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Do You Spend Enough Time in the Dirt?

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Do You Spend Enough Time in the Dirt?

How often do you spend time in the dirt?

Do you ever walk barefoot on the ground? Or stick your hands in soil while gardening or working outside? Do you get muddy while mountain biking, hiking or camping?

What if you knew that regular contact with dirt could improve your physical and mental health? Would you try to get your hands dirty more often?

In “A Little Bit of Dirt Is Good for You,” Holly Burns writes about how soil can benefit things like your mood and your microbiome:

Scientists have long known that a little dirt can be good for you. Research has suggested that people who grow up on farms, for instance, have lower rates of Crohn’s disease, asthma and allergies, likely because of their exposure to a diverse array of microbes.

In the 1970s, scientists even found a soil-dwelling bacterium, called Mycobacterium vaccae, that has an anti-inflammatory effect on our brains, possibly both lowering stress and improving our immune response to it.

More recently, there’s been an explosion of interest in the human microbiome — with people taking probiotics, seeking food with live cultures and “rewilding” their microflora. At the same time, scientists have been discovering how broad a role dirt microbes can play in our mental and physical health.

When we’re touching soil or even just out in nature, “we’re breathing in a tremendous amount of microbial diversity,” said Christopher A. Lowry, a professor of integrative physiology at the University of Colorado Boulder.

A recent Finnish experiment found that children attending urban day cares where a native “forest floor” had been planted had both a stronger immune system and a healthier microbiome than those attending day cares with gravel yards — and continued to have beneficial gut and skin bacteria two years later.

It’s not just good for kids; adults can also benefit from exposure to soil-dwelling microbes, Dr. Lowry said. So this spring, make a little time to go outside and get grimy.

Students, read the entire article and then tell us:

  • Do you have a memory of playing in the dirt or mud? Describe that moment using as many sensory details as you can. Can you remember how getting your hands dirty made you feel — mentally and physically? Did you notice any benefits? Or did you just want to go home and take a shower?

  • Are you persuaded to spend more time in the dirt after reading the article? What, if anything, did you learn that surprised you?

  • Leigh Johnstone, a gardener and mental health advocate, said, “A lot of people still have this nervousness around touching soil.” But for him, he said, “it makes me happy.” How would you describe your relationship to dirt? Why do you think that is?

  • The article gives some suggestions for how to get in touch with dirt more often, including picking up a handful of it when you’re outside, gardening or even making a mud pie. Which, if any, of these activities might you like to try? What other ideas do you have?

  • Is finding dirt a challenge where you live? If so, what do you think could be done — either on a community or an individual level — to make it more accessible?

  • How important is spending time in nature to you? Do you get the chance to do it as much as you would like? What do you like to do outside? What, in your opinion, are the benefits of being outdoors?

Word of the Day: regale

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Word of the Day: regale

The word regale has appeared in 10 articles on NYTimes.com in the past year, including on Feb. 7 in “At 116, She Has Outlived Generations of Loved Ones. But Her Entire Town Has Become Family” by Soumya Karlamangla:

From then on, Ms. Ceccarelli’s birthday each year has been marked by a party, a lunch or, in the Covid era, a parade, open to all Willits residents. Often wearing a colorful scarf and pearls, she would pass on her wisdom on how to live a long life: “Have a couple of fingers of red wine with your dinner, and mind your own business.”

Other years, she would regale guests with stories of bygone days, of meeting a man who had lunched with Abraham Lincoln or of hearing all the bells in Willits ring on Nov. 11, 1918, signaling the end of World War I.

Can you correctly use the word regale 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 regale can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.

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


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

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

What’s Going On in This Picture? | April 22, 2024

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What’s Going On in This Picture? | April 22, 2024

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

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

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

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

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

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


More?

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

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

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

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

Jasmine’s Journey: Continuing Her Georgetown Education Through Coursera

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Jasmine’s Journey: Continuing Her Georgetown Education Through Coursera

When you earn a degree on Coursera, you get the same diploma as on-campus students. It’s why many learners pick Coursera! Don’t believe us? Take it from Jasmine, a former on-campus student at Georgetown.

Complete your education on Coursera.

Jasmine looks forward to graduating with her Bachelor of Arts in Liberal Studies this spring. At first, Jasmine chose Georgetown simply because it was nearby, but later decided it was also the best option due to its reputation, revealing, “My mom is a Georgetown alumna. I always knew Georgetown was a prestigious university, so it made the decision easier.”

Jasmine’s journey may have begun by attending classes in person, but when the degree transferred online through Coursera, the flexibility of a virtual learning environment made her even more determined to complete her degree while simultaneously balancing her job.  She says, “The online learning environment was better than I expected. I got the same resources online as on campus, and it was great to have the flexibility. It’s been easy to work full-time and attend school because of the format.”

An innovative degree that can be tailored to you.

Flexibility is another word Jasmine uses to describe the degree and its curriculum. She says, “I loved the creativity and flexibility of the degree. It allowed me to build on my work experience. I wanted something to add to my skill sets, and the [Bachelor of Arts in Liberal Studies] did just that.” 

The BLS program allows students to tailor their learning to their current professional skills as well as future career interests by selecting from concentrations like these:

  • Business & Entrepreneurship
  • Media, Communications, and Humanities
  • Interdisciplinary Studies
  • Politics and International Relations
  • Cybersecurity, Analytics, and Technology

While describing the program as flexible, Jasmine points out the benefit of being able to choose a focus for her degree by selecting the Business & Entrepreneurship concentration, noting, “I chose the Business & Entrepreneurship concentration because it fits my skill sets the best. It was most relevant to my experience.”

Amplifying the learning experience by going online.

Reflecting on her experience as an online student in the program, Jasmine acknowledges, “Georgetown does everything to provide online students with every resource that they’d get if they were on campus, and it’s amazing.” Specifically, she mentions, “I feel like the networking aspect was amplified compared to when I was on campus. The networking held longer bonds. There was more obligation to create a personal touch.”

When asked what advice she has for anyone considering the program, Jasmine says, “It’s simple. Just do it. If you’re a working professional, it’s a no-brainer because you can control your schedule. It would have taken me longer if I hadn’t had access to a platform like Coursera. Just sign up and knock it out. There’s no difference between in-person or online.”

What comes next for a Georgetown graduate?

A versatile skill set and a prestigious degree can make all the difference in opening doors to exciting career opportunities. By earning a Bachelor of Arts in Liberal Studies from Georgetown, Jasmine gains a valuable career credential that sets her apart in the job market. Employers recognize the interdisciplinary abilities and rigorous education that come with a Georgetown degree, making graduates highly sought-after in various fields.

Completing the program also lays the groundwork for further academic pursuits. By emphasizing mental agility, adaptability, and a wide range of skills, graduates have a solid foundation for more academic success. Through her interdisciplinary studies, Jasmine is developing problem-solving, communication, and negotiation skills, while also honing her leadership, financial, and project management capabilities.

Jasmine echoes all this by confidently stating, “I hope to advance further in my career. I knew I wanted to complete my bachelor’s, and this was just the right time to do it. I want to eventually go for my master’s or apply to law school. A law degree in business would be a great asset. I want to stand out amongst my peers, and a Georgetown degree can help me do that.”

If, like Jasmine, you recognize the benefits of being flexible, the Bachelor of Arts in Liberal Studies from Georgetown could be the right fit for you. Take a closer look at the program and the many ways you can tailor it to your skills and interests—all while enjoying the advantages of online learning and ‌Georgetown’s prestige.

Learn more about Georgetown’s Bachelor of Arts in Liberal Studies.

Fishing in a Stream

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Fishing in a Stream

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

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


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

Find more Picture Prompts here.

Word of the Day: mediocre

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Word of the Day: mediocre

The word mediocre has appeared in 96 articles on NYTimes.com in the past year, including on Jan. 2 in “Anime Is Going Digital. Fans Are Wary” by Calum Marsh:

“Fans often balk at any announcement that a show will be produced in 3-D, especially when it’s from an established franchise,” May said in an interview. “The gap between good and bad C.G. anime is wide, and fans can spot mediocre 3-D animation easily thanks to having seen decades of top-range American 3-D films.”

Some 3-D anime has fared better with fans. The series “Beastars” and “Land of the Lustrous,” from the studio Orange, have won acclaim for their innovative style and visual effects, and tend to be admired even by skeptics.

Can you correctly use the word mediocre 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 mediocre can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.

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


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

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

What Got Your Attention in the News Recently?

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What Got Your Attention in the News Recently?

What stories in the news have you been paying attention to recently?

Perhaps you’ve been following headlines in a newspaper like The New York Times or watching breaking news on CNN. Maybe you’ve been seeing videos or reading links people have posted in your social feeds. Perhaps you’re having current events discussions with your classmates in the cafeteria or with your family around the dinner table. Or maybe you’ve been exchanging texts with your friends about what’s going on in your school or community.

News can be many different things: reporting on major events or political issues; sports features or theater reviews; or even news you can use, like exercise tips or financial advice. And it can be global, national or local.

This prompt is inspired by our Summer Reading Contest, where, every week for 10 weeks, we’ll be inviting you to tell us what you’re reading, watching and listening to — specifically in The New York Times — and why. You can use this space to practice before it begins, and if you enjoy this exercise, we hope you’ll join us this summer!

As we said, you can tell us about any news story you’re following from any source. But here are some recent articles, features and multimedia articles in The New York Times if you’re looking for inspiration.

Check out these recent front-page headlines:

What to Know About the Trial Donald Trump Faces in Manhattan
Iran’s Strikes on Israel Open a Dangerous New Chapter for Old Rivals
O.J. Simpson, Football Star Whose Trial Riveted the Nation, Dies at 76
What to Know About the Turmoil at Colleges Over the Israel-Hamas War
‘Waiting for My Time to Come’: Ukraine’s New Draft Law Unsettles the Young
Drought Pushes Millions Into ‘Acute Hunger’ in Southern Africa
Mount Etna Puffs Perfect Smoke Rings Into Sicilian Sky
Now Hiring: Sophisticated (but Part-Time) Chatbot Tutors

Explore articles from the Style, International, Sports, Business, Arts, U.S., Travel, Science or Well sections:

Four Wild Ways to Save the Koala (That Just Might Work)
Up to a Trillion Cicadas Are About to Emerge in the U.S.
A Soccer Team Stopped Charging for Tickets. Should Others Do the Same?
‘A Different World’ Hits the Road to Help Historically Black Colleges
A Little Bit of Dirt Is Good for You
A Principal Confronted a Teenage Girl. Now He Could Face Time in Prison.
A Millennial Weaver Carries a Centuries-Old Craft Forward
Sticks. And the People Who Love Them.
Perfectionism Is a Trap. Here’s How to Escape.
Can Nicotine Pouches Like Zyn Harm Your Health?
Final Fantasy VII Rebirth Review: Apocalypse Later
The Retro Music Genre That Will Change Your Life
Watch These Cute Videos of Babies (and Learn Something, Too)
Will the French Olympic Team Be Best Dressed at the Opening Ceremony?
36 Hours in San Juan, Puerto Rico
Why Do We Age? Scientists Are Figuring It Out

Watch videos, listen to podcasts and look at photos and graphics:

What (We Think) We Know About Taylor Swift’s New Album (Audio)
A Bee’s-Eye View of the World (Photos)
Sculpture Doesn’t Get Much Smaller Than This (Photos)
Criminalizing Homelessness Won’t Make It Go Away (Video)
Watching the Total Eclipse (Photos)
Finding Happiness Through Many Mediums (Comic)
A.I.’s Original Sin (Podcast)
Ocean Heat Has Shattered Records for More Than a Year. What’s Happening? (Graph)

Or read essays from the Opinion section:

Some Words Feel Truer in Spanish
The Atmosphere of the ‘Manosphere’ Is Toxic
Get Tech Out of the Classroom Before It’s Too Late
How the SAT Changed My Life
What Is Lost When Freshmen Choose Their Roommates
Anxious Parents Are the Ones Who Need Help
How a Vacant Lot Became Our Own Dirtbag Narnia
The Case for Saying ‘I Do’
Even Clarkenomics Can’t Solve Sexism in Sports

  • Choose one article, essay, photo, video or podcast published in The Times or elsewhere that interests you. (Just make sure it’s something that’s appropriate for a family newspaper.)

  • Tell us about it and why it got your attention, either in a written comment of up to 1,500 characters (about 250 words) or in a 90-second video. (If you choose to make a video response, you’ll need to upload it to a third-party site, such as YouTube or TikTok, and then post the link in the comments section. Make sure your settings are public, and please take care not to use any copyrighted images or music.)

If you’re not sure what to write or talk about, here are some prompts to help:

  • Why did you choose the piece you chose? What about it got your attention?

  • What connection, if any, does it have to your life and your experiences?

  • How did this piece affect you? Did it teach you something? Challenge you? Reassure you? Move you? Make you angry? What emotions did it stir, and why?

  • What happened as you read? What was going through your mind? What specific lines, quotes, words or details stood out? Why?

  • What questions did it raise for you? What does it make you want to know more about?

  • What connections can you make between this piece or topic and something else you know about? Why? For instance, does it remind you of something else you’ve read, seen or heard? Something you’ve studied in school?

  • What did you think of the piece overall? What were its strengths and weaknesses? Did you agree or disagree with what it said?

  • What would you most like to remember from this piece? Why?

  • What ideas or information from this piece can you apply to your own life?

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.

Film Club: ‘Criminalizing Homelessness Won’t Make It Go Away’

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Film Club: ‘Criminalizing Homelessness Won’t Make It Go Away’

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

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

6. To learn more, read “Criminalizing Homelessness Won’t Make It Go Away.” Mark Horvath, Adam Westbrook and Lindsay Crouse write:

If you live in one of America’s cities, you probably see homeless people all the time. You might pass them on your way to work. Maybe you avoid eye contact. If they ask you for money, maybe you pretend you didn’t hear, and walk on by.

But what if you stopped and listened to what they have to say?

As you’ll see in the Opinion video above, you might find their stories of landing on the streets strikingly relatable. Such accounts reveal a hard truth about our country: Amid an affordable housing crisis, where 70 percent of all extremely low-income families today pay more than half their income on rent, becoming homeless is easier than we’d like to think.

That’s what Mark Horvath discovered firsthand in 1995, when he lost his job and wound up homeless for eight years. He started interviewing people on the street in 2008, and began sharing those stories on his YouTube channel, Invisible People. He wanted to try to help viewers who might ignore their homeless neighbors see them not with scorn, or indifference, but empathy.

These stories are even more important today, as a record number of people experience homelessness and face increasing threats from the law. On April 22, the Supreme Court is set to hear the case of Johnson v. Grants Pass, the most significant case in decades about homeless people’s rights. The case will determine whether cities can arrest or fine the homeless — even if there’s no other shelter. As the homeless plaintiffs wrote, this would be “punishing the city’s involuntarily homeless residents for their existence.”

Every homeless person’s path is complicated, and in this video, we haven’t remotely captured anyone’s whole story. Yes, some are addicts, some are mentally ill, some have made unwise choices, and some are simply unlucky. Some are many of those things. But all of them argue that in the hardest moment of their lives, they have been largely abandoned, and even punished, by the rest of us. So we hope you’ll do more than dismiss, or judge, the people in this video, and instead listen to them.


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

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

What’s This Image Saying? Teens Weigh In.

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What’s This Image Saying? Teens Weigh In.

Every week in our Picture Prompts, we post at least one image from The New York Times, without a caption, and invite students to try and decode it. What do they think the image is communicating? How does it relate to or comment on society or current events? Can they relate to it personally? What is their opinion of its message?

This week, we’ve rounded up teenagers’ responses from three such prompts.

We often get imaginative interpretations from students from all over the world. And it’s always interesting to see how their perceptions are influenced by where they’re from, what they’ve experienced or how much they know about a certain topic.

But this is also just a useful exercise for classrooms everywhere to see how images, like words, can carry messages, and how we all “read” them differently. If you’re a teacher and you want to try this activity in your classroom, here are two ways you might use this post to do so:

  • Show students one or more of the images below and then invite them to respond to the questions above. What do they think the image is saying? Then, show them the student responses below to see if any are similar to their own.

  • Or, do the reverse: Let students see the responses first and then have them create an illustration that conveys one or more of those messages. Next, show them the actual Times image and have them discuss how it’s similar to and different from their own illustrations.

If you try either of these exercises, let us know the results in the comments! And remember, we post a new image like this each week.

Thank you to everyone who participated in the conversation on our writing prompts this week, including students from Greenbelt Middle School in Greenbelt, Md.; Helen Stacey Middle School in Huntington Beach, Calif; and Thailand.

Please note: Student comments have been lightly edited for length.

_________

We’ve all seen it in a cartoon or sitcom before. A closet or piece of furniture is stuffed full of trash and junk, which will eventually spill out everywhere.

But in real life, the same thing can be said for the way we all handle pollution — more specifically, plastic pollution. We treat it as a big and giant issue that is generally hidden from the human eye.

Sure, there’s a giant mass of it all in the Pacific Ocean, but who really cares? Big Corporations and Entities are not paying attention to extremely pressing matters such as continual trash buildup, whether in the ocean or on land. And one day, perhaps closer than you might think, that bubble will burst and all that will be left is the Flying Plastic.

— Issac, GMS

I think that this image is saying that people litter a lot. A lot of people never pick up after themselves and leave a mess. It ruins the Earth. I remember seeing something at a hiking trail gift shop that showed three glass containers of dirt from 2018. One had a banana peel in it, that was gone because it had decomposed, one had a piece of paper that also decomposed, and one had a plastic fork, knife, and spoon, that were still there and never decomposed even a little bit.

— EmIIY, California

This picture makes me think of how keeping our problems hidden, tucked away in plain sight, does not make them disappear. Many times we may realize that doing so makes the problems even bigger and less feasible to solve, eventually causing them to blow up in our faces. To me, assessing a problem I encounter and (if appropriate) tackling it head-on rather than avoiding it helps me learn and grow past my mistakes.

— Neui, Thailand

I feel like this image is communicating that humans are thinking that they are being green so they ignore what happens and parts of consumerism. As an example, where I live, everyone is going “green” by having Tesla or electric cars. This genuinely has the same effect as gas cars and shows how consumerism affects our country. It can also be like the Stanley cup-obsessed people (not all people with Stanleys are obsessed). They think that they are being smart by buying so many reusable cups, feeding into consumerism and buying “cute little” add-ons that are unnecessary and expensive, cheap-material items.

— Nina, California

I think this picture looks a bit like me! I hate hate hate hate hate hate hate (…hate) cleaning my stuff. If you took a tour of my room, I wouldn’t show you my closet or under my bed, because under my bed … let’s say that I don’t feel the need to hide my legs from monsters because there is zero room under my bed for them. Every time I fling open the doors to my closet, I brace myself earthquake-style (school drills, anyone?) against the barrage of random things, so I don’t get a concussion.

— Leila, CA

I believe this image communicates the arts and power of the mind. Such as abstract painting. You let the brush and the colors paint the masterpiece. It represents how unique and intelligent the mind can be and it allows us to draw any sort of image we want, and visualize it.

— Isabella, stacey middle school

I think this image demonstrates how our brain works. When you are writing an essay of some sort, you get thoughts from all over the place. You’re trying to connect the thoughts and have good word choices. When it’s something you think sounds correct, then you write it on paper. The idea soon goes away and new ones appear.

— Hanna, Pittsburgh

I think this image is communicating how monotonous and repetitive tasks are in people’s lives, such as in work or school. The ball goes to the pink head, resulting in the hand attached to it writing something and the ball receiving a green check. The ball then descends from its place above the pink head, and this process repeats over and over. This image, to me, seems to show someone who does redundant tasks for the sake of marking them as complete or adequate. I see this a lot in my own life at school, particularly when students do assignments just for their grades.

— Xiaoqing, Greenbelt Middle School

I think this image communicates that when students study or learn something, they write it down. But after they learn it and write it down, it slips away from their mind. I can relate to this because I think that most of the time it’s hard for me to really remember information. It takes a few times to comprehend it because the first couple of times, it just slips from my mind. This is a struggle when studying for tests so I just have to recite the information multiple times till it is stuck in my brain.

— Jaydin., California

Personally, I feel that the image communicates the same obsession that our generation, as well as society, is often involved in within the topic of technology. The individual/user is seen scrolling through a website, rather quickly … they seem to be “scrolling” as a form of entertainment. Taking it into deeper consideration, the eye of the individual is “locked into” viewing only what is on their device, leading me to believe that their attention is solely directed to the content they are viewing. Rather than spending our spare time with loved ones, outside, or going on an adventure, I feel that we as a society are quite invested in the use of technology …

— Peyton, Chester High School

I believe this image is trying to convey the message of connection and understanding online. Through the reflection seen from this person’s eyes, I observe a stream of texts. Sometimes, people aren’t able to present their true selves in public or face to face. As a result, many seek a sense of belonging in the online world. Without the pressure of a front that many put up in real life to cater to others so as not to be left out, people can become themselves online. Other times, there are introverts who aren’t able to clearly express themselves or have the courage to reach out to others in real life. As a result, they turn to the online world due to it being easier for them to communicate without the anxiety of talking face-to-face. Personally, I’m an introvert as well, so the online world serves as a comfort zone sometimes when I find it difficult to exhibit my emotions to others.

— Linda, CA

This image seems to represent how when we are on our phones, we get immersed in it to such a degree that we lose track of time, and forget about homework, and plans we have, or we just do not go outside. I always see people in class on their phones, staring at their laps. These people are usually the ones who get sat in the back. They usually get caught, but when they can get away with it, they learn nothing in that particular day’s lesson. A lot of them either have really bad grades or cheat on tests regularly. These particular people rely on others to help them and sometimes copy work off of other people who pay attention in class.

— Theodore, Westminster

I think this image is saying that we are spending too much time on our electronics. We are spending so much time that our eyes are getting damaged by all the lighting, especially during the night when your eyes naturally have a bigger black dot (I forgot what it is called). Your eye needs this because the bigger the dot is, the more we take in light so that is why you can see not bad in the dark. Since there is a bright light like your phone, your eyes take in a lot more light than it normally would at night. Overall I think the image is saying to take a break from your phone and go to sleep.

— Gael, ca

I think this image is saying that everyone is on their phones and that people have lost all of the fun in them. When I was in videography last period, Mr. Andrews let us watch videos from the past on our school YouTube channel and they were so much more creative than our generation now. In the videos, everyone looked like they had fun and had nothing to be embarrassed about. In the videos, people actually danced at the dances. Nowadays, everyone has a phone and they go on apps like TikTok and Instagram. We scroll on our page and see people that are in the current trends or fashion and want to be like them. Now, people don’t want to be embarrassed to do things and show creativity because they don’t want to be the only one.

— Joslyn, California


Learn more about Current Events Conversation here and find all of our posts in this column.

Our 15th Annual Summer Reading Contest

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Our 15th Annual Summer Reading Contest

And, too, at a time when some educators are alarmed by the ability of chatbots to do students’ work for them, this is a contest that rewards the human touch. As our step-by-step guide to participating shows, what we’re looking for are genuine personal connections to the news, explored with voice, style and personality — something A.I. can’t (yet?) do with anywhere near the verve of the teenagers we hear from.

Another reason? For some teachers, assigning the contest over the summer helps them to quickly get to know their new students when school starts. In our related webinar, Karen Gold, English department chair at The Governor’s Academy in Byfield, Mass., details how she uses the contest in this way.

But maybe the most compelling reason to assign this contest is what students themselves say about it. In 2017, Emma Weber, a student from London, posted that, thanks to the contest, “I feel grounded in my views and understand what’s going on in the world. It’s amazing what a change 1,500 characters a week make.” In 2020 we invited Emma to help judge the entries, and here is what she had to say after Week 10:

I know firsthand that the Summer Reading Contest has the ability to change the way one engages in the news — I went from passively reading to actively thinking and questioning. The more you reflect on what is going on in the world and what interests you about it, the more you will understand your place within it. I urge all those who enjoyed participating this summer to continue reading, reflecting and writing.

Thank you for making this contest a hit year after year, and please spread the word that it’s back for its 15th season.

Good luck!

Any 13- to 19-year-old anywhere in the world is invited to join us, if you are in middle or high school, or if you graduated from high school and haven’t yet started college.

Every Friday starting on June 7, we’ll post a fresh version of this question: “What got your attention in The Times this week?” We will link to each week’s version at the top of this post. Here is an example from last summer. How you respond to this question will depend on your age and whether you are choosing to respond via writing or video, but all responses will be judged together.

For written responses: