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Should the Voting Age Be Lowered to 16?

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Should the Voting Age Be Lowered to 16?

In “In Newark, 16-Year-Olds Win the Right to Vote in School Board Races,” published on Jan. 10, Tracey Tully writes:

Residents as young as 16 have been granted the right to vote in school board elections in Newark, New Jersey’s largest city, beginning in April, after the City Council unanimously approved an ordinance Wednesday lowering the voting age.

If implemented, the measure would make Newark the largest community in the United States to expand voting rights to younger residents since 1971, when the 26th Amendment lowered the voting age to 18 nationwide.

“This would far and away be the most consequential effort to lower the voting age to 16 in the country,” said Andrew Wilkes, chief policy officer at Generation Citizen, a national nonprofit group focused on encouraging young people to participate in democracy.

There have been successful efforts to allow younger teenagers to vote in smaller communities in Maryland and Vermont over the past decade.

In 2013, Takoma Park, Md., a 17,000-person suburb of Washington, became the nation’s first city to let 16-year-olds vote in local elections. Last year, Brattleboro, Vt., lowered its voting age to 16. And in California, residents of Berkeley and Oakland approved referendums in 2016 and 2020 giving 16-year-olds the right to cast ballots in school board elections, but the change has never been implemented.

The initiative in Newark, a city 10 miles west of Manhattan where nearly 90 percent of residents are Black or Latino, is considered a major leap in a nationwide campaign to reinvigorate civics education, encourage greater participation in the democratic process and boost lagging voter turnout.

The article continues:

The City Council approved the resolution after more than two hours of testimony for, and against, lowering the voting age. Most of the people opposed to the new age requirement said students were underprepared to make such crucial decisions, and they urged the city to also bolster its civics curriculum.

Newark’s mayor, Ras J. Baraka, a former high school principal, called it a “direct learning experience.”

“It’s a training ground and opportunity to prepare young folks to actually engage in larger elections,” Mr. Baraka said in an interview.

However, Ms. Tully writes, the idea of giving 16- and 17-year-olds has its critics:

State Republican leaders panned the effort as nothing more than a cynical attempt to pad the Democratic advantage in New Jersey. Democrats in New Jersey already outnumber registered Republicans by 955,000 voters.

“Give me a break,” said Senator Declan O’Scanlon, a Republican who represents Jersey Shore communities.

“They’re not ready to make these decisions,” he said of most 16- and 17-year-olds. “They’re not taxpayers.”

Representative Grace Meng, a New York Democrat, has introduced legislation in Washington to lower the voting age for all elections nationwide to 16, a proposal that has yet to gain widespread public support. A 2019 poll by Hill-HarrisX found that 75 percent of people surveyed opposed allowing 17-year-olds to vote; 84 percent opposed allowing 16-year-olds to vote.

Students, read the entire article and then tell us:

  • Should the voting age be lowered to 16? Why or why not? In your view, at what age should people be able to vote in the United States?

  • What is your reaction to the Newark City Council resolution allowing 16- and 17-year-olds to vote in school board elections? Does it go too far — or not far enough? Do you think the resolution will bolster state and national efforts to lower the voting age?

  • Mr. Baraka, Newark’s mayor, says that expanding voting rights to younger residents for local elections will provide a “training ground and opportunity to prepare young folks to actually engage in larger elections.” Do you agree? Which arguments in favor of granting the vote to 16-year-olds do you find most convincing?

  • Critics, however, argue that students are underprepared to make such crucial decisions, and state Republican legislators have panned efforts to expand voting rights as nothing more than an attempt to pad the Democratic advantage in New Jersey. How persuasive are the counterarguments to lowering the voting age?

  • Nathaniel Esubonteng, a 16-year-old junior at Science Park High School in Newark, says that the City Council resolution means that politicians “will actually have to listen to us.” Will expanding the right to vote to 16-year-olds in local elections, such as for school board, empower young people? Will doing so improve our political system?

  • Have you been taught civics in school? Do you ever discuss, with your teachers or family, issues facing your community and the country? Do you feel prepared as an informed and active citizen in our democracy? Would having the right to participate in local elections increase your civic engagement?

  • If you were old enough to vote now, would you? If you are already old enough, have you ever voted? Do you plan to start voting when you turn 18? How important is voting to you?

Word of the Day: reluctant

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Word of the Day: reluctant

The word reluctant has appeared in 993 articles on NYTimes.com in the past year, including on Jan. 29 in “He Stole Dorothy’s Ruby Slippers. He Thought They Had Real Rubies” by Michael Levenson:

Mr. Martin had dealt in stolen jewels and had spent time in prison for burglary, his lawyer said. But he had been out of prison for 10 years at the time of the theft in 2005 and was living quietly in Grand Rapids, a small city 80 miles northwest of Duluth, when an “old mob associate” contacted him about “a job,” his lawyer wrote.

Mr. Martin was initially reluctant to get involved, Mr. DeKrey wrote. But “old Terry” beat out “new Terry,” and he gave in to the temptation for “one last score,” his lawyer said.

Can you correctly use the word reluctant 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 reluctant 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 Learning to Code Made My Master’s Thesis Possible

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How Learning to Code Made My Master’s Thesis Possible

Learning to code so that you can land a job in tech can feel daunting. That’s why we’re sharing inspiring stories from Codecademy’s community — to show how people like you (yes, you!) can embark on a learning journey and end up with a totally new career. We hope these stories serve as a reminder that there’s no single path to a more fulfilling work life.

Today’s story is from Barbara Perez de Araujo, a 27-year-old PhD candidate researching alpine ecology, living in Bavaria, Germany. Read more stories from Codecademy learners here — and be sure to share your story here.

Why I chose to learn to code

“I started coding because my friends suggested it and I wouldn’t lose anything by doing it. Secondly, it was just a personal interest. I knew a lot of people who are in the IT branch, and they kept telling me about what they do and how coding is something that can be used outside of IT. They were the ones who encouraged me to try it. Coding interested me. I’ve always been interested in languages in general, and coding is nothing more than a computer language, or rather, many computer languages.

I did this in my free time just because it sounded fun, and it also complements my curriculum. I studied environmental protection and landscape planning at the Technical University of Munich. I mainly work with remote sensing in the context of nature protection and perform data processing and analyses with Python and R. In university, I had a notion that Python and its packages existed, but I never really delved into it. I also brushed up on R, and did some SQL, but Python and R are the most important languages for me.”

Have you explored Python libraries and tools?

There are tons of pre-written Python packages that are especially useful for data science beginners.

How I made time to learn

“I was fortunate to be in the middle of my internship semester, so I had a fixed schedule. When I was home, I’d learn pretty much every day just because it interested me. I would always learn after I finished my actual tasks, so it was often at night. It was never a problem for me because it always felt like some sort of puzzle game to keep the mind busy. I’m also a workaholic, so I guess that helps.”

Learn something new for free

How I saved up money to switch careers

“I had a student membership, which provided a discount. Honestly, I didn’t have to save up much. I still see this as a very worthy investment, and for an entire year, it wasn’t a big hit on my bank account.”

How I nailed the interview

“I’ll be starting my PhD this year in alpine ecology. When I did my interview for the PhD program, they laid a lot of weight on me knowing coding. I had to say, ‘Hey, I know coding. I can do this and that, here’s how I use Python. This is how I use R.’ But it’s always like in the back of my mind, like, You don’t know coding like this. You’re not an IT professional. I have friends in IT who actually code and have spent their entire lives learning. There’s always this little voice saying, Why are you saying you know how to code? But then again, I finished my master’s thesis, and I wouldn’t have been able to do that if I didn’t know how to program.

Just because one is not like a coding mastermind or in the IT industry, doesn’t mean that you don’t code. Don’t gatekeep yourself is the most important advice that I can give like people. There are many levels of coding and knowledge, and all of them [count as] coding.”

Do you ever feel like you’re not a “real” programmer?

Read these tips for coping with impostor syndrome from folks in the Codecademy community.

How coding helped me complete my master’s

“For my master’s thesis, I had to work with satellite products. These involved JavaScript, because Google works with JavaScript, and I used Google satellites. I used Python because some workflows required an API. Python also just generally helps with automatizing workflows. If I were to do this myself — and I did try, because I wasn’t very confident in my coding abilities — it would take days for something that the API or the script could do automatically. Coding just basically made my master’s thesis possible. There’s no way around it.”

What I wish I knew before I started learning

“What I wish I knew was that you can’t only get confident with the theory, you have to try and do your own exercises. If I see something that I’m doing, even in my daily routine, that can be automatized or coded, it’s a nice way to also train what you know. Try to create exercises for yourself or look for something to apply that what you learn. Codecademy was a very good base to know what I’m talking about, what to look for in a code, how to debug code. But a huge part of my learning was also just doing my master’s thesis.

I think it’s important to know that everyone asks questions. Throughout my journey I went to Reddit a lot, to Stack Exchange, to Discord communities — I’ve found people of all skill levels and careers engaging just as much. No one has the answers to everything they need. Forums are there for that.”

What Are the Small Ways You Show Love to Those You Care About?

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What Are the Small Ways You Show Love to Those You Care About?

Tucking a note into a lunchbox. Scraping an icy windshield. Grabbing a favorite snack at the convenience store.

What small acts of love do you perform for and receive from those you care about, whether that’s a friend, a parent, a sibling or even a pet?

“Sometimes love needs a grand gesture: a bouquet of roses or a big night out,” Melonyce McAfee and Catherine Pearson write in “100 Small Acts of Love.” “But strong relationships also need regular care and attention.”

Ms. McAfee and Ms. Pearson invited New York Times readers to share the small ways they show affection to the people they love. Here were some of the many answers they received:

We live in a house from the 1800s with a poor heating system. In the evening, my husband fills a hot water bottle and puts it at the foot of our bed so when I get in, the sheets are toasty warm. — Emily Franklin, Boston

For more than 21 years, my husband has given me the last bite of his dessert, always. — Jennifer Grissom, Los Angeles

I am a teacher in a public school. My husband is retired. Every morning at 6:50, he takes my work and lunch bags out to the car. Then he warms up the car and pulls it out of the garage for me. — Lori Bricks, Princeton, N.J.

We say, “I love you” every time one of us leaves the house. It seems small, but after almost 17 years of marriage, I would feel like I had left my keys behind if I hadn’t said it. — Kate Reymann, Salt Lake City

My husband has successfully learned my hunger cues. He will insist on making me a grilled cheese or egg-and-cheese sandwich, even when I halfheartedly say, “No, you don’t have to.” Basically, cheese is the way to my heart. — Megan Margino Marchese, Setauket, N.Y.

My husband is Filipino, and I am not, so I learned to cook pancit, a noodle dish his mother made. It makes him happy. We cut vegetables, chop meat, then assemble the dish, always refining our understanding of it. It’s like love — it gets better every time. — Muffie Alejandro, Los Angeles

My precious husband, to whom I was married for 46 glorious years, passed away six years ago. But not a day has gone by since when I haven’t blown a kiss to the photograph of him that I keep on my bedroom table. — Karen Strauss, New Rochelle, N.Y.

He does the chores I dislike: taking out the trash, catching bugs, making last-minute grocery store trips. I know they aren’t his favorite things to do, but he does them for me. — Anna Tosone Innis, Tampa, Fla.

My husband of almost 33 years buys me books he thinks I’ll like. Whenever he gives them to me, he says, “I got you flowers.” — Kris Dinnison, Spokane, Wash.

I have half a banana for breakfast, and my husband always carves a heart on the cut end. — Jill Black, Kalispell, Mont.

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.

Sunset by the Water

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Sunset by the Water

Use your imagination to write the opening of a short story or poem inspired by this illustration or, describe 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: folderol

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Word of the Day: folderol

The word folderol has appeared in one article on NYTimes.com in the past year, including on Oct. 28 in “The Real End of David Chang’s Momofuku Ko Happened Years Ago” by Pete Wells:

But the biggest and bravest thing Ko did was to go head-to-head with the most expensive and highly regarded places in the city, the Le Bernardins and Daniels and Jean-Georges, without benefit of a reservationist, or a maître d’hôtel, or a deep wine list, or a printed menu, or chairs with lumbar support, or coffee or tea. Ko would stand or fall on the strength of its cooking alone.

… Ko was a guerrilla rebellion against fancy-pants restaurants and everything they stood for. It was food’s punk-rock moment. At least, that’s how it felt in the spring of 2008. It didn’t seem crazy to believe that high-performing restaurants could change, too, by dropping all the folderol that drove up prices and made people uncomfortable.

Can you correctly use the word folderol 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 folderol 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.

Questions in Class, Covert Retrieval, and Cold Calling

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Questions in Class, Covert Retrieval, and Cold Calling

By Megan Sumeracki

Cover image by 정수 이 from Pixabay

In a previous blog post about retrieval practice, Cindy asked, is asking questions in class enough? She covered an experiment by Magdalena Abel and Henry Roediger (1) in which students studied Swahili vocabulary in a few different conditions. In one of those conditions, students graded another student’s retrieval practice, indicating whether the other student was accurate or not. The student practicing retrieval would see a Swahili word (like mashua) and would need to retrieve the English translation (boat). Then, the student who was grading would have to mentally recall the answer to determine the accuracy of what was retrieved. At least, that was the idea. When someone mentally recalls, and the answer is not explicitly produced, then this is called covert retrieval. It turned out that grading the other student like this did not result in greater learning of the Swahili vocabulary. In fact, this condition led to lower performance on a test 2 days later than just restudying! Abel and Roediger conducted another similar experiment, but this time they told the students to mentally recall the correct answer. So, they explicitly encouraged covert retrieval. Still, this learning condition was not particularly effective.

Cindy then asked in her blog post, what does this mean for educators? She said, “it is not enough to ask questions during lecture because students are unlikely to engage in covert retrieval unless they are pushed to do so.” There have been a few papers on covert retrieval that led to similar conclusions.

However, in today’s post I will talk about an experiment that I conducted with one of my undergraduate students, Johanny Castillo (2), where we showed benefits of asking questions during class and having students covertly retrieve (relative to not asking questions at all). The way we pushed students to retrieve covertly? Cold calling!

The Experiment: Rationale and Method

We often ask questions while we are teaching (at least I do), and there is not always time to stop and ask students to write the answers down. Certainly, I do this as often as I can, but there are times when doing so would disrupt the flow of the discussion in class, or we are short on time and we need to move on. In these cases, I call on one student to answer the question. Is that the only student who benefits?

In our experiment (it was actually the second experiment in the paper), we asked whether inserting questions during a lecture, and then asking students to covertly retrieve the answers, would benefit student learning. We compared this condition to overt retrieval where students stopped to write down the answers, and a no retrieval condition during which students just heard the lecture.

The experiment took place in upper-level research methods courses in psychology, taught by myself and another faculty member at a similar institution. The experiment was within subjects, so all students participated in all three conditions. We had one lecture during which students did not have any questions, and another during which students were given questions throughout the lecture and were instructed to either write the answer down (overt retrieval) or think of the answer (covert retrieval). Different sections of the class across a few different semesters completed the conditions in different orders and with different materials (i.e., we counterbalanced at the section level).

The main feature of our experiment that we reasoned would strongly encourage complete retrieval was the cold calling. After the students answered the question, either overtly or covertly, the instructor randomly called on a student to answer aloud. This way, all of the students had to prepare their answers as best they could, either covertly in their minds or overtly on paper, because they might be called upon to answer. Of course, if the student answering aloud was not accurate, the instructor corrected it in a kind and positive way, and the correct answer was provided.

(As an aside: From the research perspective, the questions for the specific students that were called on to answer aloud were “thrown out” and not analyzed in any of the conditions. Functionally answering out loud put those questions for those particular students into a different condition—the cold-called group—and there wasn’t enough data to actually analyze this as its own condition.)

Two days after the lectures, the students took a final assessment to measure how much they could remember.

The Results

On the final assessment, both retrieval conditions led to greater performance than the no retrieval condition, and there was no statistical or meaningful difference between overt and covert retrieval. In fact, performance in the overt retrieval group was 61.54% and performance in the covert retrieval group was 61.47%! Performance in the no retrieval group, on the other hand, was 36.41%.

Practice Your AI & Coding Skills with These Short-Form Case Studies

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Practice Your AI & Coding Skills with These Short-Form Case Studies

As a developer or code enthusiast, you need to be as skilled in using AI tools as you are programming languages and frameworks. That’s a big reason why we recently enhanced our interactive learning environment with built-in AI tools that help you learn and expanded our catalog to include new AI-centered courses and case studies.

Case studies are project-oriented exercises that focus on specific applications of AI. With these short-form case studies, you’ll get hands-on experience working with a generative AI simulator that mimics ChatGPT and learn how to tactically leverage AI in your daily life. Along the way you’ll also complete projects that you can add to your portfolio or re-do with your own spin. Another bonus? You only need an hour to finish most of these case studies.

All you need to complete these free case studies is some foundational programming knowledge and a Codecademy account. The case studies with hands-on coding work use the programming language Python — but keep in mind that the concepts and techniques used here can transfer over to other languages. (You might want to take our free course Intro to ChatGPT as a primer before you jump in and use the AI simulator.)

Learn something new for free

While you’ll be collaborating with some helpful AI systems in these exercises, it’s a great idea to seek out some human feedback, too. We recommend sharing your finished solutions in Codecademy forums to get perspective and pointers from your fellow learners. Read on to discover the types of free case studies that’ll make you a better programmer and AI practitioner.

Debug code

Using AI tools to clean up code is more complicated than copying and pasting syntax into a chatbot and prompting it to “debug this, pls.” In Debug Python Code with Generative AI Case Study, you’ll gain proficiency working with generative AI to debug code for you. We’ll teach you to adeptly craft generative AI prompts that identify and resolve issues within your codebase and give you guidance on how to double-check the chatbot’s work. This skill makes the software development process much more efficient and will give you a leg up when it comes time to debug a project that you or a colleague built.

Code more efficiently

You’ll probably get to a point in your coding journey where you have to work with someone else’s code, whether you join an engineering team with a legacy codebase or collaborate on an open-source project. Get practice refactoring code so that it’s readable, maintainable, testable, and efficient in the case study Optimizing Code with Generative AI. We’ll give you a snippet of Python code that needs to be improved, and you’ll use a generative AI tool like ChatGPT to optimize and complete it.

Practice pair programming

You can use generative AI tools like ChatGPT to pair program. Instead of having another set of human eyes on your code, you’ll collaborate with an AI system to catch errors, provide feedback, and suggest improvements in real-time. In our case study Try Pair Programming with Generative AI, you’ll prompt AI to act as a driver in the driver-navigator style of pair programming. Of course, there are aspects of IRL pair programming that AI can’t replicate (like communicating effectively and building camaraderie), but this will simulate a pair programming scenario and help you become more familiar with the process.

Automate unit testing

Comprehensive unit tests are crucial for software development because they help you weed out bugs early in the development process. But thoroughly testing individual components and functionalities of code can get tedious, which is where AI tools can come in handy. Delve into unit tests for a Python program in the case study Unit Testing with Generative AI. You’ll get to generate unit tests for all the functions of a Python class, which is a technique you can replicate with more complicated projects in other languages, too.

Create marketing assets

Use generative AI tools like ChatGPT and DALL-E 3 to create marketing assets for a fictional company in the case study Creating Marketing Assets with Generative AI. Whether you’re a professional marketer or just curious how to strategize using generative AI, you’ll get hands-on practice writing prompts and generating content like ad copy or product descriptions. You can also take a closer look at these skills in the free course Prompt Engineering for Marketing.   

Adjust your writing tone

Knowing how to communicate information to different audiences and stakeholders is an awesome skill to have in your career, and AI can help you reword or translate written blurbs effectively. In Differentiate for Language and Reading Level with Generative AI, you’ll learn how generative AI can help you adjust the reading level of written material so it’s suitable for a range of audiences with varying English levels.

Build your resume

Are you in the thick of the job hunt, or casually keeping an eye on companies that are hiring? Get a head start on reworking your resume with the case study Streamline Resume Creation with Generative AI. We’ll show you how to use ChatGPT to craft a polished, professional, and tailored resume that fits a job description. We know that applying to jobs can feel like a chore, but you can refine your resume in an hour or less with this case study.

Get creative

Generative AI can be an incredible brainstorming tool because it’s capable of remixing ideas and instantly producing lots of different options for you to consider. In the case study Creating Quick STEAM Activities, we’ll have you assume the mindset of a teacher and use generative AI to help you come up with STEAM activities for students. Even if you’re not a teacher, this will introduce you to a handy use for generative AI that you can carry with you to your next project.

More AI courses and practice

With the new AI-powered features in our learning environment, you can gain experience using AI tools while you master a programming language in all our courses and paths. Explore the rest of our AI courses to get in-depth training on key topics in tech, and if you’re looking for more projects that you can do for practice or your portfolio, check out the projects library.

Lying in Bed

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Lying in Bed

What do you think this image is saying? How does it relate to or comment on society? 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: tumultuous

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Word of the Day: tumultuous

The word tumultuous has appeared in 355 articles on NYTimes.com in the past year, including on Jan. 23 in “Los Angeles Times to Slash Newsroom by Over 20%” by Katie Robertson and Benjamin Mullin:

The Los Angeles Times said on Tuesday that it would lay off about 115 journalists, slashing its newsroom by more than 20 percent after a tumultuous few weeks that saw top editors depart and workers walk off the job.

Dr. Patrick Soon-Shiong, the billionaire owner of The Los Angeles Times, said in an interview with his paper that it was losing $30 million to $40 million a year and needed to make more progress in building a larger audience.

“It is indeed difficult to reflect upon the recent tumultuous years, during which our business faced significant challenges, including losses that surpassed $100 million in operational and capital expenses,” Dr. Soon-Shiong said, noting that the paper had not done layoffs in the first years of the pandemic.

Can you correctly use the word tumultuous 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 tumultuous 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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