fbpx
Home Blog Page 746

What Students Are Saying About Parents’ Responsibility for the Harmful Actions of Their Children

0
What Students Are Saying About Parents’ Responsibility for the Harmful Actions of Their Children

Through numerous studies, it has been established that the most important factor in the development of a child is the parents and family members. It affects the success, values, mental health, and nearly every other aspect of the child’s life. The parents are responsible. So, in my mind, to say that the parent is at least partly responsible for their child committing a crime is not a stretch.

The question then becomes whether or not the parent should be convicted for a crime that their child committed. While it seems that 15 years in prison for the actions of someone else is overkill, I don’t entirely believe that. The parent shapes the child: their personality and their problems; the actions of the parent did cause the crime. I’m sure that in most cases the parents never wanted or even believed that their children would commit a crime, but they did nonetheless. What’s more, the parent gave them the opportunity to commit that crime. The parent is at fault.

Cohen, Central Coast California

At first, I thought it was unfair that Ms. Crumbley was charged on four counts of involuntary manslaughter for the mass shooting carried out by her son. But after finding out that she gifted the gun to him, I think this conviction is justified. I do not think parents should be held accountable for their child’s actions in some cases. However, in this case the parents should be held accountable because this shooting would not have occurred without the gun the kid got from his parents. I think as teenagers, our behavior should not necessarily be seen as a reflection of our parents’ parenting. Nevertheless, in something as severe as this that could not have occurred without the parents’ help, they should take some blame.

Sumaiyah, Yilmaz

In my opinion, parents should be somewhat responsible for their children no matter what, especially if it has this big of an impact on the people around them. In this case, sadly it does. On Tuesday of last week, “Jennifer Crumbley was convicted on 4 counts of involuntary manslaughter, one for each student her son killed,” the author reports. Although it doesn’t feel right to blame her for her son’s actions, it is necessary. First off, if she had kept up with her son more and been around him more, she would have noticed a shift in his attitude. Also she could have made sure he was not able to somehow get his hands on a firearm. In conclusion, yes, it is mostly the son’s fault due to making a terrible decision that could change the lives of many, but you must acknowledge that some blame must be on his mother for her negligence toward her son.

Ben L., Glenbard West

I think the idea of minors being allowed to handle guns without adult supervision is ridiculous. In no other developed nation do situations such as these even arise at all. As for the responsibility of the mother, it is clear that she was aware of her son’s gun possession and somewhat aware of his mental health struggles. Any responsible parent would have put two and two together and immediately brought their child home from school or called the police to retrieve the gun before atrocities could occur. Instead, Crumbley chose to ignore the situation, possibly out of mental health denial, and effectively allowed her child to commit a massacre. Therefore, as an abetter of the crimes committed, she should also serve jail time. I believe her sentence was absolutely appropriate. However, it is important to note that not all parents of school shooters are guilty of aiding their children’s crimes.

Luke L., Hilton Head Island, SC

Film Club: ‘To Become a Lion’

0
Film Club: ‘To Become a Lion’

To Become a Lion” is a six-minute Op-Docs video profiling Chan Cheuk Fai, a martial arts master, who has taught lion dancing for over four decades. Through dazzling visuals and deft performances, the short film chronicles the evolution and meaning of a vibrant cultural tradition that spans generations and continents.

What can we learn from the physical and spiritual art of lion dancing? What can we learn from Chan Cheuk Fai’s commitment and dedication to teaching it?

Students

1. Watch the short film above. While you watch, you might take notes using our Film Club Double-Entry Journal (PDF) to help you remember specific moments.

2. After watching, think about these questions:

  • What questions do you still have?

  • What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you’ve read or seen? If so, how and why?

3. An additional challenge | Respond to the essential question at the top of this post: What can we learn from the physical and spiritual art of lion dancing?

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

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

6. To learn more, read “To Become a Lion.” David Ma, the filmmaker, writes:

I was born in Sydney, Australia, as the only child of parents who immigrated from China with little financial security or knowledge of English. I spent most of my childhood in Sydney’s Chinatown, by my mother’s side during school holidays as she worked the checkout at a Chinese supermarket.

As a child I was mystified by the magnificent lions that would appear, as if from nowhere, on the streets of Chinatown and the Sydney suburbs. I would watch with awe as they performed elaborate dances during cultural events.

My work as a filmmaker is dedicated to Australian immigrant communities like the one I grew up in. When I was commissioned by the Powerhouse Museum to direct this short documentary, I discovered that almost every Asian person I spoke to has a friend or a family member in the lion dancing community.

The commitment of lion dancers to their craft is astounding, and I want to draw attention to the people inside the performance, people who dedicate a significant part of their lives to this tradition.


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

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

Yerkes-Dodson: Lore, not Law

0
Yerkes-Dodson: Lore, not Law

References:

(1)    Yerkes, R.M., and Dodson, J.D. (1908). The relation of strength of stimulus to rapidity of habit formation. Journal of Comparative Neurology of Psychology, 18(5), 459-482.

(2)    Diamond D.M., et al. (2007). The Temporal Dynamics Model of Emotional Memory Processing: A Synthesis on the Neurobiological Basis of Stress-Induced Amnesia, Flashbulb and Traumatic Memories, and the Yerkes-Dodson Law. Neural Plasticity, 33. doi:10.1155/2007/60803.

(3)    Corbett, M. (2015). From law to folklore: work stress and the Yerkes-Dodson Law. Journal of Managerial Psychology30(6), 741-752.

(4)    Reynolds, G. S., Catania, A. C., & Skinner, B. F. (1963). Conditioned and unconditioned aggression in pigeons. Journal of the Experimental Analysis of Behavior6(1), 73.

(5)    Berkowitz, L. (1983). Aversively stimulated aggression: Some parallels and differences in research with animals and humans. American Psychologist38(11), 1135..

(6)    Cole, L. W. (1911). The relation of strength of stimulus to rate of learning in the chick. Journal of Animal Behavior1(2), 111.

(7)    Dodson, J. D. (1915). The relation of strength of stimulus to rapidity of habit-formation in the kitten. Journal of Animal Behavior5(4), 330.

 

What Is Your Reaction to Nex Benedict’s Death?

0
What Is Your Reaction to Nex Benedict’s Death?

Have you been following the news about Nex Benedict, a 16-year-old nonbinary student who died one day after an altercation in a high school girls’ bathroom in Oklahoma? If so, what have been your reactions?

If you don’t know much about the story, the article “What We Know About the Death of a Nonbinary Student in Oklahoma” lays out some of the facts:

Nex Benedict, who often used the pronouns they and them and told relatives that they did not see themselves as strictly male or female, died in early February, one day after the altercation with three girls at Owasso High School. Details over what happened and what exactly caused Nex’s death were unclear, but in a police interview video released Feb. 24, Nex said they had “blacked out” while being beaten on the bathroom floor.

The police said the case was still under investigation.

Nex’s death and the circumstances around it have put school officials and law enforcement under scrutiny. There has been an outpouring of grief across the country, particularly from the L.G.B.T.Q. community, and a renewed focus on the proliferation of policies that restrict gay and transgender rights.

The piece continues:

Among the key questions that remain unanswered is how exactly Nex died.

On Feb. 21, the police said preliminary autopsy results found that Nex “did not die as a result of trauma.” The state medical examiner’s office has not yet made public its report on the autopsy and toxicology results.

It is also unclear whether Nex was beaten because of their gender identity. Advocates for nonbinary and transgender students have said that Oklahoma’s policies on gender had led to more reports of confrontations in schools.

In a related guest essay for the Opinion section headlined “Of All the Wrenching Details of Nex Benedict’s Death, This One Broke My Heart,” the columnist Margaret Renkl acknowledges that “there’s much we don’t know” about why Nex died. But, she writes, “there are some things we do know, and all of them add up to tragedy”:

We know that 16-year-old Nex, who often went by they/them pronouns with peers, was bullied at school. According to Sue Benedict, their biological grandmother and guardian, the bullying started in earnest last year. We know that Nex didn’t report the recent encounters to teachers or school officials. “I didn’t really see the point in it,” they are seen telling a police officer in a body-cam video released by the Owasso Police Department. “I told my mom, though.”

We don’t know definitively why these students were bullying Nex, but we know that they targeted at least one other gender-nonconforming student, and we know that Nex did not personally know their tormentors. When the police officer asked why the students were harassing them, Nex says, “because of the way that we dress.” Later they add that the girls didn’t like the way they and their friends laugh.

We know that Nex responded to the harassment by pouring water on the students, but we also know the bathroom fight didn’t appear to be an even match. “I got jumped at school. 3 on 1, had to go to the ER,” Nex texted a family member after the fight. The family’s attorney stated that the teen was “attacked and assaulted in a bathroom by a group of other students.” Nex collapsed at home the next day.

We also know there’s a new law requiring students in Oklahoma to use the bathroom that corresponds to the gender they were assigned at birth, and we know that the law has spawned a kind of vigilante justice. “That policy and the messaging around it has led to a lot more policing of bathrooms by students,” Nicole McAfee, the executive director of Freedom Oklahoma, told The Times. “There is a sense of, ‘Do you belong in here?’”

Students, read both pieces and then tell us:

  • What have you heard about this news? Have you discussed it with family or friends, or at school? What have been your reactions? What have been the reactions of those around you?

  • Oklahoma has several laws that restrict transgender rights, including one that prohibits students from using bathrooms that do not align with their sex at birth. Another law explicitly bans gender-neutral markers on birth certificates. Oklahoma also bars minors from receiving gender-transition care. What laws or policies concerning gender expression does your state or school have? What do you think of them? Have they affected you or anyone you know?

  • How comfortable do you think students at your school feel in expressing their gender identities? How are gender nonconforming people treated?

  • As these articles explain, the state superintendent of Oklahoma schools, Ryan Walters, is known for his hostility to transgender rights. In his first interview since Nex’s death, Mr. Walters told The New York Times that he does not believe nonbinary or transgender people exist. Transgender students say that classmates see rhetoric like this as permission to harass and bully them, and Ms. Renkl writes that “hateful talk, especially from people in power, can at the very least tacitly permit hateful acts.” Do you agree? Do you think that when leaders or influential figures publicly dehumanize or demonize people in marginalized groups, it can inspire others to do the same?

  • Americans are deeply split over whether gender identity should be taught in school. How does your school handle this topic? Have you had instruction in class or programs, or had access to materials about gender identity? If or when the subject has come up, how have your teachers responded? What about your fellow students?

  • What do you think? How should schools handle the topic of gender identity? Why?

  • In her guest essay, Ms. Renkl writes that Nex’s grandmother “wasn’t condemning a child she didn’t understand. She was listening. She was learning. She was trying to understand. Don’t we all owe it to our children to listen? Don’t we owe it to all the young people in our care — in our families and in our communities — to try to understand the world as they are experiencing it?” What is your reaction to that? Do you feel that the adults in your life — in your family, at your school, at your place of worship or elsewhere in your community — are listening to you and others your age? Are they trying to understand the world you are experiencing? If so, how?


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.

Leap Day

0
Leap Day

If you’re not paying attention, you might miss it: leap year day is upon us. Tomorrow it will be gone, and we’ll all have to wait until 2028 to experience it again.

How would you like to have a birthday on Feb. 29? Remy Tumin, who was born on leap day, writes, “Some might find the idea of a Feb. 29 birthday peculiar, even undesirable. We think it’s special. People who celebrate a birthday every year? We call them ‘annuals.’”

What do you make of leap day? Is it something for everyone to celebrate?

Tell us in the comments, and then read the related article to learn more about this special day and how “leaplings” make the most of it.


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: liminal

0
Word of the Day: liminal

The word liminal has appeared in 55 articles on NYTimes.com in the past year, including on Feb. 6 in “Endless Range, Boundless Swagger: Why Caitlin Clark Is Different” by Matt Flegenheimer:

Last spring, Clark’s rolling spectacle seemed to signal a breakthrough. The national championship game, which Iowa lost to L.S.U., attracted some 10 million viewers, a runaway record for a women’s final. This month, Clark is poised to become the leading Division I college scorer in women’s history, a chase chronicled basket by basket on ESPN with a nightly fervor once reserved for touchdown passes and steroidal home-run marks. She is also threatening the overall Division I scoring record set more than 50 years ago by Pete Maravich, the master showman to whom she is often compared.

… For Iowa, the team and the state, Clark’s maybe-final season exists in a kind of liminal space. She is still theirs; she is also everyone’s. She is plainly ready to compete professionally but might well be better served staying put. She is a 22-year-old who unwinds with video games and ESPN in the cluttered two-bedroom apartment she shares; it just happens that the ESPN sessions sometimes include her highlights (“Her Beakness,” one anchor calls her, referencing the team mascot), and the clutter comes from her corporate partners.

Can you correctly use the word liminal 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 liminal 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.

How Builders & Users Can Help Tackle Racial Biases in AI Systems

0
How Builders & Users Can Help Tackle Racial Biases in AI Systems

AI is everywhere. It influences which words we use in texts and emails, how we get our news on X (formerly Twitter), and what we watch on Netflix and YouTube. (It’s even built into the Codecademy platform you use to learn technical skills.) As AI becomes a seamless part of our lives and jobs, it’s crucial to consider how these technologies affect different demographics.  

The consequences of racial biases in AI, for example, are well-documented. In healthcare, AI aids in diagnosing conditions and making decisions about treatment, but biases arise from incorrect assumptions about underrepresented patient groups, leading to inadequate care. Similarly, in law enforcement, predictive policing tools like facial recognition technology disproportionately target BIPOC communities, exacerbating racial inequities.  

So, how do we prevent bias in AI in the first place? It’s a big question that all developers and people who interact with technology have a responsibility to think about. 

There are avenues for bias to occur at every stage of the development process, explains Asmelash Teka Hadgu, a Research Fellow at the Distributed AI Research Institute (DAIR). From the very beginning, a developer could conceptualize a problem and identify a solution space that doesn’t align with the needs of a community or an affected group. Bias can also show up in the data that’s used to train AI systems, and it can be perpetuated through the machine-learning algorithms we employ.  

With so much potential for bias to creep into AI, algorithmic discrimination can feel inevitable or insurmountable. And while undoing racial biases is not as simple as building a new feature for an app or fixing a bug, there are proactive measures we can all take to address possible risks and eliminate bias to the best of our abilities. Ahead, Asmelash breaks down how these biases manifest in AI and how to prevent bias when building and using AI systems.

Learn something new for free

How do racial biases manifest in AI, and what threats do they pose? 

Asmelash: “If we zoom out a bit and look at a machine learning system or project, we have the builders or researchers who combine data and computing to create artifacts. Hopefully there’s also a community or people that their systems and research are intended to help. And this is where bias can creep in. From a builder’s perspective, it’s always good to assess (and possibly document) any biases or assumptions when solving a technical problem. 

The second component is biased data, which is the first thing that comes to mind for most people when we talk about bias in machine learning. For example, big tech companies build machine learning systems by scraping the web; but we know that the data you find on the web isn’t really representative for many races and other kinds categorizations of people. So if people just amass this data and build systems on top of them, [those systems] will have biases encoded in them. 

There are also biases that come from algorithm selection, which is less talked about. For example, if you have imbalanced data sets, you should strive to use the right kind of algorithms so you don’t misrepresent the data. Because, as we said, the underlying data might be skewed already. 

The interplay between data and algorithms is difficult to tease apart, but in scenarios where you have class imbalance and you’re trying to do classification tasks, you should explore sub sampling or app sampling of certain categories before blindly applying an algorithm. You could find an algorithm that was used in certain contexts and then, without assessing the scenarios where it works well, use it on a data set that doesn’t exhibit the same characteristics. That mismatch could exacerbate or cause racial bias. 

Finally, there are the communities and people we’re targeting in machine learning work and research. The problem is, many projects don’t involve the communities they’re targeting. And if your target users aren’t involved, it’s very likely that you’ll introduce biases later on.” 

How can AI developers and engineers help mitigate these biases? 

Asmelash: “DAIR’s research philosophy is a great guide, and it’s been really helpful as I practice building machine learning systems in my startup, Lesan AI.  They explain how, if we want to build something for a community, we have to get them involved early on — and not as data contributors, but as equal partners of the research that we’re doing. It takes time and trust to build this kind of community involvement, but I think it’s worth it. 

There’s also accountability. When you’re building a machine learning system, it’s important to make sure that the output of that project isn’t misused or overhyped in contexts that it’s not designed for. It’s our responsibility; we should make sure that we’re accountable for whatever we’re building.” 

What can organizations and companies building or employing AI tools do? 

Asmelash: “There’s a push toward open sourcing AI models, and this is great for looking into what people are building. But in AI, data and computing power are the two key components. Take language technologies like automatic speech recognition or machine translation systems, for example. The companies building these systems will open source all of the data and algorithms they used, which is fantastic, but the one thing they’re not open sourcing is their computing resources. And they have tons of it. 

Now, if you’re a startup or a researcher trying to do something some meaningful, you can’t compete with them because you don’t have the computing resources that they have. And this leaves many people, especially in developing companies, at a disadvantage because we’re pushed to open source our data and algorithms, but we can’t compete because we lack the computing component and end up getting left behind.”  

How about the average person using these tools — what can individuals do to help mitigate racial bias in AI? 

Asmelash: “Say a company creates a speech recognition system. As someone from Africa, if it doesn’t work for me, I should call it out. I shouldn’t feel ashamed that it doesn’t work because it’s not my problem. And the same goes for other Black people. 

Research shows that automatic speech recognition systems fail mostly on Black speakers. And when this happens, we should call them out as users. That’s our power. If we can call out systems and products and say ‘I’ve tried this, it doesn’t work for me’ — that’s a good way of signaling other companies to fill in that gap. Or letting policymakers know that these things don’t work for a certain type of people. It’s important to realize that we, as users, also have the power to shape this. 

You can also contribute [your writing skills] to machine learning research. Research communication, for example, is such a big deal. When a researcher writes a technical research paper, they’re not always interested in communicating that research to the general public. If somebody’s interested in this space, but they’re not into coding and programming, this is a huge unfilled gap.” 

Conversation has been edited for clarity and length. 

Learn more about AI 

Feeling empowered to pursue a career in AI or machine learning? Check out our AI courses to uncover more about its influence on the world. Start with the free course Intro to ChatGPT to get a primer on one of the most advanced AI systems available today and its limitations. Then explore how generative AI will impact our future in the free course Learn the Role and Impact of Generative AI and ChatGPT.

Empathy: What it is and how it enhances all of the top skills of 2023

0
Empathy: What it is and how it enhances all of the top skills of 2023

If you’ve been poking around in the comment sections of this high-impact workplace skills series, you’ll notice one theme has come up on several occasions, and that’s empathy. The ability to empathize—to really hear, understand, and feel for other people—is a core interpersonal skill that unlocks deeper capabilities and drives effectiveness when working with others.

Think about it this way:

  • You can use analytical thinking to find solutions to problems, but you can’t convince your stakeholders to act on your recommendations if you don’t consider their needs.
  • You can motivate yourself to prioritize your professional development, but in order to set a career advancement strategy, you need to understand the outcomes your boss values.
  • You can demonstrate leadership by doling out assignments to your team, but if you want to encourage everyone’s best work, you need to recognize the conditions your team needs in order to operate at their best.

So even though empathy and active listening sit in the 8th spot on the top skills of 2023 list, these skills can find a way to enhance all of them.

How to show empathy

Empathy is a step deeper than sympathy. When you express sympathy, you might acknowledge the way a person is feeling and know how you’d feel if you were in a similar situation. When you express empathy, you’re able to imagine what it feels like to be that person in that situation.

When you empathize, you understand the web of circumstances that surrounds another person and influences the way they feel. Sympathy is noticing an intern struggling to complete a project; empathy is recognizing that an intern is struggling to adapt to their first work environment and that adjustment period is making it difficult for them to navigate their tasks.

Active listening and empathy have a symbiotic relationship. Active listening is a practice of hearing, interpreting, and reflecting when communicating with someone else.

To illustrate the relationship between these two skills, let’s return to your intern:

During an introductory conversation, the intern told you that this is their first work experience, and through their body language and the questions they asked, you picked up on their nerves around finding the right contacts for the various teams they’d be working with and etiquette for reaching out.

This previous conversation informed your empathetic response when you noticed their missed deadline—this was exactly what they’d been worried might happen. Now, you go back to the intern and reflect: “How are you feeling about your project? Can I help you find appropriate points of contact?”

Now, your intern feels like you heard them and understood their blockage, and you’ve provided a path forward (that’s leadership). Empathy and active listening not only helps you feel connected to others, but can help your peers feel connected to you in return.

Practicing empathy and active listening

You likely already have empathy and active listening skills—you may notice them the most when you’re interacting with loved ones—but these skills can be difficult to tap into in different environments or situations. In order to really master these skills, it takes practice.

Here are some starting points:

Lastly, to close out this high-impact workplace skills series, we’ll offer one more recommendation: IBM’s People and Soft Skills for Professional and Personal Success Specialization. Over six courses, you’ll explore how to develop and implement what IBM calls “success skills”—all of which will look familiar to you after these last five issues.

With that, another Career Chat series comes to an end. Thank you for showing up and sharing with us. We’ll be back next week with another special issue. See you then!

Data analyst career spotlight: What it is and how to get started

0
Data analyst career spotlight: What it is and how to get started

Welcome to another special issue of Career Chat. This week, we’re shining our career spotlight on the world of data analytics. We’ve discussed data analysis skills in a past issue, but what might it look like for those skills to take center stage in your career?

Well, it can look a lot of different ways. A title like ‘data analyst’ can be pretty vague because data analysts work across many industries and business segments. Business analysts, financial analysts, marketing analysts, and health care analysts are all examples of people who use data to find solutions—the main difference between them is the type of problems they aim to solve.

Because data analysts exist across so many industries, it can be a good option if you’re thinking about changing careers. Having established industry knowledge can enhance your ability to examine and interpret industry-related data. For example, let’s say you work in customer service for a clothing retailer. Given your years of experience responding to customer concerns about delayed and inaccurate orders, you may be uniquely positioned to interpret problems and find solutions in a supply chain analyst or operations analyst role.

That is, as long as you know how to use data analysis tools and can move through the data analysis process: identifying your question, collecting information, cleaning data, conducting your analysis, and interpreting your findings. But those are all learnable skills. Angie Rudduck, a data analytics leader at Microsoft, recommends starting with a diverse array of certification courses and blogs. “Learn from as many people and sources as you can,” she says.

Rudduck also advocates for hands-on learning, expressing the importance of trying, even knowing you may fail, and learning from others. “If you want to get a job, go stand next to the person in that role today,” she says. “Learn by seeing, and then learn more however you can.”

For more tips from Rudduck, read our full interview: 6 Questions with a Microsoft Data Analytics Leader.

Where to begin

To explore using data analysis in a business setting, check out Microsoft’s Power BI Data Analyst Professional Certificate. Here, you’ll learn how data analysts and business intelligence analysts use Power BI, a powerful analysis tool, to solve business problems. By the end of these courses, you’ll be prepared to take the industry-recognized PL-300: Microsoft Power BI Data Analyst certification exam, and you’ll be eligible to receive a 50% exam discount voucher.

For an introduction to the data analysis process, start with Google’s Data Analytics Professional Certificate. These courses cover the basics of starting a career in data analytics and guide you through the data analysis process using Google Sheets, SQL, and R.

To build your data analyst programming skills, try the University of Michigan’s Python for Everybody Specialization. Data analysts use Python to gather, clean, analyze, and visualize data—in other words, you can use Python at every stage of your analysis.

Keep learning about becoming a data analyst

To keep exploring a career as a data analyst, take a look at some of our most popular guides:

  1. How to Become a Data Analyst (with or Without a Degree)
  2. 6 Popular Data Analytics Certifications: Your 2023 Guide
  3. 5 Data Analytics Projects for Beginners
  4. 15 Data Analyst Interview Questions and Answers

Or check out a compilation of all our top data analysis courses and guides.

Drop any lingering data analyst questions in the comment section below and we’ll do our best to point you in the right direction. Otherwise, we’ll see you next week!

Who Should Pay for Dates?

0
Who Should Pay for Dates?

Do you ever go on dates? Do your friends? If so, who pays? And how do both parties decide who should?

In “For Gen Z, an Age-Old Question: Who Pays for Dates?” Santul Nerkar writes that the idea that men should pay for dates still prevails for young people, who otherwise often break relationship norms:

During a recent dinner at a cozy bar in Upper Manhattan, I was confronted with an age-old question about gender norms. Over bowls of ramen and sips of gin cocktails, my date and I got into a debate: Who should pay for dates?

My date, a 27-year-old woman I matched with on Hinge, said gender equality didn’t mean men and women should pay the same when they went out. Women, she said, earn less than men in the workplace, spend more time getting ready for outings and pay more for reproductive care.

When the date ended, we split the bill. But our discussion was emblematic of a tension in modern dating. At work and on social media, where young people spend much of their personal time, they like to emphasize equity and equality. When it comes to romance and courtship, young people — specifically women and men in heterosexual relationships — seem to be following the same dating rules their parents and older generations grew up learning.

Contemporary research, popular culture and conversations I had with more than a dozen young Americans suggest that a longstanding norm still holds true: Men tend to foot the bill more than women do on dates. And there seems to be an expectation that they should.

The article continues:

Shanhong Luo, a professor at Fayetteville State University, studies the factors behind attraction between romantic partners, including the norms that govern relationships. In a paper published in 2023 in Psychological Reports, a peer-reviewed journal, Dr. Luo and a team of researchers surveyed 552 heterosexual college students in Wilmington, N.C., and asked them whether they expected men or women to pay for dates — and whether they, as a man or a woman, typically paid more.

The researchers found that young men paid for all or most of the dates around 90 percent of the time, while women paid only about 2 percent (they split around 8 percent of the time). On subsequent dates, splitting the check was more common, though men still paid a majority of the time while women rarely did. Nearly 80 percent of men expected that they would pay on the first date, while just over half of women (55 percent) expected men to pay.

Surprisingly, views on gender norms didn’t make much of a difference: On average, both men and women in the sample expected the man to pay, whether they had more traditional views of gender roles or more progressive ones.

“The findings strongly showed that the traditional pattern is still there,” Dr. Luo said.

Students, read the entire article and then tell us:

  • Do you or any of your friends ever go on romantic dates? If so, who generally pays — and why? If you feel comfortable sharing your own experiences, did the question of who would pick up the check feel awkward, stressful or confusing? Did it make the date less enjoyable?

  • Who do you think should pay for dates? Do you have a hard and fast rule, or does it depend on the date?

  • The article states that in L.G.B.T.Q. relationships, who pays for dates has less to do with gender norms and more to do with specific relationship dynamics. Is this a more helpful way to approach the issue?

  • Mr. Nerkar writes that members of Gen Z seem to follow the same dating rules their parents and older generations grew up learning, regardless of whether they have more traditional or progressive views of gender roles. Do you find this surprising? What do you think accounts for the “persistent tradition of men paying”?

  • Scott Bowen, a 24-year-old accountant in Charlotte, N.C., profiled in the article, said that, although he would like to see the status quo changed to be more of an even split, his parents made it clear to him when he was growing up that he should pay for dates. What kinds of messages, expectations and guidance have you received about dating norms? Have they been useful? Have you ever discussed the issue of paying for dates with friends, parents or romantic partners?

  • Mr. Nerkar went on 11 dates while working on the article, paying for five and splitting six. On one recent outing, his companion argued that men should foot the bill more often since women earn less than them in the workplace and spend more time getting ready for outings. How persuasive is the case that men should pay for dates?

  • Do you tend to follow relationship norms? Or do you often question or even break them? On the whole, do you think that relationship norms are a helpful way to navigate and negotiate our romantic lives? Or do they get in the way of forming meaningful and satisfying partnerships?