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Word of the Day: scattershot

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Word of the Day: scattershot

The word scattershot has appeared in 46 articles on NYTimes.com in the past year, including on July 2 in “‘The Bear’ and a Chaotic Vision of Work” by Melissa Kirsch:

Business leaders are resorting to desperate measures to entice workers back to the office, my colleague Emma Goldberg reported recently. “It’s been three years of scattershot plans for returning to in-person work — summoning people in, not really meaning it, everybody pretty much working wherever they pleased,” she wrote. “Now, for the umpteenth time, businesses are ready to get serious.”

Can you correctly use the word scattershot 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.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how scattershot can be used in a sentence, read these usage examples on Vocabulary.com.

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? | Oct. 30, 2023

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What’s Going On in This Picture? | Oct. 30, 2023

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 the 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.

New Research Insights: What Drives Success in Hands-On Learning Activities?

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New Research Insights: What Drives Success in Hands-On Learning Activities?

We are thrilled to share new insights from our latest research at Coursera, focusing on the drivers of success in online, hands-on learning experiences. This collaborative effort by our Teaching & Learning and Data Science teams has shed light on the elements that improve completion rates and learner satisfaction in Graded Lab Assignments for in-browser coding and Guided Projects for side-by-side instruction. Here is a preview of our key findings:

  1. The Power of Industry Relevance

Our research shows that including real-world industry situations or job scenarios in hands-on projects significantly boosts learner motivation. This link to tangible, practical applications encourages learners to complete the learning materials and results in higher satisfaction ratings. We found that this industry connection is particularly beneficial for learners who are actively seeking employment, as it allows them to demonstrate relevant, practical skills to potential employers.

  1. The Impact of Practice Opportunities

Providing learners with meaningful opportunities to practice before graded activities can significantly increase completion rates, particularly for more difficult content. This finding underscores the importance of incorporating practice exercises into course design, allowing learners to consolidate their learning, receive critical feedback, and gain confidence in their newly acquired skills.

  1. The Role of Support Materials

Including support materials such as slide decks and key takeaway documents also contributes to higher completion rates and learner satisfaction. These resources offer learners a quick point of reference, an efficient way to review, and a clear method for reinforcing their understanding of the course concepts. Additionally, providing a solution guide immediately after passing an assessment can further solidify comprehension of key ideas.

Dive Deeper into the Research

These themes represent just a few of the insights uncovered in our two new research reports. We invite you to dive deeper into our findings to gain a better understanding of the factors that drive success in online, hands-on learning experiences. By exploring these drivers, we can continue to improve Coursera Lab and Guided Project designs, leading to more successful outcomes for our learners.

Discover the full reports on Drivers of Success in Coursera Labs and Drivers of Success in Guided Projects to learn more about how to enhance hands-on learning experiences. 

As we continue to improve the online learning experience, we encourage you to actively participate in this process. Start by applying these design recommendations to your own hands-on projects. We would love to hear from you about what’s working best for your learners and in your content. Let’s continue to shape the future of online education together, using these insights to create more engaging, effective, and satisfying learning experiences for all. Join us in this endeavor and let’s make learning better, together.

The Most Important Soft Skill for Developers & How to Get Better at It

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At its core, programming is just solving problems so a computer can execute a task. Or, as one of our engineers Nick Duckwiler aptly put it: “A lot of engineering is just solving headaches.” Indeed, between fixing bugs and dreaming up app ideas that can address real world difficulties, devs need to be enthusiastic about solving problems of all sizes.   

On top of all the technical knowledge that’s required for engineering roles, you also should work on soft skills, which are personal attributes that enable you to work well with others. Problem solving is one of the most essential soft skills to have in technical positions, and luckily, there are plenty of ways to get better at tackling challenges and finding solutions.

Next month, we’re hosting an exclusive three-part livestream series all about developing core soft skills: problem solving, planning, setting priorities, and critical thinking. The events will be led by Merri Lemmex, a management and leadership expert who has decades of experience training people who work in tech and business. The first session on November 1 is focused on problem solving approaches and tools. Be sure to register today for the virtual events and read on to learn more about the problem-solving strategies that developers use in their work.

Learn something new for free

Write out the problem

Your problem won’t always come right out and say: “It’s me, hi. I’m the problem, it’s me.” In fact, something that often gets in the way of solving a problem is that we zero in on the wrong problem.

When pinpointing a problem, you can try borrowing a UX research technique that’s part of the design thinking process. After you’ve done some initial research or information gathering, you delineate your problem space and write a problem statement, which is a concise couple of sentences that succinctly define the task and offer a clear sense of direction. Write out the who, what, where, when, and why of your problem.

Getting to the core of your fundamental issue will make addressing the symptoms much easier. You can learn more about this strategy in our free course Learn Design Thinking: Ideation.

Don’t try to solve it alone

Rather than spinning your wheels trying to fix a problem on your own, consider having other people weigh in. Set up a brainstorming session for the problem you’re trying to solve, see if anyone can pair program with you, or send a Slack message to your team and see what your collective intelligence can accomplish.

It’s easy to get tunnel vision when you’re working on a project and become fixated on one part of it. Getting more people involved in the problem-solving process will enable you to address blind spots, consider fresh perspectives, and ultimately get valuable feedback and validation for your idea. Not to mention, you’ll get experience collaborating with other people, which is a soft skill in and of itself.

Say it out loud

Ever seen a rubber duck on a programmer’s desk and wondered what it’s doing there? There’s a popular debugging technique called “rubberducking,” where you describe out loud what your code is supposed to do to the duck. As you verbally articulate your code and thoughts to the silent, non-judgmental duck, you may identify issues or problems that you skipped over before. Though you might have to work up the courage to talk to an inanimate object at your desk, you’ll be surprised how effective and practical rubberducking can be when it comes to pinpointing a problem.

See how other people approached the problem

Remember: You’re probably not the first person to have experienced this problem. There’s a plethora of resources that developers use to ask questions, get feedback, or crowd-source solutions for bugs. Go to Stack Overflow and see if someone else has experienced your issue and created a workaround. Or look through Docs, our open-contribution code documentation for popular languages, to see if you can find a solution. (Better yet, once you figure your issue out, you could take what you learned and contribute a Doc for folks to reference in the future.)

Learn problem-solving skills in our new course

Join us next month for an engaging three-part livestream series dedicated to honing essential soft skills, including problem solving, strategic planning, priority setting, and critical thinking. These skills are your secret sauce for nailing your next job interview, making an impression on your team leader, or feeling confident at a networking event. By the end of the livestream series, you’ll have a soft skills toolkit that you can continue to refine throughout your whole career.

Our first session on November 1 delves into effective problem-solving techniques and tools. Secure your spot for these virtual events today. Quick note: These are only available to Codecademy Pro and Codecademy Plus members, so make sure you upgrade your account or start a free seven-day trial to attend.

Industry Corner Spotlight: Occupational Therapist

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Industry Corner Spotlight: Occupational Therapist

Occupational therapy is a vital field that often goes unnoticed, yet it plays a pivotal role in helping individuals regain their independence, autonomy, and overall quality of life. To understand the impact occupational therapists have on the lives of their patients, we’re shining the spotlight on Petunia Lemekoana, a dedicated occupational therapist with years of experience. In this interview, we explore the diverse aspects of occupational therapy, the challenges and rewards that come with the profession, and the ways in which it continues to evolve to meet the ever-changing needs of patients. 

Introduction and Background

Alison: Tell us a bit about your background.

Petunia: I first studied Accounting before Occupational Therapy (OT). I went to UP (University of Pretoria) and did my community service at Weskoppies Hospital in Pretoria, then I went to work at a school. I don’t think I could work anywhere else as a therapist, the school has huge benefits for my family, and I love working with children and their families.

Alison: What made you decide to pursue a career as an occupational therapist?

Petunia: I first went into accounting, and after a term, I knew this was not for me. After some assessments, OT was recommended, and I went into it not knowing I’d love it as much as I did. It has been the perfect fit.

Alison: What is your favourite part about being an OT?

Petunia: I have always loved Paediatrics and Psychiatry, I’m blessed to be working with children, and I don’t see myself working anywhere else, maybe merging the two, but I am very happy where I am. I love that OT is so practical, it makes sense, and we help people to be independent, contributing members of society. We often work with other professionals, family members and the larger community as a whole to speak to the different roles that a person fulfils.

Alison: What is your least favourite part?

Petunia: The fact that so few people know and appreciate the value of our profession, even within the medical profession at times. The benefits and, unfortunately, the negative impacts, are seen after some time so it is easy for us to be overlooked when people do not see immediate results, which is very sad.

What is Occupational Therapy?

Alison: Can you provide an overview of what occupational therapy is and how it helps individuals?

Petunia: OT is a therapeutic approach that aims to provide and promote health through occupation. As an OT, we aim to assist people to be able to carry out their daily lives (tasks) in an independent manner and with as much ease as possible. We look at what a person can perform and how well that is happening, and we assist them to be able to do so better with the use of aids at times, improving their skills and educating them and their families. We also look at the roles of a person in terms of home, school, social, as well as within their communities. We aim to improve, maintain, or provide adaptations to assist different people in different roles to be able to perform at their best.

Alison: What inspired you to become an Occupational Therapist?

Petunia: Honestly, the way I got into OT was divine intervention. It was only when I was in it and learning what it is and how it all works that I began to fall in love with it and see just how perfect it was for me. God’s favour and provision got me into OT!

Alison: Could you describe a memorable success story from your career that highlights the impact of occupational therapy?

Petunia: I have had so many. The joy I got when a child was able to walk on a balance beam for the very first time in therapy. When a child realises that therapy sessions are helping him in class, he has joy and takes pride in himself. When a mother in the rural areas realises that it is possible, and she is able to play with her child who has special needs. When the community comes together and manages to work together on a project that will benefit them financially.

Alison: What are some common misconceptions about occupational therapy that you would like to clarify?

Petunia: We don’t just play with the children during therapy sessions, we use play as a tool to teach new skills and improve the lives of children. OT is not less important than the other therapies, each case is different, and some clients need one more than the other. All are valuable and have their role to play.

Working as an Occupational Therapist

Alison: What are the key skills and qualities for someone pursuing a career in occupational therapy?

Petunia: There are a few that come to mind. Being able to think out of the box, not being afraid to get your hands dirty and the ability to go into people’s personal spaces and places without judgement or prejudice. One must be able to multitask and keep up with the demands of a busy and full degree that is not available online or part-time since it demands so many practical skills and moving from one place to another. One must have passed well in Grade 12 to enter the degree. There is a nurturing aspect and a sensitivity that’s expected when working with the different types of patients and clients that we serve.

Alison: What role does occupational therapy play in enhancing the quality of life for individuals with disabilities or injuries?

Petunia: A huge role. We educate those who are involved in the home, school, and medical lives of the individuals. We first and most importantly, educate and equip the individual and provide them with emotional intervention as well. We provide assistive devices and refer them to other healthcare professionals where necessary. We educate on the use and care of assistive devices and have regular follow-up sessions with the patients and their families.

Alison: Can you discuss the collaboration between occupational therapists and other healthcare professionals in a comprehensive patient care plan?

Petunia: A lot of OTs work as part of a multi-disciplinary team that includes but is not limited to nurses, doctors, speech therapists, remedial therapists, physiotherapists, psychologists, social workers, teachers, parents, family members, many other specialists and the patient or child who is receiving the services. It is very important to work together and communicate well with all the stakeholders so that well-informed decisions can be made that will benefit the client. At our school, we have teachers working together with the therapists and meeting weekly to plan and discuss the different learners that we serve. We also have regular meetings and communication with parents. The learners themselves are engaged, and we explain to them what we are doing in therapy and what the benefits will be, and at times include them in some aspects of the goal-setting process. Continuous assessment and feedback are given, and we stay in touch with the parents at all times, also giving out home programmes where necessary.

Alison: How do you stay updated with the latest advancements and research in the field of occupational therapy?

Petunia: We are blessed to have access to a wide variety of courses that we attend, in person as well as online. Some are very expensive, and some are free, like those that are offered to us by the Department of Education. I work at a school that serves the district as a resource centre. We offer courses, and we also host other healthcare providers and educators who offer courses and training at our school.

Alison: What challenges do you often face in your role, and how do you overcome them?

Petunia: In my role as a school-based therapist, I work for the Department of Education, so there are times when the lines are blurred, and some roles that we perform are more educational and less therapeutic. Most are fine, but the issue is that it takes time away from therapy-specific roles that we could be performing.  

The Life of an Occupational Therapist

Alison: How has the field of occupational therapy evolved over the years?

Petunia: On the one end, there are more and more people who are beginning to know about our profession and appreciate it. We are also becoming advanced in the ways and the types of therapies that we are providing, as in the example of sensory integration that is growing and helping more and more children as therapists qualify in this speciality. We are also going to great lengths to stay up to date with technological advancements.

Alison: What do you envision for its future?

Petunia: More growth, more recognition and a greater appreciation and integration into communities at large. 

Alison: What advice do you have for individuals considering occupational therapy as a career path?

Petunia: Personally, I love OT, and I have loved working with a wide variety of people over the years. I would encourage the person considering OT to shadow or chat with different therapists working in the different fields of OT. It is a very practical field and would be enjoyed by anyone who way inclined.

Occupational therapists like Petunia are the unsung heroes who empower individuals to overcome challenges and achieve their goals. Their work reminds us that the human spirit is resilient and that with the right support, we can all find our path to a fulfilling, independent, and purposeful life. Let’s express our gratitude to occupational therapists everywhere for their unwavering dedication to helping individuals live life to the fullest.

Digest #172: Mnemonic Devices

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Digest #172: Mnemonic Devices

By Carolina Kuepper-Tetzel

Our memory capabilities are fascinating and with some tricks we can expand our memory performance quite significantly. These tricks are called mnemonic devices. Mnemonic devices let us organize, elaborate, and visualize information so that we can retrieve that information easier in the future. Mnemonic devices are best applied to learning lists of concepts or definitions and less so to study complex material. Nevertheless, it can be fun to try them out and to add them to the study portfolio. Here are some resources about different mnemonic devices and how they can be helpful in some situations. Enjoy!

 

1.       Mnemonic, Britannica 

This resource gives an overview of the history behind mnemonic devices. How they developed and how they are used today.

 

2.       How to Use Mnemonic Devices to Improve Your Memory, verywellmind 

On this page different mnemonic devices are described in more depth and how they can be applied. Some of them may be familiar, but there may be some new ones in there that could be useful.

 

3.       How to Memorize & Remember – Study Tips – Mnemonic Devices, Socratica 

This is a 6-min video introducing different mnemonic devices using concrete examples. I would say that the first example used to remember the order of the US presidents using the method of loci could be improved by making the mapping of the names of the presidents to the objects more obvious. Right now, the strategy would require that students know the names, but need a memory aid to remember the order. If they need help to remember the names too, then the mnemonic device should specifically tie the names to the objects when using the method of loci. For example, saying “John Tyler is in the bed which makes sense because Tyler is tired.” When you watch the video, you will know what I mean.

 

4.       Mnemonics in Education: Current Research and Applications, Putnam (2015) 

This is a review paper exploring how useful mnemonic devices are in the educational setting. Different papers are reviewed in a very accessible way answering essential questions on mnemonic devices in education.

 

5.       Assessing Effectiveness of Mnemonics for Tertiary Students in a Hybrid Introductory Statistics Course, Mocko et al. (2017) 

This is another research paper. It looks specifically at the perception and experiences of students using mnemonic devices when studying. It also explores their self-reported test anxiety and how the use of mnemonic devices is related to this.

Is It Ever OK to Use Strangers as Content for Social Media?

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Is It Ever OK to Use Strangers as Content for Social Media?

A person stops a stranger on the street to ask a question. Another performs an act of kindness. Another plays a prank. Another makes fun of someone without the person knowing. All of these interactions are recorded and then posted online, without the consent of the subject.

Have you ever come across a video like this online? Do you think it is wrong for people to take and post videos, photographs or audio recordings of strangers online? Or, are they harmless fun?

In “Beware the TikTok Eavesdroppers,” an edition of the It Happened Online newsletter, Madison Malone Kircher argues that strangers should not be content:

Close your eyes and imagine the last gossipy conversation you had with a friend in a public setting. Maybe you were complaining about your spouse over a cappuccino in your neighborhood coffee shop. Or loudly talking over the din of the subway about your boss. You love your spouse, and genuinely like your boss, but you just needed to vent a little. Who among us, right?

The next day, you open up TikTok to find somebody recapping your conversation in excruciating detail — including the location and your shirt color. Enough detail that your boss or spouse would easily be able to ID you.

This week, I watched an influencer do just that on TikTok. (I’m not going to link in the interest of mercy, but the creator has over 150,000 followers and the video has been viewed nearly 2 million times.) The video’s creator describes overhearing a group of bridesmaids speaking ill of a bride. The creator describes the bridesmaids’ hairstyles, the dresses they wore and even a specific drink that was served at the event — all details she gleaned from eavesdropping. If this video was about your wedding, you’d know immediately.

My immediate reaction: I hope the bride never sees this. Followed by: There’s no way she isn’t going to see this.

That’s the way algorithms work, after all. TikTok’s secret sauce is serving up hyper-specific content based on what it thinks you’ll want to watch. In many cases it knows your contacts and location and interests. The “You” in For You Page is very literal.

Turning unsuspecting strangers into social media content is not a new thing. Perhaps you remember the 2018 saga of #PlaneBae, where a woman live-tweeted the interactions — including photos, though she blurred their faces — of a man and a woman sitting in front of her on a plane, dramatizing a meet cute for hundreds of thousands of people watching live online.

By the time the #PlaneBae news cycle ended, the consensus was that the whole mess was creepy and an invasion of privacy — a lesson we clearly still haven’t learned. And how could we, when the drama of strangers, real or imagined, is ripe for content. It’s free. It’s happening right in front of you. It’s a proven virality gold mine.

Students, read the entire article and then tell us:

  • In your opinion, is it ethical to record, film or photograph strangers and then post them online without their permission? And is it ethical, as in the examples in this newsletter, to share the contents of someone’s conversations? Why or why not?

  • If you don’t think posting strangers or their conversations online is acceptable, can you think of any cases when it would be justified? If so, what are they? If not, why not?

  • Have you ever filmed, recorded or photographed someone and posted them online without their consent? Does this article make you rethink that decision at all? Why or why not?

  • Has someone ever posted an image, video or recording of you online without your consent? If so, how did it affect you? If not, what do you think that experience would be like? How do you think you would feel?

  • Ms. Kirchner writes, “As the reach and distribution capabilities of platforms, like TikTok, get even more efficient and far-reaching, we’ve got to reassess the rules of engagement.” What “rules of engagement” do you think we should live by when it comes to posting strangers online?

  • Your generation is the first to grow up in an age where nearly everyone has a recording device in the pockets. How often do you think about the possibility that you could be filmed, photographed or recorded when you’re out in public, or that others may be eavesdropping and sharing your conversations online? How does that affect you? How do you think that might affect your generation as a whole?

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.

Weekly Student News Quiz: The Israel-Hamas War, a Viral Video, SAT Data

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Weekly Student News Quiz: The Israel-Hamas War, a Viral Video, SAT Data

Have you been paying attention to the news recently? See how many of these 10 questions you can get right.

How Hard Is It to Wake Up in the Morning?

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How Hard Is It to Wake Up in the Morning?

The alarm rings. Do you hide your head under the pillow and try your best to block out the blaring noise? Do you hit the snooze button over and over and drift back to sleep, if only for a few more minutes? Or do you jump out of bed, eager to greet the new day?

In “You Snooze, You … Win?,” Dani Blum reports on a new study suggesting that smashing your alarm button may not be all that bad. But sleep experts, she writes, say there may be even better ways to wake up:

Just how bad is it, really, to smash the snooze button when your alarm blares? What about doing it a second time, or a third?

New research out of Sweden suggests that it may not be as detrimental to your sleep as it seems, though some sleep experts still advise against it.

Across two studies, researchers set out to examine the effects of snoozing, or using intermittent alarms, to postpone finally dragging yourself out of bed. They started by surveying over 1,700 people about their sleep habits and found that nearly 70 percent of them routinely hit the snooze button. The subjects mostly did so because they felt too tired to wake up, though 17 percent said they snoozed because “it feels good.”

The researchers then had 31 habitual snoozers spend several nights in a sleep lab. On one morning, they were allowed to hit the snooze button every 10 minutes or so, for up to 30 extra minutes of rest. But on another morning, they had to get up right after their alarms went off.

Immediately after the participants woke up, the researchers flipped on the lights and presented them with math problems and other cognitive tests — a challenge even more grating than a shrieking alarm, and one the participants had to complete before having a cup of coffee.

Overall, participants performed slightly better on some of the cognition tests when they were allowed to snooze for 30 minutes, and their sleep quality wasn’t significantly worse because of the morning snoozing, said Tina Sundelin, a researcher at Stockholm University and the lead author of the studies.

If you tend to be very tired in the morning, “half-sleeping, or sleeping rather than being awake and not functioning, might actually be helpful to your final wake-up,” she said.

The article ends with some tips on better wake-up habits, especially for habitual snooze hitters:

Rather than setting and snoozing multiple alarms, a better way to haul yourself out of bed may be to put your phone or alarm across the room, said Dr. Indira Gurubhagavatula, a sleep specialist at Penn Medicine. Doing so can break the habit of relying on the snooze button and make it harder to slip back into sleep. Getting sunlight in the morning can also help.

If you’re able to repeatedly hit your snooze button in the first place, that means you have the luxury of time, Dr. Gurubhagavatula said; you don’t actually have to wake up for your first alarm. So you might as well just set your alarm for as late as you can, she said, and not lose the precious minutes of rest between interruptions.

Still, she acknowledged, that may not dissuade the lifelong snoozers.

“There’s science, and then there’s habit,” she said.

Students, read the entire article and then tell us:

  • How hard is it to wake up in the morning? Describe a typical morning for you: Is it painful to awaken and drag yourself out of bed? Are you a snoozer who routinely hits the snooze button, delaying the inevitable as long as possible? Or do you pop out of bed easily, with or without an alarm?

  • How do you feel in the morning? Groggy? Cranky? Chipper? How ready are you to start the day? Does your morning wake-up routine affect the rest of your day, in and outside of school?

  • What is your reaction to studies suggesting that there might be benefits to hitting the snooze button? Does that ring true from your own experience? Have you noticed any difference in your cognitive function, like reaction times or short-term memory, when you snooze for a while versus jumping out of bed immediately?

  • What do you think of the article’s recommendations for improving morning wake-up routines? Will you try any? Overall, would you say you have good sleep habits? Do you think if you improved the way you sleep and wake up, you might be more productive during the day?

Witches on the Water

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Witches on 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.

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