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Supernova or Coronavirus: Can You Tell the Difference?

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Supernova or Coronavirus: Can You Tell the Difference?

Produced by Antonio de Luca

Micro Macro is an interactive quiz by Kimberly Arcand, an astronomy-visualization scientist for NASA’s Chandra X-ray Observatory at the Harvard and Smithsonian Center for Astrophysics. Dr. Arcand is an author of “Magnitude: The Scale of the Universe.”

Images by Mohit Lalwani, CC BY-SA 4.0, NASA/GSFC, Alan Friedman, 22Kartika CC BY-SA 3.0, Anastasia, CC4, NASA/CXC/Middlebury College/F. Winkler, NASA/CXC/RIKEN & GSFC/T, Creative Commons, Bryan William Jones, Robert E. Marc, NASA/JPL, NOAO/CTIO/MCELS coll., ATCA/UIUC/R. Williams, NASA/CXC/Northwestern U./C. Law & F. Yusef-Zadeh, 2MASS/UMass/IPAC-Caltech/NASA/NSF and Cristina Mazuski in the lab of Erik Herzog.

Wonderful Words: The Winners of Our 11th Annual 15-Second Vocabulary Video Challenge

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Wonderful Words: The Winners of Our 11th Annual 15-Second Vocabulary Video Challenge

precarious by Luis Navarro, 16, Avenues: The World School, New York, N.Y.

quackery by Tabitha Aronson, 16, Hopewell High School, Huntersville, N.C.

quirky by Lochlan Turner, 14, Campbell Hall, Los Angeles

sabotage by Abigail Rojas Cermeno, 14, Mason Middle School, Mason, Ohio

tedious by Ella Shin, 16, Sacred Heart-Griffin, Springfield, Ill.

arduous by Amelia Ohlander, 13, Mason Middle School, Mason, Ohio.

curt by Rachel Marzullo, 16, Aurora High School, Aurora, Ohio.

glyph by Andrew Choi, 17, St. Paul’s School, and Dylan Kim, 16, Bergen Catholic High School, Oradell, N.J.

kafkaesque by Olena Babych, 16, Mriydiy, Lviv Oblast, Ukraine

kaput by Enzo Romano, 16, Enzo and Pawel G, Leysin American School, Leysin, Switzerland

Should States Provide Recent High School Graduates With Jobs in Public Service?

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Should States Provide Recent High School Graduates With Jobs in Public Service?

Do you know what you would like to do after graduating from high school? Are you headed to college with a major in mind or to a training program that will lead to employment in a particular field? Will you join the military, take a gap year or seek full-time work in an area with the hope that it will become your career?

If you aren’t sure, you’re certainly not alone. Would you consider a yearlong program that offers paid work, career exploration in the world of public service, a success coach to mentor you and, at the end, $6,000 to put toward your future?

Maryland has started such a program, and taxpayers fund it. In the Opinion essay “Wes Moore’s Big Experiment for Maryland,” Pamela Paul explains:

Taking a gap year, or devoting a year to public service, whether to develop yourself or to serve a higher purpose, can be very alluring and, just as often, very impractical: How do you find the right opportunity, or fit it into your life, and most of all, swing it financially?

Gov. Wes Moore of Maryland is trying to find a way to make it work for more people.

One of the centerpieces of his administration is the newly established Department of Service and Civic Innovation, which includes a public service program with two arms, the Service Year Option, for Maryland residents within three years of high school graduation, and Maryland Corps, which is open to a range of applicants. Each provides access to entry-level positions at nonprofits and state agencies, as well as a small number of businesses with a strong service component, such as public health or community development. Participants are paid a minimum of $15 per hour and provided help with transportation and child care, which could otherwise keep out those with fewer support systems. At the end of the minimum nine-month term, all participants get a $6,000 stipend toward college or to cash out for a down payment on a car, for example, or a home.

In the essay, some participants in the Service Year Option talked about the support they received:

During the pandemic, Romona Harden, 22, transitioned to remote learning after a semester and returned home to Prince George’s County. As she pursued her education, she was not sure how to go from one step to the next. She began working for a nonprofit community organization that had signed up to be a provider for the Service Year Option and then encouraged Harden to apply.

“I need a mentor,” Harden wrote in her application. “I have a lot of hopes and dreams, but I need someone to push me.”

“My biggest hurdle is myself,” she told me in a Zoom interview. “As much as I know that I put in a lot of work in school and my personal life and professional life of trying to get to the next place, it’s still very discouraging. It’s hard to think that I can compete with other people out there being fresh out of college.”

Like all participants, Harden received training, opportunities to network with other participants and a “success coach” who met regularly with her as a kind of mentor.

“My success coach is the bomb dot com,” she told me. Harden said her coach has at times felt like a therapist. “She’s helped me to know that I can do it. There are people who believe in me.”

Students, read the entire essay and then tell us:

  • Does Maryland’s Service Year Option appeal to you? If your state had a similar program for recent high school graduates, or if you live in Maryland, would you consider participating? What aspects of the program do you find most enticing?

  • Does a career in public service — working for a nonprofit or the government, in a field like public health or community development, or at some other mission-driven organization — interest you? Why or why not?

  • Is there a cause that you strongly support? If so, how, if at all, are you involved with it? Do you donate money to the cause, volunteer your time, spread its message or work for it part time? Do you see yourself being in a career dedicated to that cause in the future?

  • Romona Harden, 22, describes how important her “success coach” has been in helping her work toward her career goals. Do you think such a coach would be helpful to you? Do you have someone in your life you consider a mentor, a guide or a role model? How have they aided you?

  • Gov. Wes Moore of Maryland said: “This is the kind of program that gives people such hope and inspiration. I really do believe in the idea that service will save us.” What do you think he means by that? Do you agree?

  • Should all states provide residents with opportunities to work in public service — and have taxpayers fund it — as Maryland is doing? Why or why not?


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

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

Word of the Day: galling

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Word of the Day: galling

The word galling has appeared in 37 articles on NYTimes.com in the past year, including on Nov. 17 in “Goodbye, Feminist Blogs. Hello, Gen Z Content Creators?” by Emma Goldberg:

Last week’s announcement of the shuttering of Jezebel, which shortly after its 2007 debut surpassed 10 million monthly views and later overtook its sibling site Gawker.com, served as a fresh reminder to young writers like Ms. Fisher-Quann of how much things have changed. The other feminist sites she used to read have closed, too.

… To an older generation of feminist writers, there’s a painful irony in seeing their websites shuttered just as that fight for reproductive access, which Jezebel covered regularly, gains new urgency.
It’s also galling to some to hear that websites like that can’t make money, even as they see constant reminders of how much certain forms of feminism sell. “Barbie,” which pulled in more than $1 billion at the box office, featured patriarchy as its villain.

Can you correctly use the word galling 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 galling 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’s Going On in This Picture? | May 20, 2024

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What’s Going On in This Picture? | May 20, 2024

Note: This is our final “What’s Going On in This Picture?” discussion for the 2023-24 school year.


1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. 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.)

3. 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.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

We’ll post more information here on Thursday afternoon. Stay tuned!


More?

See all images in this series or slide shows of 40 of our favorite images — or 40 more.

Learn more about this feature in this video, and discover how and why other teachers are using it in their classrooms in our on-demand webinar.

Find out how teachers can be trained in the Visual Thinking Strategies facilitation method.

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.

Get your Hot News! It’s better than the Penny Press

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Get your Hot News! It’s better than the Penny Press
  • When looking for sales training content – you want a vendor that either – this is all they do – i.e. sales training content, whatever it might be, OR the vendor has sales training content which is constantly updated, tweaked, modified, and added. I mean there were days when Zig Ziglar was the king of content, and the main person for everything sales. I think he is dead – let me check. Yep, dead. So, he isn’t making any more content. Anyway, his books still are really popular and there are a lot of sales folks who know who he is. The challenge is whether or not his content is still applicable today? Probably in some cases. The other challenge is how to find it, if you want it? Good news – it is on his web site. But if you want it, can you get it on your platform?
  • Ask to speak to the person who oversees business development or partnerships. It may vary on title. Think of this person as the “bridge”. Sell them on the idea of the benefit of having their content sit on your system.
  • Ask to speak to the person that oversees sales. Their goal is to make money for the company – to boost sales, to land constant ARR – expand even – and they achieve this by making customers happy. An NPS – which many vendors now taut as verification of their success – relies on a key item called Promoter. This is the one they want. Someone who will rave about them. Tell others. When you see NPS scores they always note their Promotor. The benefit then is to get a Promoter. Because you should say, if we can make this deal, you will have someone who will tell others about your content and your company and recommend them to anyone you know or see that needs sales content.
  • Updating of the courses/content, adding new ones that are relevant today, and removing ones that are outdated; the onus is on that publisher in the aggregator. Sure, the aggregator may go through and reach out to the publisher to do this or that; but there is only so much you can do.
  • You may never find the publisher that truly has the best sales courses in an aggregator – Why? Aggregators bring together lots of publishers. As a client, you pick in this case, “sales courses” and whichever ones you want – if you want to build a bundle. Or you get the entire course library – which sure, lots of courses, but you have to monitor the usage – and ask the aggregator to provide you with some data (which a lot of folks – i.e. the folks running L&D or Training or HR or whatever department is overseeing this) for such data. If you ran sales, and thus sales training is under you, how much time are you going to focus on requesting this data from an aggregator and knowing how often the publisher on the aggregator is updating or adding? Surprise you don’t.
  • Thought Industries – Has a nice list of clients using their system for sales training
  • Eurekos – Strong list of clients using their system for sales training. For those who believe a company in Denmark is a factor to hold back, they do have clients in the states using their system for sales training – including two well-known companies.

Always Be Closing

Should Schools Give Students Money to Invest in Their Futures?

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Should Schools Give Students Money to Invest in Their Futures?

In what ways is your school investing in your future? Do you think it is equipping you with the skills and experiences to become financially independent and secure, such as providing internships, clubs, after-school programs, financial literacy courses or vocational training?

A nonprofit group in New York City is giving thousands of students in Harlem $10,000 each to invest. Its goal is to help students build wealth over their lifetimes and to close the racial wealth gap. What is your reaction to their plan? Would you want your community to adopt a similar one?

In “A Plan to Help Harlem Students Build Wealth: Start Them Off With $10,000,” Stefanos Chen writes about a bold pilot program to address wealth inequality:

A New York City nonprofit group, flush with millions in private capital, is piloting a first-of-its-kind savings program to address the racial wealth gap — by giving thousands of students in Harlem $10,000 each to invest.

The Harlem Children’s Zone, an influential anti-poverty organization, said it is raising $300 million for an initiative called Wealth Builds that will launch in Upper Manhattan, where the group operates, and expand to 10 other cities, including Atlanta and Minneapolis.

The group said it has already raised enough money to provide the funds to more than 2,200 youths: the entire student body at two charter schools it runs called Promise Academy, from kindergarten to 12th grade.

And most of the students don’t know it yet.

“The parents will definitely lose their minds,” Kwame Owusu-Kesse, the nonprofit’s chief executive, said with a smile, after a tour of one of the schools.

A kindergartner enrolled this year in the program could expect the $10,000 allotment, which will be controlled by professional money managers, to accrue interest of about 5 percent a year, Mr. Owusu-Kesse said. At the age of 25, the student could have roughly $26,000 in savings.

Admittance into the Promise Academy schools is decided through a lottery system with preference given to the local district, which is predominantly lower income.

The fund, Mr. Owusu-Kesse said, is an acknowledgment that education alone cannot bridge the gap in wealth, which has been growing along racial lines for decades. The median family income at a nearby public housing complex, St. Nicholas Houses, where many of the students live, was about $18,000 a year, he said, far below the poverty line.

“What good is financial education, if you don’t have the assets to apply said education to?” he asked. “It’s the next logical step.”

The $10,000 grants, called Youth Opportunity Funds, will be invested on behalf of students who will only be able to access the full amount at the age of 25, after reaching milestones like graduating high school and college, and completing financial literacy courses. Students who don’t reach all the milestones would still be entitled to part of the money.

The article discusses how the pilot fund could have dramatic effects:

For every dollar a typical white household had in 2022, a Black family had 16 cents, and a Latino one had 22 cents, according to the Urban Institute, a nonprofit research organization focused on upward mobility and equity.

Early access to capital is important because the wealth gap balloons over time. The typical younger Black family had median wealth of less than $1,000 in 2019, compared with over $25,000 for a similar white family, according to research by the Federal Reserve. A more established white family, led by someone over 55, had $315,000 in assets, compared with $54,000 for a similar Black family.

Darrick Hamilton, the founding director of the Institute on Race, Power and Political Economy at the New School, said the program is probably the largest private investment to address the country’s racial wealth gap, adding that he was excited about its potential.

“We look at wealthy people, and they already do this,” he said. “In some ways this is democratizing trust funds for others.”

Students, read the entire article and then tell us:

  • Should schools give students money to invest in their futures? Why or why not?

  • In what ways is your school investing — literally or figuratively — in your future? Are these ways effective?

  • What is your reaction to the Harlem Children’s Zone pilot program that gives students in its charter schools $10,000 each to invest? How successful do you think it will be in creating financial independence and reducing wealth inequality? Would you want your community to adopt a similar plan?

  • “My jaw dropped,” Elijah Grace, 19, said when he was informed that he would be included in the fun. “To be a young person of color, to know that someone believes that much in you, that they would invest that much money, it’s honestly — I don’t know how to put it in words.” How would you react to learning you had received a $10,000 grant from your school? What would you want to invest it in — a down payment on a home, further education or savings for your retirement?

  • Kwame Owusu-Kesse, the chief executive of Harlem Children’s Zone, says, “What good is financial education, if you don’t have the assets to apply said education to?” Do you agree? Should schools and communities do more to help young people build wealth in their futures?

  • What ideas do you have to better invest in our students?

Up, Up and Away!

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Up, Up and Away!

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

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


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

Find more Picture Prompts here.

Word of the Day: veranda

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Word of the Day: veranda

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

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

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

Can you correctly use the word veranda in a sentence?

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

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

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


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

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

What Students Are Saying About Making School Lunch Healthier

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What Students Are Saying About Making School Lunch Healthier

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

Maddie, Connecticut

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

Nebeyu, Greenbelt Middle

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

Sophia, St. Louis

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

Melinda, Korea

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

Ren, New York