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Vocabulary in Context: Shaved Heads

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Vocabulary in Context: Shaved Heads

“I made a deal with myself that I was going to either learn how to do hair really well so I could make it a final touch to all my outfits or buzz my head,” she said. In late January, when Ms. Perlmutter, 23, was on set at a photo shoot, she watched as a hairdresser styled a model’s hair. “At that moment, I realized I didn’t have the emotional energy to go all out with my hair,” she said. “I went home and told my boyfriend, ‘I want you to shave my head.’ We went ham with the clippers and filmed the journey for my TikTok.”

Amazon Boxes

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Amazon Boxes

What do you think this image is saying? How does it relate to or comment on society or current events? Can you relate to it personally? What is your opinion of its message?

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


Want more Picture Prompts? Find them all in this 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.

Coursera and Google Cloud launch 500+ new projects, free access to cloud-focused content for 30,000 learners

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Coursera and Google Cloud launch 500+ new projects, free access to cloud-focused content for 30,000 learners

By Betty Vandenbosch, Chief Content Officer, Coursera 

We are pleased to announce more than 500 cloud-focused projects from Google Cloud are now available on Coursera. These projects will help learners develop a wide range of job-relevant cloud skills, addressing the needs of individual learners as well as employers. 

According to the World Economic Forum, business leaders are placing a priority on the adoption of cloud computing. However, organizations need talent with the right cloud skills across roles and departments to move these high-priority cloud initiatives forward. 

The new projects from Google Cloud aim to provide that much-needed learning content in a flexible, bite-sized format. Ranging from beginner to advanced, the majority of projects focus on helping learners with foundational cloud knowledge hone specific skills. Each project can be completed in anywhere from 30 minutes to a couple of hours and features hands-on, expert-led instruction using real cloud production tools and access to other Google Cloud Products.

Purchased individually, each project costs $9.99. All projects are also included in the Coursera business, campus, and government plans, as well as the Coursera Plus subscription. Projects cover a range of cloud topics, from getting started with Cloud Shell and gcloud to predicting baby weight with TensorFlow. Upon completion of each project, learners will receive a certificate that can be shared with employers and on LinkedIn. 

To further support learners along their skilling journeys, Google Cloud is offering one month of free access to top Google Cloud content on Coursera, including projects, to 30,000 learners starting today. Learn more and claim free access at https://www.coursera.org/promo/learn-gc-projects-launch-2022

“We are excited to expand our partnership and offer Coursera learners access to Google Cloud’s library of hands-on learning projects,” said Chris Pirie, Director for Learning Portfolio and Partnerships, Google Cloud Learning Services. “Making hundreds of our self-paced labs available on Coursera alongside our ever-growing catalog of courses is part of Google Cloud’s long-term commitment to equip the next generation of cloud professionals and business leaders with the skills and knowledge needed for the future of work.” 

These new projects build on the momentum of Google Cloud’s robust course, Specialization, and Professional Certificate offerings on Coursera. We are proud to continue building on our work with Google Cloud, equipping learners with critical cloud skills that prepare them for emerging digital opportunities. 

Explore the new projects from Google Cloud on Coursera and start learning today.

How To Brag Better In A Job Interview

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How To Brag Better In A Job Interview
How To Brag Better In A Job Interview

Talking about yourself during a job interview can feel a little awkward: You want to paint yourself in the best light to stand out from other candidates, but you also don’t want to overdo it and sound cocky. So how do you tread the line between confidence and arrogance?

The thing is, if there were ever a time to toot your own horn, it’s during a job interview. Recruiters want to talk to people who are genuinely eager and confident, according to Tamika Doolin, Career Coach and Workforce Educator at Career Karma and Guild Education.

“If you’re really connected with the work, you should be able to show a healthy amount of enthusiasm as opposed to ‘I’m the best person for this job, and you should hire me because I’m great,’” Tamika says. “When candidates lack enthusiasm — a real defined why — those are often the ones who get set aside.”

Advocating for yourself in an interview definitely takes practice and comes easier to some folks than others. But there are some tips that can help you harness this skill.

Ahead, Tamika shares steps you can take to get more comfortable talking about your accomplishments during interviews and tips that will help you make a lasting impression on a potential employer.

Make a brag list

When you’re put on the spot in an interview, it’s easy to forget all your talking points. Before your interview, write down all the ways you meet the criteria on the job posting (with examples, if possible). Pay close attention to the “preferred” section, where you’ll find specific qualities that you can highlight to stand apart from the competition, Tamika says. Then, think about how your past experience ladders up to the job you’re after.

“Say someone’s going into cybersecurity for a major retail company, and they happen to have a large background working in retail — maybe even asset protection,” Tamika says. “That’s very relevant and has a lot of transferable skills.”

Writing up a cheat sheet like this will give you an outline of key points to highlight during your interview. Plus, seeing all the ways you meet the requirements for the role can quiet any feelings of impostor syndrome or self-doubt you might be experiencing.

Use metrics to illustrate your impact

Tamika recommends weaving metrics in your interview responses whenever you can to provide tangible, measurable evidence of your contributions. Let the data do the talking — numbers don’t lie. Including metrics in your responses shows that you’re driven by results and mindful of business goals, and it also provides context so your interviewer can better understand the scope of your accomplishments and impact.

The type of metrics that you bring up will vary depending on your field or past experience. For example, have you ever finished a project before its deadline? If you’ve built an app, how many people currently use it? How did specific features you worked on increase engagement with the product? If you’re applying for a leadership position, how many team members did you manage during a project?

Focus on the company’s mission

Along with the job posting, go over the company’s mission and values. You don’t need to memorize them, but find something that resonates with you and speak to how you’d embody those qualities while on the job.

Tamika recalls a standout candidate who connected their life goals to the company’s in an interview: “They really did a great job of creating that buy-in — saying, ‘I’m here not just to be in this role, but to make an impact.’”

The key is to find something you’re passionate about to illustrate how your personal ethics and ambitions can serve you in the role. “Making that personal connection and showing that you’re really invested in this opportunity — that’s where the magic happens,” Tamika says.

Own your personal path

If you’re a self-taught developer, you might worry that you won’t measure up to other candidates with traditional degrees — but this isn’t the case. People from nontraditional backgrounds offer fresh and valuable perspectives, and learning to code on your own shows initiative and commitment (especially if you were juggling other responsibilities at the same time).

Tamika suggests exploring your potential team’s backgrounds by looking at their LinkedIn profiles or bios to help alleviate any anxieties you have about your own and empower you to speak about your journey and education more confidently. Plus, you might stumble upon mutual interests or shared experiences that you can bring up during your interview to help build rapport and establish common ground.

Rehearse your answers

Find someone in your inner circle who can practice asking you some common interview questions related to the role you’re applying to. Even if they aren’t an expert in the field, it’s good to practice telling your story and get an outsider perspective. “Most people can give you general feedback, and the people who know you best are going to be honest with you,” Tamika says.

To help you get started, here’s a list of common interview questions for popular roles in tech:

Show them you’re a STAR

At some point in the interview, you’ll probably be asked to provide examples of challenges you’ve faced or projects you’ve completed. Tamika recommends using the STAR (Situation, Task, Action, Result) method as you answer questions to ensure your responses offer enough detail (without rambling).

“Talk about the situation that happened, your response, and the result or outcome based on how you handled it,” Tamika says. “Give real, tangible examples of things you’ve done in past and present roles that would make you a strong performer in the role you’re applying to.”

Breaking the story down into key points allows you to succinctly showcase your past contributions, and coming to the interview with examples already in mind will help you avoid long pauses (or tangents) when you’re asked for details.

Flex your people skills

At the end of the day, you should be yourself, because interviews are also a chance for recruiters or hiring managers to get to know you. “Companies are looking for people that can work well within a team — or even lead one — so your soft skills are just as important as your ability to get things done,” Tamika says.

Think back to stories that showcase your ability to communicate and collaborate effectively. For example, a front-end developer could talk about how they worked with other people on their team to ensure a final product was up to par.

Smiling and making eye contact go a long way toward illustrating your excitement for the opportunity. “Some people are so nervous that they forget to smile,” Tamika says. “That could be read as ‘this person’s not really interested in being here — they’re just going through the motions.’”

More interview prep resources

If you’re still feeling jittery, check out our tips to help you conquer your nerves.

And remember: Interviews are a two-way street. Consider preparing a list of questions to ask your interviewer so you can learn more about the company and ultimately decide if you want to work there.

You’ll also want to prepare for technical interviews, which involve solving coding problems with specific programming languages. With code challenges, you can practice ahead of time using real assessments pulled from leading tech companies. Not only will they give you a sense of what to expect, but they’ll also show you which topics you need to brush up on if you need a refresher. Need more help preparing for a career in tech? Check out our career center.


Interview Prep Courses & Tutorials | Codecademy

Interviewing is an important step in your journey towards landing a job in tech. Technical interviews let you showcase your skills and knowledge, but practice is key. You’ll need to understand technical concepts and be prepared to talk through solutions with your interviewers.

Hanging Out

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Hanging Out

What do you like to do with your friends? Where do you tend to hang out? Do you sometimes wish there were more places to go?

If you could magically create a new spot where you and your friends would have fun and, perhaps, meet like-minded people, what would it be? A new park? A store of some kind? A sports or gaming club? A craft or art studio? A nightclub? What would this place be like, and why would it be perfect for you?

Tell us in the comments, then read this related article to learn about how some groups of New York City friends are spending their time.


Want more Picture Prompts? Find them all in this 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.

Weekly News Quiz for Students: Mask Mandate, Twitter Purchase, Plagiarism Case

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Weekly News Quiz for Students: Mask Mandate, Twitter Purchase, Plagiarism Case

Above is an image related to one of the recent news stories we’ve been following. Do you know what it shows? At the bottom of this quiz, you’ll find the answer.

Our news quiz was on hiatus last week for spring break, so this week’s quiz includes news from all of April. Have you been paying attention to the news this month? See how many of these 10 questions you can get right.

Lesson of the Day: ‘As Families Grieve, Grandparents Step Up’

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Lesson of the Day: ‘As Families Grieve, Grandparents Step Up’

Featured Article: “As Families Grieve, Grandparents Step Up,” by Paula Span with photographs by Todd Heisler

In the United States, as many as 200,000 children have had a parent die from Covid-19. In the wake of those losses, other family members — often grandparents — frequently step up to support the grieving children.

In this lesson, you will learn about how grandparents and grandchildren are navigating new relationships after the death of a family member. Then, you will watch a film about a grief camp for young people or write a brief story about your relationship with your grandparent or another elder in your life.

Analyze statistics about Covid-19 deaths.

Explore The New York Times’s tracker of Covid-19 cases and deaths. What do you notice about cases nationally and internationally? What about death rates?

Then, look at rates specifically in your state or region. How do deaths from Covid-19 in your area compare to the rest of country or world? Are you surprised by these statistics? Why or why not?

Read the article or listen to the 15-minute embedded audio. Then, answer the following questions:

1. How have Covid-19 deaths affected the relationships between some grandparents and their grandchildren?

2. Choose one quote from the article that illustrates a positive aspect of this change.

3. Choose one quote that demonstrates the challenges and stresses that can arise from the new relationships.

4. What story do the photographs in this article tell? If you were to explain the main idea, or a primary theme, of the article using only three photographs, which three photographs would you choose? Why?

5. What forms of support do the young people in the article, and their grandparents, have as they cope with grief and navigate their changing relationships?

6. What is your reaction to the article? What did you learn? Were you able to relate to any of the stories or experiences documented in the article?

Option 1: Reflect on your relationship with a grandparent or elder.

Do any of the relationships between grandparents and grandchildren remind you of your relationship with your grandparents or another elder in your community?

We recently asked students to respond to “Constancy in Candy,” which a reader submitted to the Tiny Love Stories column. In this brief story, Samantha Facciolo writes about her grandmother:

My grandmother kept a candy bowl on a table by her front door. Growing up, I would sneak butterscotches and strawberry sweets. During the pandemic, my grandmother moved into assisted living. On my first visit after lockdown, I saw how much of her 90-year life she had discarded to fit into her new residence. Yet, she’d saved the familiar bowl. Driving home, I discovered that she’d slipped its candy into my purse. Years before, when I had confessed my childhood thievery, she laughed. “Why do you think I kept it on that low table? It’s always been for you.”

  • Do you have, or have you had, a close connection with a grandparent or an elder? What is, or was, your relationship like?

  • What is one item, like the candy bowl belonging to Ms. Facciolo’s grandmother, that reminds you of this person?

Now, write a story of no more than 100 words about a grandparent or an elder who has been a part of your life. Post it in the comments or submit it to Tiny Love Stories.

Option 2: Learn about grief and young people.

Watch this Film Club about a camp for children and teens who have lost someone important. As you watch, think about how this film might connect with the stories of the young people that you read about in the featured article. You can also use our Film Club Double-Entry Journal (PDF) to help you remember specific moments from the film.

After watching the film, respond to the following questions in your journal or through a class discussion. Or share your answers in the comments section of the Film Club.

  • What messages, emotions or ideas will you take away from this film? Why?

  • How did the film relate to the article you read above? What was similar? What was different?


Want more Lessons of the Day? You can find them all here.

Little Free Libraries

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Little Free Libraries

Have you ever come across a Little Free Library in your neighborhood or anywhere else? There are over 100,000 of these miniature lending libraries around the globe where anyone can take or leave a book. But in the early pandemic, some people replaced books with canned goods, toilet paper, cleaning supplies and yarn and needles to give away.

If you were to construct a Little Free Library in front of the place where you live, what would you want it to look like? What would you put inside to give away? Why?

Tell us in the comments, then see more of the related illustration, or visit a news article that shows many real-life Little Free Library examples.


Want more Picture Prompts? Find them all in this 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.

Have You Witnessed Bad Behavior in Youth Sports?

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Have You Witnessed Bad Behavior in Youth Sports?

Is bad behavior at youth sporting events a problem at your school or in your community? The article you’re about to read claims that, for years, “rowdy parents, coaches and players have created a toxic environment” in youth sports, particularly for referees. To what degree, if at all, do you agree with that statement?

In “Bad Behavior Drove a Referee Shortage. Covid Made It Worse.” Eduardo Medina writes about the current situation:

The 13-year-old soccer players in Cincinnati had been pulling at their opponents’ jerseys all game. Rhiana Garcia raised her flag again and again, signaling fouls. But a coach took issue with her officiating that October night in 2020.

The insults he directed at Rhiana, who was 14 at the time, intensified throughout the match; she said that he had accused her of being colorblind and had shouted expletives and a racial slur at her. Before the final whistle blew, the coach had been kicked off the field. And Rhiana, holding back tears, texted her boss, “I don’t know if I can do this anymore.”

Such unruly behavior is the driving force, referees say, behind a nationwide shortage of youth sports officials.

The shortfall has persisted for years, as rowdy parents, coaches and players have created a toxic environment that has driven referees away and hampered the recruitment of new ones, referees say. The pandemic only made things worse: The cancellation of games and entire seasons over the last two years hastened an exodus of older officials who decided that they didn’t want the low pay, angry shouting — or potential infection.

Now as youth games return, many referees are deciding that they will not.

From 2018 to 2021, an estimated 50,000 high school referees — roughly 20 percent — quit, said Dana Pappas, the director of officiating services for the National Federation of State High School Sports. New Hampshire lost a quarter of its hockey referees between 2018 and 2022, while the Public School Athletic League in New York City said it was short about 90 officials in Brooklyn.

“This is a nightmare across all sports,” Ms. Pappas said.

The article also describes how some communities are trying to solve the problem:

Referee organizations are looking for solutions. Soccer referees in San Francisco are considering delivering introductory speeches before games in an attempt to humanize themselves and draw empathy from spectators. The Nebraska Referee Developmental Program ran a public campaign this year with the tagline “Who are you yelling at?” to highlight referee abuse, emphasizing that 60 percent of officials are 17 or younger. Officially Human is partnering with leagues and teams to conduct classes on sports etiquette for parents and coaches.

Students, read the article, then tell us:

  • Did anything you read in the article surprise you? Have you witnessed this type of behavior at your youth sporting events? Have you noticed or heard about a shortage of referees where you live?

  • Have you ever been a referee? Would you want to be? Do you think most game officials are treated with respect by players, coaches and spectators at your games or matches?

  • The article contains some possible reasons that there are fewer referees today than there were a few years ago. Which reason best explains the situation?

  • What do you think needs to happen to fix the referee shortage? Do you think any of the potential solutions mentioned in the article could work? Which ones, and why?

  • Where do you think the line should be between showing respect for game officials and giving them constructive feedback? Should those present always defer to the authority of referees, even if they make mistakes?


Want more writing prompts? You can find all of our questions in our Student Opinion column. Teachers, check out this guide to learn how you can incorporate them into your classroom.

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.

The Web of Life (Rights of Nature)

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The Web of Life (Rights of Nature)

Everything is connected in this world, you just have to open your eyes and see the bigger picture. AIU vows for an integral culture where your personal, academic and professional should be aligned to help you unleash your maximum potential and grow exponentially. #aiu #humanrights #education #unesco2030 #ExponentialGrowth #exponentialgrowth #integralculture #UniqueAndUnrepeatable #myaiu