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Research is formalized curiosity. It is poking and prying with a purpose. - Zora Neale Hurston

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Greetings, everyone!  Welcome to our Padlet thought capture tool.

Please take a moment to post your name, current position, and one interesting piece of information you are willing to share about yourself. For those that prefer to draw, post a picture you have created (using the built-in app tool).

See you soon,
TF

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Data from the Census Bureau show where the poor live.

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This word is stretching my thinking of the individuals I come in contact with everyday that might be going through the same or similar level of stress, anxiety and pressure due to the natural consequences of being a human.

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n. the realization that each random passerby is living a life as vivid and complex as your own-populated with their own ambitions, friends, routines, worries and inherited craziness-an epic story that...

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If you steal from one author it's plagiarism; if you steal from many it's research. - Wilson Mizner

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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Filterable US Race/Income map

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Justice Map - Visualize race and income data for your community.

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High resolution map of race and income in the US. Also includes a set of open map layers, an API, tools to build your own maps, and more.

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https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

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This article by Kendra Cherry (https://www.verywellmind.com/general-rules-for-apa-format-2794840) is simple as it lists 12 basic rules for following APA format.

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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Demographics

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Created by Dustin Cable, July 2013

Frequently Asked Questions
Access and Use Policy - describes how this map should be cited and used.
Congressional Dot Map with election results.
High Resolution Image of the Racial Dot Map

The map was created by Dustin Cable, a former demographic researcher at the University of Virginia's Weldon Cooper Center for Public Service. Brandon Martin-Anderson from the MIT Media Lab and Eric Fischer, creator of social media dot maps, deserve credit for the original inspiration for the project. This map builds on his work by adding the Census Bureau's racial data, and by correcting for mapping errors.

Each of the 308 million dots are smaller than a pixel on your computer screen at most zoom levels. Therefore, the "smudges" you see at the national and regional levels are actually aggregations of many individual dots. The dots themselves are only resolvable at the city and neighborhood zoom levels.

Each dot on the map is also color-coded by race and ethnicity. Whites are coded as blue; African-Americans, green; Asians, red; Hispanics, orange; and all other racial categories are coded as brown.

Since dots are smaller than one pixel at most zoom levels, colors are assigned to a pixel depending on the number of colored dots within that pixel. For example, if a pixel contains a number of White (blue dots) and Asian (red dots) residents, the pixel will be colored a particular shade of purple according to the proportion of each within that pixel.

Different shades of purple, teal, and other colors can therefore be a measure of racial integration in a particular area. However, a place that may seem racially integrated at wider zoom levels may obscure racial segregation at the city or neighborhood level.

Take the Minneapolis-St. Paul metro area as an example:

While Minneapolis and St. Paul may appear purple and racially integrated when zoomed out at the state level, a closer look reveals a greater degree of racial segregation between different neighborhoods in both cities. While some areas remain relatively integrated, there are clear delineations between Asian, black, and white neighborhoods.

Toggling between color-coded and non-color-coded map views in lightly populated areas provides more contrast to see differences in population density. Take North and South Dakota as illustrative examples:

In the black and white version, it is easier to see the smaller towns and low-density areas than in the color-coded version. Different monitor settings and configurations may make it harder or easier to see color variations in lightly populated areas, but the non-color-coded map should always show differences in population density fairly well.

The locations of the dots do not represent actual addresses. The most detailed geographic identifier in Census Bureau data is the census block. Individual dots are randomly located within a particular census block to match aggregate population totals for that block. As a result, dots in some census blocks may be located in the middle of parks, cemeteries, lakes, or other clearly non-residential areas within that census block. No greater geographic resolution for the 2010 Census data is publicly available (and for good reason).

A more accurate portrayal of the geographic distribution of residents is possible if data is available on the location of parks, buildings, and/or physical addresses. Individual dots could therefore be conditionally placed based on this data.

All of the data displayed on the map are from the U.S. Census Bureau 2010 Summary File 1 (SF1) dataset made publicly available through the National Historical Geographic Information System from the U.S. Census Bureau. Table P5, "Hispanic or Latino Origin by Race," was merged with block-level state shapefiles from the National Historical Geographic Information System. The data is based on the "census block," the smallest area of geography for which data is collected (roughly equivalent to a city block in an urban area). Five racial categories were created based on the data in table P5: non-Hispanic White, non-Hispanic Black, non-Hispanic Asian, Hispanic or Latino, and a category for all other racial categories including the multiracial identifications. The sum of all five categories equals the total population.

Python was used to read the 50 state and District of Columbia shapefiles (with the merged SF1 data). The GDAL and Shapely libraries were used to read the data and create the point objects. The code retrieves the population data for each census block, creates the appropriate number of geographic points randomly distributed within each census block, and outputs the point information to a database file. The resulting file has x-y coordinates for each point, a quadkey reference to the Google Maps tile system, and a categorical variable for race. The final database file has 308,745,538 observations and is about 21 GB in size. The processing time was about five hours for the entire nation.

The database file was then sorted by quadkey and converted to a .csv format. SAS was able to do this within an hour without crashing.

Processing 2.0.1 for 64-bit Windows was used to create the map tiles. The Java code reads each point from the .csv file and plots a dot on a 512×512 .png map tile using the quadkey reference and x-y coordinates. The racial categorical variable is used to color-code each plotted dot. This process used the default JAVA2D renderer, but other platforms may work better using P2D. Map tiles were created for Google Maps' zoom levels 4 through 13 to make the final map. A non-color-coded map was also produced to help add more contrast for lightly populated areas. In total, the color-coded and non-color-coded maps contain 1.2 million .png files totaling about 7 GB. Producing all of the map tiles in Processing took about 16 hours for the two maps.

The Google Maps API is used to display the map tiles. Map tiles with zero population are never created using the above method. Therefore, an index was used to tell the map application whether a tile exists in order to prevent 404 errors.

The entire code is up on GitHub and was adapted from code developed by Brandon Martin-Anderson and Peter Richardson in order to account for the racial coding and errors in reading the shapefiles.

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Created by Dustin Cable, July 2013 Frequently Asked Questions Access and Use Policy - describes how this map should be cited and used. Congressional Dot Map with election results. High Resolution Image of the Racial Dot Map The map was created by Dustin Cable, a former demographic researcher at the University of Virginia's Weldon Cooper Center for Public Service.

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by Chelsea Lee

If you write about students in elementary, middle, or high school, then you've had to consider how to write grade numbers: eighth grade? 8th grade? Grade 8? Which is right? Should there be a hyphen?

In APA Style, the rules for presenting numbers apply to the presentation of grade numbers. This post will explain the most common formats.
Grade + a Numeral
When the word grade is followed by a numeral, always capitalize grade and use a numeral for the grade number.
Ordinal Number + Grade
When writing a grade in its ordinal form, use words for Grades 1-9 and numerals for Grades 10, 11, and 12.

However, if an ordinal number 10 or above starts a sentence, then use words.

Also, if you are writing four or more grades in the same sentence, then use numerals for all of them.
Hyphens With Grade Numbers
Use a hyphen with a grade number when the ordinal form is used as a compound adjective before a noun. Otherwise, do not use a hyphen with a grade number.

If several ordinal grades are presented in a series of compound adjectives, then use hyphens with each.
Grade Names Without Numbers
Lowercase nonnumerical words referring to grades or groups of grades (except for the K in pre-K and K-12). Also note that compounds written with the word school do not use a hyphen (e.g., high school students), because these terms are written as open compounds per Merriam-Webster's Dictionary.
On the Value of Rephrasing
Sometimes these rules intersect in ways that may make a sentence look awkward; in the sentence below, it is correct to use a word for ninth and numerals for 10th and 11th, and although there is nothing wrong with this from an APA Style perspective, it may set off internal alarm bells for you.

Often the awkwardness can be resolved by rephrasing the sentence. Although this is not required, it may make you feel happier about your writing, and we are all for you feeling happy about your writing.

For more on numeral usage, see Sections 4.31-4.38 (pp. 111-114) of the sixth edition of the Publication Manual. If you have additional questions about how to write about grades in APA Style, leave a question in the comments section.

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APA Style Blog: How to Write Grade Numbers in APA Style

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by Chelsea Lee If you write about students in elementary, middle, or high school, then you've had to consider how to write grade numbers: eighth grade? 8th grade? Grade 8? Which is right? Should there be a hyphen? In APA...

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GRACE Gorilla Forest Corridor | Explore.org

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Watch live video of gorillas at the Gorilla Rehabilitation and Conservation Education Center (GRACE) in the Democratic Republic of the Congo, Africa. Watch as the gorilla's pass through, graze on vegetation, and make their nest for their overnight slumber

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CEL 4 Dimensions of Instructional Leadership

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CEL 4 Dimensions of Instructional Leadership

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4 Dimensions of Instructional Leadership  CEL

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Learning Policy Update

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Interactive map highlighting a number of key factors that reflect and influence teacher supply and attrition. http://bit.ly/2ctRs2u

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The Poverty Trap: Slack not Grit Creates Student Achievement 

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The Poverty Trap: Slack not Grit Creates Student Achievement 

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http://www.citationmachine.net/apa/cite-a-book

https://academicguides.waldenu.edu/writingcenter/apa

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Robin DiAngelo: All systems of oppression are highly adaptive, and they can adapt to challenges and incorporate them. They can allow for exceptions. And I think the most effective adaptation of the system of racism to the challenges of the civil rights movement was to reduce a racist to a very simple formula. A racist is an individual - always an individual, not a system - who consciously does not like people based on race - must be conscious - and who intentionally seeks to be mean to them. Individual, conscious, intent. And if that is MY definition of a racist, then your suggestion that anything I've said or done is racist or has a racist impact, I'm going to hear that as: you just said I was a bad person. You just put me over there in that category. And most of my bias anyway is unconscious. So I'm not intending, I'm not aware. So now I'm going to need to defend my moral character, and I will, and we've all seen it. It seems to be virtually impossible based on that definition for the average white person to look deeply at their socialization, to look at the inevitability of internalizing racist biases, developing racist patterns, and having investments in the system of racism - which is pretty comfortable for us and serves us really well. I think that definition of a racist, that either/or, what I call the good/bad binary is the root of virtually all white defensiveness on this topic because it makes it virtually impossible to talk to the average white person about the inevitable absorption of a racist world-view that we get by being literally swimming in racist water.

White fragility is meant to capture the defensiveness that so many white people display when our world views, our identities or our racial positions are challenged. And it's a very familiar dynamic. I think there's a reason that term resonated for so many people. I mean even if you yourself are to explain white fragility it's fairly recognizable that in general white people are really defensive when the topic is racism and when they are challenged racially or cross racially.

So the fragility part is meant to capture how easy it is to trigger that defensiveness. For many white people the mere suggestion that being white has meaning will set us off. Another thing that will set us off is generalizing about white people. Right now I'm generalizing about white people, and that questions a very precious ideology, which is: most white people are raised to see ourselves as individuals. We don't like being generalized about. And yet social life is patterned and observable and predictable in describable ways. And while we are, of course, all unique individuals, we are also members of social groups. And that membership is profound. That membership matters.

We can literally predict whether my mother and I were going to survive my birth and how long I'm going to live based on my race. We need to be willing to grapple with the collective experiences we have as a result of being members of a particular group that has profound meaning for our lives. We live in a society that is deeply separate and unequal by race. I think we all know that. How we would explain why that is might vary, but that it's separate and unequal is very, very clear.

While we who are white tend to be fragile in that it doesn't take much to upset us around race, the impact of our response is not fragile at all. It's a kind of weaponized defensiveness, weaponized hurt feelings. And it functions really, really effectively to repel the challenge. As a white person I move through the world racially comfortable virtually 24/7. It is exceptional for me to be outside of my racial comfort zone, and most of my life I've been warned not to go outside my racial comfort zone.

And so on the rare occasion when I am uncomfortable racially it's a kind of throwing off of my racial equilibrium, and I need to get back into that. And so I will do whatever it takes to repel the challenge and get back into it. And in that way I think white fragility functions as a kind of white racial bullying, to be frank. We make it so miserable for people of color to talk to us about our inevitable and often unaware racist patterns that we cannot help develop from being socialized into a culture in which racism is the bedrock and the foundation. We make it so miserable for them to talk to us about it that most of the time they don't, right? We just have to understand that most people of color that are working or living in primarily white environments take home way more daily slights and hurts and insults than they bother talking to us about.

Because their experience is: they're going to risk more punishment. They're going to lose the relationship. They're going to have their experience minimized, explained away. They're going to cause the person to feel attacked or hurt. And in that way white fragility functions as a kind of everyday white racial control. None of that has to be intentional or conscious, but that is how it functions. And there's a question that's never failed me in my efforts to unpack, "How do we pull this off?" How do so many of us who are white individually feel so free of racism and yet we live in a society that is so profoundly separate and unequal by race? And the question that's never failed me is not, "Is this true or is this false, is this right or is this wrong," but: "How does it function? How do these narratives that I tell, how do they function?"

When I tell you "Well, I'm just an individual. Why can't we all just be individuals?"

When I tell you, "I was taught to treat everyone the same."

When I tell you, "but it's focusing on race that divides us."

When I tell you, "but I have lots of friends of color!"

Those narratives have not changed our outcome, and they function to take race off the table and to exempt the person from any further engagement. And in doing that they function to protect the current racial hierarchy and the white position within it. It doesn't have to be what I'm intending to do, but it is the impact of those narratives.

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Why "I'm not racist" is only half the story

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Robin DiAngelo: All systems of oppression are highly adaptive, and they can adapt to challenges and incorporate them. They can allow for exceptions. And I think the most effective adaptation of the system of racism to the challenges of the civil rights movement was to reduce a racist to a very simple formula.

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Gloria Ladson-Billings - Successful Teachers of African American Children

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

On the IAT, you may find it easier to pair certain attributes with one group of people compared to another. Your IAT results may depart from your personal beliefs.

Note: This site is designed for adults, aged 18 or older.

Data Privacy: Data exchanged with this site are protected by SSL encryption. Project Implicit uses the same secure hypertext transfer protocol (HTTPS) that banks use to securely transfer credit card information. This provides strong security for data transfer to and from our website. IP addresses are routinely recorded, but are completely confidential. For research purposes, data without directly identifying information is made publicly available. You can find more information on our Data Privacy page.

Important disclaimer: In reporting to you results of any IAT test that you take, we will mention possible interpretations that have a basis in research done (at the University of Washington, University of Virginia, Harvard University, and Yale University) with these tests. However, these Universities, as well as the individual researchers who have contributed to this site, make no claim for the validity of these suggested interpretations. If you are unprepared to encounter interpretations that you might find objectionable, please do not proceed further. You may prefer to examine general information about the IAT before deciding whether or not to proceed.

If you have questions about the study, please contact Project Implicit at questions@projectimplicit.net. To obtain more information about the study, ask questions about the research procedures, express concerns about your participation, or report illness, injury or other problems, please contact:

Tonya R. Moon, Ph.D.
Chair, Institutional Review Board for the Social and Behavioral Sciences
One Morton Dr Suite 500
University of Virginia, P.O. Box 800392
Charlottesville, VA 22908-0392
Email: irbsbshelp@virginia.edu
Website: https://research.virginia.edu/irb-sbs
Website for Research Participants: https://research.virginia.edu/research-participants

I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed using a touchscreen OR using a keyboard.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Simon Sinek

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What makes a great leader? Management theorist Simon Sinek suggests, it’s someone who makes their employees feel secure, who draws staffers into a circle of trust. But creating trust and safety -- especially in an uneven economy -- means taking on big responsibility.

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I referenced this in our discussion in class:

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I referenced this in our discussion in class:

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#1 NEW YORK TIMES BESTSELLER * From the National Book Award-winning author of Stamped from the Beginning comes a "groundbreaking" ( Time ) approach to understanding and uprooting racism and inequality in our society-and in ourselves. "The most courageous book to date on the problem of race in the Western mind."- The New York Times (Editors' Choice) ONE OF THE BEST BOOKS OF THE YEAR- The New York Times Book Review, Time, NPR, The Washington Post, Shelf Awareness, Library Journal, Publishers Weekly, Kirkus Reviews How to Be an Antiracist , Kendi takes readers through a widening circle of antiracist ideas-from the most basic concepts to visionary possibilities-that will help readers see all forms of racism clearly, understand their poisonous consequences, and work to oppose them in our systems and in ourselves.

Antiracism is a transformative concept that reorients and reenergizes the conversation about racism-and, even more fundamentally, points us toward liberating new ways of thinking about ourselves and each other. At its core, racism is a powerful system that creates false hierarchies of human value; its warped logic extends beyond race, from the way we regard people of different ethnicities or skin colors to the way we treat people of different sexes, gender identities, and body types. Racism intersects with class and culture and geography and even changes the way we see and value ourselves. In

Kendi weaves an electrifying combination of ethics, history, law, and science with his own personal story of awakening to antiracism. This is an essential work for anyone who wants to go beyond the awareness of racism to the next step: contributing to the formation of a just and equitable society.

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How to Be an Antiracist [Kendi, Ibram X.] on Amazon.com. *FREE* shipping on qualifying offers. How to Be an Antiracist

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Jennifer Gonzalez on the Aerodynamics of Exceptional Schools | SXSW EDU

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First Draft (outdated) Nowak Annotated Bibliography

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Mark Gnewuch's Annotated Bibliography Link:

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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This video clip substantiates my thinking of the public school system in our country. The system has been filtering specific individuals through choosing their lifes outcomes. We as education professionals are continuing to allow this system to do what it has been designed to do at the expense of our students and families that have potential. This clip stretches my thinking because it is causing me to think of what I can do as an agent of change to disrupt the system to ensure my students encounter equitable education opportunities. I want to have an influence and play a role of exposing the average in my building, but designing our systems and instructional practices to edges to increase the talent pool in our student population.

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1. What are the most important values you demonstrate as a leader?
2. How have you gained commitment from your team?
3. What kind of criticism do you receive the most?
4. What is your greatest strength/weakness?
5. How do you go about getting cohesion among your team, especially with an individual that disagrees with your decision?
6. What is the most difficult part/the challenges you face being a leader?
7. What is the most significant change you brought to your organization?
8. Have you ever taken a position you were unqualified for? What was it and how did you learn your job responsibilities?
9. What is your leadership style?
10. What do you want your legacy to be?

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Mark Gnewuch - Leader Interview Questions

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Mark Gnewuch - Leader Interview Questions

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1. How do you view yourself as a leader? How would you describe your leadership style?

2. What values are most important to you as a leader?

3. Do the rules apply to everyone? When is it okay to break policy? Can you tell me about a time when you broke the rules/went against policy?

4. How do you respond to criticism? How do you manage leadership anxiety?

5. How do you handle disagreements amongst co-workers?

6. How do you monitor the performance of the people that you have to lead? How do you handle performance issues?

7. How do you measure your own performance at work?

8. How do you view change in your organization?

9. Who is your favorite leader? Why? If you could ask him/her any questions you wanted to, what would you ask?

10. If you could put any message on a billboard, what would it be?

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Just see "Literature Review" in document.

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Annotated Bibliography