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Word of the Day: armature

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Word of the Day: armature

The word armature has appeared in 20 articles on NYTimes.com in the past year, including on Aug. 24 in “What’s Inside a Butter Cow? It’s Not Just Butter” by Amanda Holpuch:

The oily visage of a butter cow is an alluring sight at state fairs across the nation, but few people have taken the time to think about what’s inside them. Warning: It’s not more butter.

Instead, like any large sculpture not hewn from a solid block of clay or ice (or sometimes butter), the cows and other large dairy-based sculptures are assembled around an internal framework, or armature. This has come as a surprise to some on social media in recent days.

… Sarah Pratt, the butter sculptor for state fairs in Iowa, Illinois and Kansas, added that not using an armature would “be like taking all of the bones out of a dairy cow and expecting it to stand.”

Can you correctly use the word armature 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 armature 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? | Sept. 18, 2023

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What’s Going On in This Picture? | Sept. 18, 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.

How I Went from Coffee Entrepreneur to GitHub Support Engineer in 9 Months

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How I Went from Coffee Entrepreneur to GitHub Support Engineer in 9 Months

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 Daniel Hardej, a 31-year-old Support Engineer at GitHub, living in Perth, Australia. Got questions for Daniel? Join us for a live virtual event with Daniel on September 18. Read more stories from Codecademy learners here — and be sure to share your story here.

Why I chose to learn to code

“I graduated from university in mechanical engineering. Initially, I worked in the oil and gas industry for a couple of years, and in the meantime, I was starting an e-commerce coffee company. When the coffee company started going well, I left my job to work on that full time.

At the start of last year [2022], we started thinking about selling the company and closing down the business. I just started looking for new jobs knowing that I wanted to get back into tech and engineering. I was okay at coding at the time. I thought, This will be a good time to just start chopping up again. Codecademy was the perfect place for that, and it was the beginning of the one-year plus streak that I’m on at the moment.”

Join our live Q&A with Daniel

How I made time to learn

“Fortunately, coding was like the one stable thing I had at the time. It was almost a form of meditation. As we started trying to sell the business, my day-to-day commitment wasn’t as intense, so I could fit in at least 20 to 30 minutes of a bit of studying. There’s no secret recipe, shortcut, or life hack. It was just the consistency that really helps. I was setting aside some mental energy to do at least 30 minutes of each thing that I was learning.

I had a physical paper planner with the same to-do list every single day, starting with Codecademy. I did loads of the Codecademy projects — in particular, I remember the ones for the Machine Learning career path, and the Build Deep Learning Models with TensorFlow skill path.”

How long it took me to land a job

“I think I applied to nearly 300 jobs over the course of last year, and probably had nearly 50 interviews. At first just I was applying for anything that I found vaguely interesting, even if I wasn’t cut out for it. Applying for jobs is a skill in itself; the more you do it, the better you get at figuring out what you want to do and speaking at interviews.”

Not sure if you have what it takes to apply for a job? Learn more.

Use our job-readiness checker to instantly measure your compatibility against a job description, and see which skills you should learn next.

How I got in the door

“I was on LinkedIn and the GitHub job was just in my ‘recommended jobs’ roundup. I’ve used GitHub for ages since university, and I was putting a lot of my personal study projects up on there. But it never even occurred to me that I could work at GitHub until it was suggested to me to apply.”  

How I nailed the interview

“It was a long process with about six interviews in total. One thing that stood out was that it was actually quite fun interviewing. Every single person I spoke to was really cool, and I was fortunate enough to get along well with some people who I work directly with today. The interviews were definitely designed to challenge you, but also just get a feel for your personality.

The technical interview, which is typically the more daunting part, was quite collaborative and friendly. One of the senior engineers who I work with basically presented these problems. She said, ‘Take a few minutes to read through, and ask me any questions to clarify. At the same time, talk through what you’re thinking and tell me what your ideas are. How would you go about solving this?’ The only limitation was you just can’t ask, ‘What is the answer?’ That was a pretty good representation of how people work at GitHub as well. Everyone’s constantly pinging each other on Slack or asking if you have 10 minutes to spare just to do a Zoom meeting to chat about something.”

Applying for jobs is a skill in itself; the more you do it, the better you get at figuring out what you want to do and speaking at interviews.

Daniel Hardej

Support Engineer at GitHub

How I evaluated the offer

“I was always open to going back into a corporate job where I would have a boss again, as long as I had a manager who I could trust and there was a mutual respect. The other thing was I wanted to work for a product I believed in. I already used GitHub and I was happy becoming a champion of the product and of the company as well.”

How can you showcase your passion for an organization or product? Learn more.

During a job interview, talk about how the company’s mission connects to your personal journey and values.

How day one and beyond went

“I felt like I came in quite prepared. A big part of the job is using Git and GitHub itself, which Codecademy has really good courses on, as well as working with the command line and with Linux administrative tools.

I work on support engineering, so it’s focused more on delivery of solutions for customers. The products we work on are GitHub’s core productivity tools and [AI developer tool] Copilot as well. It is cool being on the inside because we get access to the pre-release features of Copilot. We get to try and play around with the beta version of all these things before they’re publicly available, which is awesome.”

What I wish I knew before I started learning

“The tricky thing isn’t necessarily learning the coding itself, but it’s deploying and managing your code. You can write code for a beautiful website or an iOS app, but how do you go from just having it in your own computer to being able to publish and deploy production-ready code? There’s not a clear way to learn the full cycle of building, modifying, deploying, reporting bugs, fixing them — and then deploying it again.

For anyone trying to get a tech job, you have to be a little bit delusional applying for jobs. Anything that can help you figure out what you’re doing or just practice interviewing is good for you as well.”

Not sure where to start? Check out our personality quiz! We’ll help you find the best programming language to learn based on your strengths and interests.

Want to share your Codecademy learner story? Drop us a line here. And don’t forget to join the discussions in our community.

Benefits of Pretesting in the Classroom

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Benefits of Pretesting in the Classroom

What’s particularly cool about this is that a lot of research on retrieval practice uses identical questions and the research has sometimes been criticized for being primarily rote retrieval as opposed to deeper learning. But this shows a benefit for related material, indicating that there is a benefit for understanding that goes beyond question-answer memorization. And that benefit (in this study) is 10% – a full letter grade.

Students also responded to a survey about the pre-tests. There were some interesting results to the survey.

·         Students indicated that they took the pretests pretty seriously even though they weren’t for a grade. Students did have to put their names down in order to connect their scores with their final exam grades, so perhaps that raised the stakes for them a bit.

·         On average, students believed they got more than half of the pretest answers correct. This is somewhat surprising. At the time this survey was taken, students have already sat through the lectures and gotten the correct answers, yet they are overestimating how well they did. Still, there was quite a delay between the pretests and this response, so we wouldn’t expect it to be perfectly accurate.

·         Students indicated that they used a strategy on the pretest, either a process of elimination or picking an item with familiar terms. This indicates that students had some knowledge before taking the pretest, which allowed them to consider answer choices instead of purely guessing.

·         About half of the students indicated that they didn’t think about the (ungraded) pretests after they took them, but the other half reported using the pretests as a kind of study tool. They looked up the answers, studied those items, or talked with their friends about them.

·         Interestingly, almost half of the students reported that they engage in some kind of pretesting on their own. They completed quizzes provided by the instructor or those in the textbook before coming to class.

Here’s my take:

There are several possible reasons why pretesting worked in this study.

1)      Students paid more attention to the pretested material during the lecture.

2)      The pretest activated prior knowledge (some of them are clearly doing a lot of prework), and allowed them to encode the new information more deeply.

3)      They were doing a lot of studying of the pretested information outside of class.

4)      There are some great spaced retrieval effects going on. That is, students saw the material before lecture, they took a quiz on it during the pretest, then later they reviewed or quizzed themselves on that same material again during self-study.

Of those reasons, three of them depend on students working on their own in a strategic way, outside of class. While there is clearly more research needed in this area to disentangle these possibilities, I feel pretty confident in telling educators that this is a promising technique for certain students. My concern is that these might be the students who need it the least. If they are already doing extra strategic studying that better prepares them for lectures and exams, those aren’t the students I’m worried about. And if this effect requires all that extra work, there’s less that we, as educators, can do about it.

But there are some things. For example, making those pretests worth a very small amount of the total grade and encouraging students to prepare for them could extend this benefit to students who otherwise wouldn’t do that prework. If we provide quizzes in advance of lectures for students to take at home and then provide the pretest questions for students to take home and use as study we might guide them to more effective study strategies. After all, it’ll be difficult for them to practice retrieval if they have to create their own materials.

In short, this data is promising and folks could consider using pretests in their classes. My advice might be to make these pretests a combination of old and new material, retrieval practice and pretest, and to explicitly tell our students how to effectively study for both better scores on pretests and long-term retention.

Moving Abroad: What You Need to Do

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Moving Abroad: What You Need to Do

So, you’ve decided to pack it all up and start a new adventure in a new city and country. Moving abroad is a life-changing decision that can be both exhilarating and challenging. Whether you’re relocating for work, education, adventure, or just looking for a change in lifestyle, thorough planning and preparation are essential to ensure a smooth transition. Below, we’ll walk you through the crucial steps you need to take when moving abroad.

Steps and Tips to Making the Move

Embarking on the journey of moving abroad is like opening the door to a world of possibilities, where every step leads to a new adventure. Below we’ll give you seven essential steps and tips to make your international move a seamless and enriching experience.

Research and Planning

We’d love for the logistics of immigrating to end with buying a plane ticket. However, you need to do thorough research before even thinking about booking your flights. Start by considering your reasons for moving and what you hope to achieve in your new country. Some of these factors include where you’ll live, job opportunities, cultural differences, language barriers, and, not least, the financial costs associated with packing up your life and starting afresh. The last thing you want to encounter in a different country is unforeseen expenses because you neglected to plan well.

Tip: You can set yourself up by taking language courses or working on improving your English-speaking skills to help you communicate with locals and other expats in your chosen country. Our free English Vertical courses can help you learn English better and grow personally and professionally.

Applying for Visas

One of the pain points for many individuals looking to move abroad is the visa and immigration requirements. More so because these differ from country to country. As part of the research and planning phase, you need to understand the specific visa regulations applicable to you and the purpose behind your move. These could be for work relocation, studying internationally, family reunification, and more.

Tip: Gather all the necessary and supporting documentation and submit your application well in advance. Visa applications can be a lengthy process, and you don’t want to lose any time when your new adventure awaits.

Accommodation

When you’re moving overseas, you’re leaving the comforts of your home. Finding a place to call home is not an easy task, so you want to start your search early. You also need to check that your chosen housing aligns with your visa status and familiarise yourself with different housing laws and regulations.

Tip: If your company is setting you up with accommodation, make use of online platforms, join expat communities for support  (and more tips), or contact a local real estate agent to help you find the right place, at the right price, and close to the essential amenities you need to make you feel right at home.

Work and School

Are you looking to find a job overseas? Are you furthering your education at an international institution? Whatever your reason, you need to make sure you have a plan for your pursuits. Or if you’re going overseas to join a family member, it wouldn’t hurt to see what employment or educational opportunities are available on the other side. Get the necessary certifications, learn and increase your language proficiency, and ensure your qualifications and skills are up to date.

Tip: You will want to network with expats, take advantage of the support offered by universities and programmes, and find people to help you reach these goals.

Cultural Adaptation

Moving abroad can be daunting when you don’t know anyone or have someone to call to help you deal with the day-to-day tasks and responsibilities. One of the keys to transitioning to a new country is to be open-minded and respectful of the place’s different languages, cultures, and customs. This is not always easy to do, but it can be an exhilarating challenge with the right mindset.

Tip: “When in Rome, do like the Romans do.” The best way to adapt to the new culture is to engage in the locals’ activities. Enrol in language classes, and cultural orientation programmes, embrace new experiences, try the local cuisine, and make friends with those in your new community. These small but essential steps will help you acclimatise better.

Get Insured

Healthcare and insurance are an important aspect of moving abroad. In the same way, you don’t want to be caught counting coins in the first month, you don’t want to find yourself in a doctor’s room or hospital with huge medical bills to deal with. Research the healthcare system in your new country and what insurance systems are acceptable.

Tip: Read the T&Cs of your health insurance before boarding the plane and ensure you fully understand the terms, conditions covered, co-payments if applicable, and routine health checks.

Financial Planning

The money talk cannot be stressed enough. It requires careful planning because of the currency exchanges, setting up new bank accounts, and different costs of living that you may be used to. You also want to keep abreast of the tax obligations you may still have in your home country and the new country.

Tip: Every cent matters. Keep an account of your daily expenses. Have a savings account for rainy days and emergencies. Create a budget and stick to it.

Don’t forget that if you arm yourself with knowledge and are proactive, you’ll be well on your way to having a successful international transfer. Seek advice from expat groups, local professionals, and government resources to make your international move a successful transition. With the right planning, assistance, openness to the new experience, and sticking to these crucial steps and tips, your international adventure might transform into a memorable, life-changing experience.

Are You a Joiner?

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Are You a Joiner?

There’s a new club at school dedicated to an activity you love: say, anime, Fortnite, knitting or community service. Do you join? Why, or why not? What, if anything, would get you to sign up?

In “I’m Not a Joiner. Was I Born That Way?” Jessica Grose writes about her wariness of group activities:

I’ve always had the Groucho Marx approach to group activities, which is to say, I don’t want to be part of any club that would have me as a member. I’m often skeptical of institutions, their exclusionary tactics and their hidden agendas, which makes me a good journalist (and arguably a good Jew, because we love to question everything).

I also have an aversion to being told what to do by my peers, which is why I’ve dropped out of every book club I’ve ever joined after a single meeting. Once a book becomes an assignment, reading it starts feeling like a chore, rather than a pleasure. I’m lucky enough to have many strong family, friend and workplace relationships that I’ve built up over the years, and many obligations through my children’s schools, so I’ve never felt that I have an unmet need for social interaction.

I’ve wondered whether this disinclination to join has something to do with my somewhat introverted personality. Or is it my upbringing? I come from a long line of suspicious cranks. Or was it cultural? After all, belonging to groups of all kinds has declined over time for Americans. In 2011, Pew Research reported that “75 percent of Americans are active in one kind of group or another.” In 2019, Pew reported that 57 percent of Americans “participate in some type of community group or organization.” A few readers of my series also asked whether there was some sort of intrinsic quality that makes people joiners or not, and I wanted to find out.

After looking at the research and talking to research psychologists, I’d bet that my lack of desire to join groups is probably a combination of all those things: personality, identity, family environment and the wider culture, but with one surprising (to me, at least) twist. Religiosity, specifically, could have a minor genetic component to it.

According to Zachary Hohman, an associate professor of psychological sciences at Texas Tech University who studies group behavior, there are multiple motivations for joining groups, but uncertainty — “not really knowing who you are, where you belong in your society” — plays a major role. The more uncertain you are about your sense of self, the more likely you are to join a group, which can give you guidance on “what to think, how to feel and how to behave,” Hohman told me when I called him in August. Teenagers and young adults may be particularly enthusiastic about joining groups because their sense of self is more in flux — which may partly explain the enduring popularity of Greek life at American universities.

Students, read the entire article and then tell us:

  • Are you a joiner? Do you enjoy being part of a group, club or team? Or, like Ms. Grose, are you more skeptical of organized activities?

  • If you identify as a joiner, why do you think that is? Does it have something to do with your personality, how you were raised, or some other circumstance? What do you get from being part of a group?

  • If you’re not a joiner, what makes you less enthusiastic about organized activities? Where else do you find social interaction, a sense of identity, community and belonging?

  • Whether you consider yourself a joiner or not, which clubs, groups, teams or organizations are you a part of? Tell us about one that has been particularly meaningful to you and why.


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.

Floods in Libya

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Floods in Libya

Torrential rain from a storm that swept across the Mediterranean Sea over the weekend caused two dams to burst near Derna, a coastal city in the North African nation of Libya, killing thousands and washing entire neighborhoods out to sea. At least 10,000 more people were estimated to be missing and 30,000 to have been displaced.

What is your reaction to the photo above, which shows a group of men looking out over their destroyed city? What do you imagine is going through their minds? What questions does the image raise for you?

If you could send a message to some of the survivors of the flood, what would you like to say?

Tell us in the comments, then go to the related article to see more photos of the damage and rescue efforts.


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: deferential

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Word of the Day: deferential

The word deferential has appeared in 63 articles on NYTimes.com in the past year, including on April 30 in “Many in U.K. Greet King Charles’s Coronation With a ‘Take It or Leave It’ Shrug” by Mark Landler:

“In 1953, Britain was a very deferential society,” said Vernon Bogdanor, an authority on the constitutional monarchy at Kings College London. “Now, it’s a competitive society, based on people who’ve earned their position through achievement. Therefore, the monarchy is bound to attract more skepticism.”

Buckingham Palace is sensitive to the changing attitudes. It has cut back the procession route between the palace and Westminster Abbey from that taken by Elizabeth in 1953. That has the benefit of sparing central London from gridlock while also ensuring that the crowds lining the streets do not look sparse.

Can you correctly use the word deferential 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 deferential 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.

The AI Guide – R U Asking the Right Questions?

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The AI Guide – R U Asking the Right Questions?

The AI Guide – Asking the right questions – to vendors or even internally

  • The Questions to Ask your Learning System, Learning Technology, HCM, HRIS, and whatever other solution you want to buy that pitches AI.
  • The difference between machine learning and Gen-AI
  • ChatGPT and your employees, students, members, customers, and the person down the street who refuses to wave to you, but you find out, is on that committee at your business that is deciding on whether ChatGPT can be contained. Oh, and they never buy candy bars from your kid to raise funds for their school. Cheapie!
  • Those data sets – Private vs. Public – A lot of companies believe Private Gen-AI, will eliminate all hallucinations – Sorry, to say – you are wrong.
  • The probability that a vendor built their own LLM (and did not use a 100% open source freebie OR open source but you pay – uh they do) is low. Building your own LLM from scratch is extremely expensive, with no guarantee it will work. Let’s take Lucy.ai for example. They use the GPT Model, as I recall GPT-4. In the learning system space, the vendors who have added Gen-AI, overwhelmingly are using the LLMs from OpenAI – specifically the GPT Models. ChatGPT is free, GPT 3.5 – has a low token data fee – affordable compared to GPT-4 which is very expensive.
  • To date, again with our industry, corporate-wise, I have yet to find a vendor who is using another LLM, besides the one from OpenAI or the Azure one – which is the OpenAI one – GPT models. Even though, the majority of vendors in our industry are on AWS (Amazon). This to me is odd, because Falcon LLM is intriguing, Claude2 can do way more than ChatGPT – and it is also 100% free, Cohere – is totally Enterprise focused, and I could go on.
  • I’ve written about the Token data fees, and why there are vendors who clearly don’t want to pay those fees – it gets really pricey, and thus, try to skirt – This will be a question to ask BTW. Here is the info about Token data fees and why Token data is so relevant.
  • ChatGPT data set is from 2021. It is public — as in via the web, but only through 2021. Thus any information you might seek that is say current, won’t be there.
  • Claude2 is from 2022, although surprisingly it was able to produce information around an Apple release in Feb 2023.

Bottom Line

E-Learning 24/7

What Students Are Saying About Their Proudest Accomplishments

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What Students Are Saying About Their Proudest Accomplishments

One accomplishment of mine that I feel most proud of is my job. I am a caddie at a private country club. I started out with absolutely no knowledge about golf, and was terrified to talk to adults. I pushed myself to get out of bed at 6am almost every summer morning and go work. Through my job, I have learned to work extremely hard — I have had to go in when it is 100 degrees. I have developed incredible connections with members and they have taught me so many valuable lessons. This summer I got promoted and felt immensely accomplished as I started out with nothing, but have gotten so much out of this job.

Ella, Glenbard West

You shouldn’t live to impress someone all the time; you should live to feel free and enjoy your time. Your time won’t be enjoyed when you’re living to impress someone. I feel I’ve achieved a few things in life. I learned how to play the flute, I got a job, I have my own car I’m paying for, and I made it to state for a band competition. These are a few things I would consider an accomplishment. I didn’t do these things because I wanted to impress someone or because my parents wanted me to, I did these things because that’s what I wanted to do and that’s how I want to spend my life.

Madison, Missouri

When it comes to accomplishments, most people say “my education!” or “my friends!” And yes, those are very important accomplishments, but what I’m most proud of is that I can get up in the morning and start the day. Just doing that can lead to better grades, more friends and more experiences. Everyday is different, and waking up can be hard. That’s why I take it as an accomplishment, because accomplishments aren’t easy to achieve.

Lola, New York

When my mother pushed me to play soccer and go surfing when I was younger, I was so young that all I cared about was having fun. Eventually, all of her pushing caused me to walk away, and I gave up on both. As I’ve gotten older and started both activities again, my vision has become clearer. Your parents should encourage you to succeed in things, but not to the extent that you lose your sense of accomplishment and joy from the activity. I regret not continuing to play soccer and surfing since years of practice were wasted, but I am aware that if I had been pushed further, I would have given up and never returned. I’d like to be able to say that a 7-year-old can be motivated enough to practice anything on their own and become good at it, but I’d be lying because it’s too easy to give up when no one is pushing you, and your parent is the perfect person to push you. Throughout my life I have had so many more achievements than accomplishments, but to me they’re almost the same thing and I’m proud of both.

Emily, North Carolina

At the ripe age of four years old, I was pressured to begin a chapter of my life, music. Although I was in love with music at a young age, no young child has the mental capacity to choose to play the violin knowing it bears an impact on you for the rest of your life. I was locked in my room for hours at a time for “required” practice every day, losing interest until I finally found love for this art. The enormous investment of both time and money finally paid off as achievements began stacking up: rookie of the year, concertmaster, and recipient of numerous scholarships for summer programs. Soon enough, this chore that was once pushed upon me was a part of my identity and became a passion. Beyond that, through struggle and achievement, this burden that I used to dread turned into a relief to my problems that I was willing to devote my time to, knowing it was helping me in the long run. As someone who now chooses how to use my time, I understand the value the violin has in my life and appreciate my parents pushing me, knowing that it has had an everlasting effect on my future.

Tobias, Glenbard West High School