter Island, North Haven impressed her with its relaxed, beachy vibe. So it almost seemed like kismet when she noticed that the small house next door to her friends’ home was on the market.

Can you correctly use the word kismet 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 kismet 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.

Navigating the Future of Work: Insights from the WEF Future of Jobs Report 2025

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Navigating the Future of Work: Insights from the WEF Future of Jobs Report 2025

The World Economic Forum (WEF) has published its Future of Jobs Report 2025. This barometer of trends across all sectors anticipates challenges and opportunities for growth until 2030. Key takeaways include the imperative for a flexible workforce that is prepared to upskill in line with technological advances. 

Over 1,000 employers contributed insights into evolving technological, societal and economic trends to inform this latest report. Together they represent some 14 million workers across 22 industry clusters and 55 economies around the world.  

Saadia Zahidi, WEF Managing Director

Saadia Zahidi, WEF Managing Director, commented: “Transformational breakthroughs, particularly in generative artificial intelligence (GenAI), are reshaping industries and tasks across all sectors. These technological advances, however, are converging with a broader array of challenges, including economic volatility, geoeconomic realignments, environmental challenges and evolving societal expectations.”

Future of Jobs Report Insights Can Help Workers Plan Ahead

The Future of Jobs Report 2025 helps employers identify potential opportunities and pitfalls. Employees, students and those seeking a change of career can use its insights to plot a path or make adjustments to their plans for the future.

As a trusted free online empowerment platform, Alison supports WEF’s ambition to equip employers and individuals to meet the challenges of the next five years, grasp opportunities and thrive. Our 5,500+ course library grows every week. To date, Alison has equipped more than 45 million learners across 193 countries to remain competitive in the job market, enhance their skills, and achieve career growth and development.

Alison CEO Mike FeerickFounder, Mike Feerick, explains: “Education underpins all social progress. Our aim is to harness technology to make all education and skills training available to anyone, anywhere for free.”

Below, we explore some of the WEF Report’s highlights and Alison’s role in supporting its aims.

Three Major Trends

The report highlights the top 3 factors affecting economies worldwide: the growth of technology, the rising cost of living and climate change. 

1. The Technology Trend

“Broadening digital access is expected to be the most transformative trend,” according to the report, with 60% of employers anticipating major changes to their business by 2030.

AI Makes an Impact

Within the technological advances, the burgeoning artificial intelligence field has caught the attention of 86% of employers surveyed. WEF notes the top three fastest-growing skills up to 2030 are expected to be AI and big data, networks and cybersecurity and technological literacy. 

Consequently, the fastest-growing jobs in percentage terms include Big Data Specialists, Fintech Engineers, AI and Machine Learning Specialists, and Software and Application Developers. Robotics and autonomous systems engineers will also be in demand.

Alison is home to over 1,000 courses on all aspects of IT. Click on the links for courses for:

Technological Literacy

In the modern workforce, almost every job requires some understanding of the digital world. Alison empowers beginners with digital literacy courses which cover the basics of navigating the internet safely and securely. There are also multiple free online AI training courses catering to businesses and individuals interested in generating content through prompt engineering.

For detailed insights into the role of AI in today’s world, enrol in the Introduction to Artificial Intelligence (AI) – IBM experts explain how AI works, examine the ethical implications and discuss the breakthroughs and future of this era-defining technology.

Our platform also caters to specific sectors such as Project Management, Supply Chain and Logistics, Education and Human Resource Management wanting to avail of AI’s benefits.

The table below indicates how technological advances stand to impact business. WEF expects these trends to have a divergent effect on jobs, driving both the fastest-growing and fastest-declining roles, and fueling demand for technology-related skills. 

2. Cost of Living

The second trend or factor of note, according to WEF, is the rising cost of living accompanied by general economic slowdown, set to cost 1.6m jobs worldwide. Here, human skills take precedence over automation. “These two impacts on job creation are expected to increase the demand for creative thinking and resilience, flexibility, and agility skills,” notes WEF. 

The report finds that analytical thinking remains the most sought-after core skill with three-quarters of companies surveyed considering it as essential in 2025. Leadership skills and social influence are also in demand.

Such skills can be bolstered by training. With Alison, learners can explore multiple courses on:

Registration is free and certifications are accredited by the independent UK organisation CPD.

3. Climate-change mitigation 

Mitigating the effects of climate change is a priority for 47% of employers, while 41% rank adapting to climate change as important. Consequently, WEF identifies renewable energy engineers, environmental engineers and electric and autonomous vehicle specialists among the 15 fastest growing jobs. Environmental stewardship enters the Future of Jobs Report’s list of top 10 fastest growing skills for the first time.

With Alison’s support, individuals can master the science behind climate change, develop environmental management skills or pursue a career in the green energy sector. 

As the battle to mitigate the impact of climate change intensifies, individuals advance in environmental stewardship through online courses on climate action and sustainable development.

Click the links for courses for:

Meeting the Demands of a Rapidly Changing World

In conclusion, the WEF’s Future of Jobs Report 2025 paints a clear picture of a rapidly transforming world of work, driven by technological advancements, economic shifts, and the urgent need to address climate change. 

Education underpins all social progress. Our aim is to harness technology to make all education and skills training available to anyone, anywhere for free.” Mike Feerick, Alison.com.

By embracing lifelong learning and focusing on the in-demand skills highlighted in the report – from AI proficiency and digital literacy to creative thinking, resilience, and environmental stewardship – individuals can not only navigate these changes but thrive in them. 

Alison’s comprehensive library of free online courses provides a crucial resource for upskilling and reskilling, empowering learners to seize the opportunities of tomorrow and shape a brighter future for themselves and the global workforce.

*The World Economic Forum (WEF) Future of Jobs Report 2025 project team is Till Leopold, Attilio Di Battista, Ximena Játiva, Shuvasish Sharma, Ricky Li and Sam Grayling, alongside the wider team at the Centre for the New Economy and Society.
Read the full report or the report digest.

Frequently Asked Questions

Q: What are the most significant trends shaping the future of work according to the WEF Future of Jobs Report 2025?

A: The report highlights three major trends impacting the global economy and the job market: the rapid advancement and integration of technology (especially AI), the rising cost of living coupled with economic slowdown, and the urgent need for climate change mitigation and adaptation. These trends are reshaping industries, creating new job roles, and requiring workers to adapt and acquire new skills to remain competitive.

Q: What specific skills are identified as crucial for success in the future job market, and how can individuals acquire them?

A: The report emphasizes a blend of technical and human skills. On the technical side, AI and big data, cybersecurity, and technological literacy are highly sought after. Human skills like analytical and creative thinking, resilience, flexibility, leadership, and social influence are also critical. Platforms like Alison offer a wide range of free online courses that can help individuals develop these skills, from AI and software development to leadership training and environmental stewardship. Lifelong learning and continuous upskilling are essential for staying relevant in the evolving job market.

Q: How does the WEF Future of Jobs Report 2025 connect with Alison’s mission and resources?

A: The WEF report underscores the importance of accessible education and skills training to empower individuals to navigate the changing world of work. This aligns perfectly with Alison’s mission to provide free, high-quality education and skills training to anyone, anywhere. Alison’s extensive library of over 5,500 courses covers many of the in-demand skills identified in the report, including AI, digital literacy, leadership, and sustainability. By offering these resources for free, Alison helps individuals equip themselves with the knowledge and skills needed to thrive in the future job market and contribute to a more inclusive and prosperous future.

 

 

Word of the Day: banal

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Word of the Day: banal

The word banal has appeared in 195 articles on NYTimes.com in the past year, including on Nov. 25 in “How Do I Balance Being Fashionable With Being Professional?” by Vanessa Friedman:

You do, however, want your clothes to help you be memorable. As much as they shouldn’t suck up all of the attention from those around you, they shouldn’t be so boring that you fade into the background, or so banal that they make you seem thoughtless and uncreative.

Can you correctly use the word banal 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 banal 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.

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