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Alison & Catalyst 2030 launch the Disaster Management Hub

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Alison & Catalyst 2030 launch the Disaster Management Hub

Alison is proud to announce the launch of the Disaster Management Hub in association with Catalyst 2030. The hub brings together crucial and potentially life-saving information both on how individuals can survive disasters and how organisations can better respond to and resource disaster situations.

Catalyst 2030 is an organisation of social entrepreneurs united in their commitment to achieve the UN’s Sustainable Development Goals. Catalyst 2030 is composed of various dedicated groups specialising in particular areas. The Disaster Management Group, chaired by Alan Braithwaite, has worked closely with Alison in creating this unique and free resource that aims to radically alter how we respond to disasters.

 

The Alison Blog spoke to Alan about the fundamental roles that both social enterprise and education have to play in reshaping disaster relief.

Hi Alan, can you tell us a bit about the aims of Catalyst 2030 and your role in the organisation?

Catalyst 2030 is a movement of social entrepreneurs across the world who are coming together to try and have a significant impact on the achievement of the UN’s 17 Sustainable Development Goals. The proposition is that, compared to top-down government actions, social entrepreneurs on the ground can make a disproportionate difference in promoting and implementing change.

Catalyst 2030 came together just two years ago and already we’ve attracted over a thousand members. We’re sponsored and funded by some of the most significant charitable foundations in the world – Ashoka, the Schwab Foundation, the Scholl Foundation, Echoing Green and the Bill and Melinda Gates Foundation as well.

Catalyst 2030 is built around both geographical groups and groups who come together around various conceptual or operational  issues. I’m chairing the group on Disaster Management, organised around what we’ve called the three R’s of disaster: readiness, response and recovery.

We’re trying to craft and define a role for social entrepreneurs in the global system of how the world deals with disasters. There’s no question from the research that we’ve done that the way in which the world copes with disasters is broken. It’s characterised by not being as prepared for the obvious scenarios as one could be, arriving late, bringing the wrong things, leaving before people have had a chance to recover and all of the associated and well-documented questions of white colonial judgements as to what is good for people on the ground.

How did this collaboration between Catalyst 2030 and Alison come about? 

Mike Feerick, Alison’s CEO, is a member of Catalyst and we identified very early on that there was a lack of both knowledge and access to knowledge for social entrepreneurs, agencies and authorities in terms of what needed to be done in disaster and potential disaster situations. So Mike stuck his hand up and said Alison is one of the largest online providers of educational resources and knowledge. Also, while Alison is a for-profit social enterprise, they don’t charge the ultimate user so it’s free at the point of use. And so Mike offered this amazing organisation’s capability up to the group. So Alison has created, discovered and consolidated a relevant body of knowledge into a Disaster Management Hub that is easy to access.

Why is education so vital for disaster management?

If you’re in a disaster, it’s likely that you’ll never have encountered one before so having the ability to access basic information on what’s happening, and what would be good or not good to do, is really important. That’s the first thing.

The second thing is that we’re trying to create an organisational framework so that social entrepreneurs can be a credible resource in the disaster relief chain. We need resources and information to be made available so that social entrepreneurs, who haven’t necessarily dealt with disasters before, can pivot to help and leverage their resources. They need access to knowledge and understanding in the easiest possible way and so that’s the value in the Disaster Management Hub.

 

How do you hope to see the Disaster Management Hub on Alison work?

The Disaster Management Hub carves out a specific space for information that we can then promote easily. It will also help us to invite contributions and attract partners to the project. We’ve found that was there’s actually a lot of courses already on Alison that are extremely relevant. The hub allows us to centralise those resources and then expand them.

What role do you think social enterprises can play on the ground in disaster situations?

Social enterprises are generally speaking local. They’re on the ground, they’re trusted and they exist with the consent of their community. If and when disaster strikes, they’re already there. They very often have relationships with local government and therefore they’re in a position to pivot and offer support with logistics, resources and organisation much more quickly than external organisations.

We know from all of the anecdotes that when disaster strikes it often takes three or four days for the big agencies to start to appear because they often spend time competing with each other for resources, rather than worrying about the people that are affected.

If the people on the ground can be better organised through the capabilities of social entrepreneurs, then the international resources can be better informed and the relief will be more relevant, targeted and effective.

What are the next necessary steps in setting up Catalyst 2030’S Disaster Management Group?

We’ve got a clear strategic plan now and we’re in the process of creating a full-blown programme. Having formalised the training and education, we now have to devise an operating protocol so everybody knows what their role is in the future system.

Alongside education we’ve obviously also got to build partnerships. We need to create an understanding as to what the information and communications technology infrastructure will be to support information flow in a disaster situation and how that can be managed.

We also need to explore how we make funding available. For example, if an area is particularly prone to disasters then maybe there are things they can invest in that will both mitigate that and also produce a return. There’s a lot of experience now in impact investments and that’s something we’ve got to integrate into our operating system.

How Much Do Project Managers Make?

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How Much Do Project Managers Make?
How Much Do Project Managers Make?

Have you ever wondered how CEOs of big development companies oversee all of the apps their companies produce? Well, they don’t. That’s what Project Managers (PMs) are for.

Without Project Managers, all you have are high-level ideas and programmers trying to make them happen. Project Managers form the bridge between ideas and apps. Read on to learn how much Project Managers make, how their salaries vary by location and experience, and their daily responsibilities.

How much do Project Managers make?

In the U.S., a Project Manager makes around $88,907 on average. But, your salary will vary greatly depending on the company you’re with and the area in which you work.

There are also different kinds of Project Managers, and their salaries vary considerably. For instance, people with the title “IT Project Manager” earn significantly more, with salaries averaging $104,126 a year. This is likely because IT Project Managers may have more technical responsibilities, and the value of the products they create justifies a higher salary.

How much do Project Managers make at different companies?

As mentioned, your salary may also rise or drop based on the company you work for. The responsibilities involved and budget constraints vary greatly from one company to the next, so it makes sense that Project Managers’ salaries vary with them.

For example, a manager at Wipro makes a little less than average — around $80,443. Meanwhile, a Project Manager at Cisco Systems brings home a salary of $134,065. It’s important to remember that because each company’s projects are so different, what they pay their Project Managers will vary just as much.

The key, then, is to choose a company whose products align with your skillset. For example, if you want to focus on applications written in JavaScript and C++, you may want to gear your search towards companies whose applications are built using these or similar languages.

To gain both training and experience with JavaScript and C++, check out the courses below:

How much do Project Managers make in the Northeast?

Project Managers tend to make a little more in the Northeast than they do in much of the country. This is because the Northeast is home to many big-name companies who reward their employees handsomely for their work.

For example, in Boston, you can expect to earn an average of $93,500 a year. A few hours south, in New York City, you can expect to earn $95,250 as a Project Manager.

How much do Project Managers make on the West Coast?

Your pay as a Project Manager goes up even more if you work for companies on the West Coast. The competitive nature of Silicon Valley and other tech epicenters likely accounts for the boost in pay.

For example, Project Managers in San Francisco earn $103,872 a year. Further north, in Washington, you can expect to make $96,261 a year.

How much do Project Managers make in the Midwest?

While the salaries for Project Managers drop a little in the Midwest, you can still earn around the national average. For instance, in Milwaukee, Wisconsin, you can expect to bring in around $85,862 a year. And in Indianapolis, Indiana, Project Managers average $84,200.

Keep in mind that the cost of living in the Midwest is typically lower than on the Coasts. So, while salary expectations in the region might be slightly lower, there’s a good chance that the money will stretch just as far.

Project Manager salaries by experience level

Like many other professions, Project Managers make more the longer they’ve been in the field. The Project Management Institute recently released a report revealing the potential for significant earnings increases according to experience. For example:

  • Project Managers in the industry for less than three years earn an average of $83,000.
  • Between three and five years of experience earns you over 8% more, with an average of $90,000.
  • The jump is even more significant when you have between five and 10 years under your belt — 14.9%, or $103,407.
  • The climb is even steeper when you progress into the 10- to 15-year range: $120,000, which is 16% higher than the 5- to 10-year range.

What does a Project Manager do?

A Project Manager’s job comes with a diverse set of responsibilities. Depending on the company and situation, the most pivotal tasks tend to be focused around:

  • Developing new business solutions
  • Monitoring and measuring the success of projects
  • Strategizing
  • Leading teams

Developing new business solutions

A Project Manager doesn’t only guide existing ideas to success — they’re also responsible for coming up with the ideas themselves. For example, a Project Manager may meet with a company’s executives to figure out what kind of app will most appeal to a certain target market. In this way, as a Project Manager, you’re involved in every stage of a project’s life cycle, including the birth of the idea.

Monitoring and measuring the success of projects

Ensuring that projects proceed to a desirable outcome is central to a Project Manager’s job. To measure the success of the project you’re working on, you have to collect data along the way. This requires:

  • Quantifying success at different phases
  • Setting goals for team members
  • Designating time to evaluate progress
  • Finding ways to improve processes to meet goals

Strategizing

Strategy is a huge element of project management because it’s involved in everything, including deciding which projects to pursue, who should take on which responsibilities, and how to mitigate issues that pop up.

Strategy is also a key component of making sure individual team members stay motivated and driven to succeed. This may involve customizing schedules, setting different goals for certain individuals, or making allowances such as flexible hours or work-from-home arrangements.

Leading teams

As a Project Manager, your leadership ability will be one of your most important assets. Along with delegating tasks, you’ll need to find ways to keep people focused as well as hold them accountable for successes and failures. At the same time, regardless of whether a project is thriving or just surviving, you have to figure out how to keep your team motivated and invested.

How to start your Project Manager career

Our courses are a great way to start building the skills you’ll need as a Project Manager. To lead teams of programmers, you’ll first want to learn the basics of coding, and our Learn How to Code course will help you do just that.

Then, once you get a couple of programming languages under your belt, start building projects to familiarize yourself with the development process. Plus, expanding on your technical knowledge will make it easier to communicate with your dev teams and other stakeholders throughout your career. To get started, visit our project library.

Code Foundations Courses & Tutorials | Codecademy

Interested in learning how to code, but unsure where to start? Our Code Foundations domain provides an overview of the main applications of programming and teaches important concepts that you’ll find in every programming language. This content will prepare you to chart a course to a more technical c…

Word of the Day: lingua franca

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Word of the Day: lingua franca

1. a common language used by speakers of different languages

2. something that acts like a common language

_________

The term lingua franca has appeared in 16 articles on NYTimes.com in the past year, including on Oct. 15 in “Quebec Language Debate Spurs Eerie Sense of Déjà-Vu” by Dan Bilefsky:

Reducing the percentage of Francophone Quebecers who can attend English-language colleges is a measure that critics say will unfairly punish future generations of French-speaking Quebecers.

Julius Grey, an eminent human rights lawyer in Montreal, who has argued landmark cases before Canada’s Supreme Court, told me he feared that limiting English language education for Francophone young people would curtail their career horizons in a world in which the lingua franca is English.

“Francophones will be lulled into thinking you don’t need English for a successful career in North America, which is not the case,” he said.

Can you correctly use the term lingua franca 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 lingua franca can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try one of our monthly vocabulary challenges.

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.

Lesson of the Day: ‘Jan. 6 Panel Faces Difficult Questions as Anniversary of Capitol Riot Approaches’

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Lesson of the Day: ‘Jan. 6 Panel Faces Difficult Questions as Anniversary of Capitol Riot Approaches’

Featured Article: “Jan. 6 Panel Faces Difficult Questions as Anniversary of Capitol Riot Approaches” by Luke Broadwater and Emily Cochrane

On Jan. 6, 2021, rioters attacked the United States Capitol in an attempt to stop the certification of the 2020 presidential election and disrupt the peaceful transfer of power.

At least seven people died in connection with the riot, dozens more were injured and hundreds of workers in the Capitol were shaken and traumatized, further fracturing an increasingly partisan Congress — and country.

In June, the House of Representatives created a select committee to investigate what its organizing resolution called “the facts, circumstances and causes relating to the Jan. 6, 2021, domestic terrorist attack.” Since then, it has interviewed more than 300 witnesses, including the rioters themselves and White House officials close to President Donald J. Trump, and it is sorting through more than 35,000 documents.

In this lesson, you will learn more about the House committee investigating the events of Jan. 6 and the challenges it faces. Then, in a Going Further activity, you will act as a congressional committee member and create your own report for the American public (or your school community) about what happened that day and what we can learn from it.

Take a few minutes to reflect on the events and meaning of Jan. 6. Then, respond to the following prompts in writing or in discussion with a partner:

  • What do you remember about Jan. 6? What moments or images stand out to you?

  • What emotions did you experience as you heard, watched or read about the attack on the Capitol? Did you talk to friends or family members about what the nation was experiencing? What did you say?

  • Has your perspective changed over the past year?

  • What questions does Jan. 6 raise for you about democracy, justice or power? What else would you like to learn about that day?

Read the featured article, and then answer the following questions:

1. What is the purpose of the “Jan. 6 panel,” which is also referred to as a “congressional committee” and the “House select committee” in the article?

2. What challenges does the committee face in investigating the events of Jan. 6? What are at least two of the “difficult questions” they are confronting, according to the article?

3. How do Republicans and Democrats see the role of the committee and the events of Jan. 6 differently? Why have a majority of Republicans sought to downplay the attack on the Capitol, according to the article?

4. Representative Liz Cheney of Wyoming, one of two Republicans on the committee, has said “there’s absolutely no question that it was a dereliction of duty” on the part of President Trump. To what is she referring? What evidence supports this claim?

5. The committee is aiming to release a final report before the midterm elections in November. Make a prediction: What do you think will be the outcome of the committee’s investigation and report? What impact will it have? Will it help to protect the United States from threats to its elections and democracy?

1. Create your own Jan. 6 committee.

Nine members of Congress sit on the Select Committee to Investigate the January 6th Attack on the United States Capitol. The committee’s work is to:

  • investigate the facts, circumstances and causes relating to the domestic terrorist attack on the Capitol;

  • identify, review and evaluate the causes of and the lessons learned from the attack on the Capitol;

  • issue a final report to the House containing such findings, conclusions and recommendations for corrective measures.

Imagine your class is tasked with creating its own committee to investigate the events of Jan. 6. In a small group, analyze the evidence, document what happened and why, and then make recommendations. Then, pull together your findings into a report or presentation you can share with your class, school or community.

To conduct your investigation, you can draw upon The New York Times’s multimedia coverage of the Capitol riot and its aftermath below, or you might want to look at The Times’s U.S. Capitol Riot Topics Page:

Option 2: Share your thoughts and opinions: Is America’s democracy at risk?

What are the lessons of Jan. 6? Was the Capitol riot an anomaly in political life in America or a warning sign that the country’s democracy is in danger? Are you concerned about the integrity of the 2022 midterm elections or the 2024 presidential election? Add your own comments in our related Student Opinion question “How Worried Should We Be About Our Democracy?” and then read comments from teenagers around the world.

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

Vocabulary in Context: Metal Detector Discovery

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Vocabulary in Context: Metal Detector Discovery

The 13-year-old, Milly Hardwick, said that she, her father and her grandfather had been out in a field with metal detectors for several hours on a Sunday in Royston, England, and had not found a single item. Then, just after a lunch of sandwiches and cookies, they tried a different part of the field, where an organized dig was taking place. After about 20 minutes of searching, Milly said she heard the high-pitched beeping noise — “a lovely-sounding signal” — that a possible find.

Why You Should Consider Mentoring Other Developers

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Why You Should Consider Mentoring Other Developers
Why You Should Consider Mentoring Other Developers

No matter how smart, driven, or talented you are, everyone could use a little help. If you’ve got some experience under your belt and you’re considering mentoring other developers, you may be surprised to learn that it can often be a case of “who saved who?” Meaning: You can get as many benefits as your mentee.

Not sure what that looks like? Read on to learn the benefits of mentoring others, some of the best practices for mentors, and how the developer community fosters a supportive, mutually beneficial culture.

The benefits of developers mentoring other developers

There are so many reasons to mentor someone who’s been in your shoes before. But here are some of the most compelling pay-offs of mentoring a more junior developer:

You strengthen your own skillset

Sometimes the best way to learn something is to teach it. Perhaps you’ve heard of the rubber duck technique for debugging code. It goes like this:

You get a rubber duck, sit it down on your desk, politely request a few minutes of its time, and then start explaining everything from your debugging solution to the symptoms you see to the potential outcomes of the steps you’re thinking about taking. The verbalization process helps you self-review your approach and discover its strengths and weaknesses.

The mentoring process can have a similar outcome. As you teach your mentee, you reinforce your own knowledge of what you do while also gaining new insights into the all-important “why.”

This applies to both hard and soft skills. As you verbalize what you do and why, you get a chance to review your practices. You also undergo a kind of curation process: You end up only sharing stuff that’s worth sharing, segmenting the mental masterpieces from the muck.

You form professional connections that can pay off later

Each person you mentor may, hopefully, be in a position of power one day, and that can pay big dividends if you need a hand later on. This may be tough to picture if your potential mentee is younger, less experienced, and relatively new to development, but in this digitized business climate, change — and advancement — can happen quickly.

It’s possible that someone who’s now a green, wet-behind-the-ears mentee could eventually help you:

  • Secure a position at another company, specifically one they work for.
  • Put some political power behind an internal initiative you’re trying to champion at your company.
  • Learn a new coding language that you don’t have the time to muddle through on your own.

You get the satisfaction of giving back

Of course, some of the best benefits don’t involve any tangible payback at all — it just feels good to give back. Perhaps you got a hand while you were learning to code in a corporate environment or figuring out your professional path.

On the other hand, like many others, maybe you needed help and never got it. Either way, you can be the one to make someone else’s path a little smoother and more comfortable.

Developers mentoring other developers add a human, personal element to a profession that can often be eclipsed by the shadow cast by endless lines of code, algorithms, and detailed syntax. Sitting down for a brew — caffeinated or otherwise — with a mentee can provide you with a sense of balance.

Best practices for developers mentoring other developers

To maximize the benefits of the mentor/mentee relationship — for both parties — you may find the following best practices helpful:

Establish the type of mentor relationship

One of the most important best practices while entering a mentor/mentee relationship is establishing the kind of mentoring you’ll be doing. Here are some of the most common mentorship arrangements:

  • Onboarding. This is when you help a new team member understand how the company works, its internal development process, and the hard and soft skills they need to succeed there.
  • Formal mentorship. In a formal mentorship, a senior developer mentors a more junior one. They do this through a series of regular, structured meetings between the two. In some cases, a company may already have a formal mentorship program in place.
  • Informal mentorship. Informal mentorship happens more organically as people of different levels of experience work together. The mentorship happens informally — during code reviews, planning meetings, whiteboarding, and the like.

Carefully structure your interactions

If you’re entering into a more formal mentorship, there are ways to structure your interactions both when getting started and as the relationship rolls forward. This is best done using concrete objectives, questions, and long- and short-term goals. For example, when you’re just getting started, you can address questions like:

  • What elements of your background would be helpful to share?
  • What elements of your mentee’s background would be good to share?
  • What does the mentee hope to get from you as a mentor?
  • What topics will be covered as you move forward?
  • What’s the time commitment you’re both willing to give?

Then, as the arrangement takes shape, you’ll want to monitor its structure. Here are some questions that may be helpful to address:

  • Is the frequency of your meetings sufficient? Or is it a little too often or not often enough?
  • What are some short-term objectives you can tackle together?
  • How can you continually evaluate the success of the relationship?

Of course, how rigid you want to be about the structure of the arrangement is 100% up to you. You may even find that just keeping these questions and ideas in mind, without explicitly discussing them with your mentee, will help you put the right boundaries in place and get the most out of the relationship.

The importance of community when working as a developer

Some may be surprised to know that even though it may often be just you and your computer much of the time, community plays a huge role in a developer’s success. The support you get pays off when it comes to both how you work and feel about what you’re doing. For instance, a sense of community amongst developers can:

  • Give you allies for solving problems.
  • Provide a listening ear when you feel frustration starting to creep in.
  • Gather support for large-scale initiatives, making them happen quicker.
  • Result in new technologies — easier ways to accomplish complex tasks.

Also, the developer community has a healthy sense of competition — not in a cutthroat sense, but in a way that ensures the bar is raised high and kept there. As part of the community, you’ll want to continue challenging yourself to keep up with — and impress — your peers.

Finding mentoring opportunities

Ready to share your knowledge with other developers? You can find tons of informal mentoring opportunities right here on Codecademy. Learners of all experience levels flock to our forums to share their projects and professional insights, helping each other solve problems and find new opportunities for growth.

Or, if you’re looking for a more formal, structured mentoring opportunity, why not check out your local Chapter? You’ll find Codecademy Chapters around the world, and they’re a great place to meet and connect with other developers. They’re also rife with collaborative opportunities, and you might even get a chance to guide new developers in a group project, like the React app built by members of our Detroit chapter in the video below:

Little Red House

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Little Red House

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

Post it in the comments, then read the related article 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.

Word of the Day: incognito

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Word of the Day: incognito

adverb: without revealing one’s identity

adjective: with one’s identity concealed

_________

The word incognito has appeared in 32 articles on NYTimes.com in the past year, including on Sept. 3 in “Bianca Andreescu Returns to the U.S. Open With Winning on Her Mind” by Christopher Clarey:

So much has changed since her first visit, but Bianca Andreescu is still undefeated at the U.S. Open, where she swept to the 2019 title in precociously grand style, defeating Serena Williams in straight sets in the final at age 19.

After playing no official matches in 2020, she is back in the third round this year, but is also looking back.

… It felt so familiar, and yet so strange. Andreescu walked into the interview room as if she were intent on remaining incognito, mask on, hoodie up, eyes barely visible…

Can you correctly use the word incognito 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 incognito can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try one of our monthly vocabulary challenges.

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.

Tips on Chasing the Truth

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Tips on Chasing the Truth

Page 3 of 10

BE SPECIFIC AND PRECISE Your investigation should include names, dates, legal and financial information, on- the- record interviews, and documents. Without those ingredients an investigation will lack bite, as Judd’s 2015 interview with Variety proved, and can even do harm, as was the case with the factually flawed Rolling Stone story about sexual assault at the University of Virginia. Impact in journalism comes from specificity— proof, patterns, and stories that come to life. In investigative journalism, knowing about incriminating documents is good; seeing them is excellent; and having copies is best.

FIND SOURCES Start by researching your topic. To look for sources with firsthand experience, you can search through public records like Nexis and social media sites like LinkedIn. But it’s also important to network, asking for introductions from experts and intermediaries. If your investigation is particularly sensitive, you may have to find back channels to contact the most relevant sources. In our case, we took all kinds of circuitous routes to reach actresses directly

is reliable and sound, advocates and policymakers may grab the ball and push for specific solutions to the problems you have uncovered. Investigative journalists follow facts, not an activist’s agenda.

· 234 ·

What’s Going On in This Graph? | Jan. 12, 2022

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What’s Going On in This Graph? | Jan. 12, 2022

4. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button to address that student directly.

On Wednesday, Jan. 12, teachers from our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time.

5. By Friday morning, Jan. 14, we will reveal more information about the graph, including a free link to the article that includes this graph, at the bottom of this post. We encourage you to post additional comments based on the article, possibly using statistical terms defined in the Stat Nuggets.

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

More?

• See all graphs in this series or collections of 60 of our favorite graphs, 28 graphs that teach about inequality and 24 graphs about climate change.

• View our archives that link to all past releases, organized by topic, graph type and Stat Nugget.

• Learn more about the notice and wonder teaching strategy from this 5-minute video and how and why other teachers are using this strategy from our on-demand webinar.

• Sign up for our free weekly Learning Network newsletter so you never miss a graph. Graphs are always released by the Friday before the Wednesday live-moderation to give teachers time to plan ahead.

• Go to the American Statistical Association K-12 website, which includes teacher statistics resources, Census in the Schools student-generated data, professional development opportunities, and more.

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.

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