References

How to Get Student Data

To obtain student data on the survey questions for DataSpace, you first must create an account at this website using your email as your username (less than 40 characters) and you can choose any password you like (less than 20 characters). Please remember/write down this password to be used for the next step.

After successfully creating your account, you can then go to the data retrieving tool located here . Enter in your email and password and select which data you would like to download.

Please note that you will only retrieve data from students who enter YOUR EMAIL/USERNAME in the instructor email section for the surveys.

Please contact kuipers@grinnell.edu if you encounter any issues.

NYPD

Authors: Shonda Kuiper and Yusen He

¹Associated Press (2009). Police stop more than 1 million people on street. Retrieved from http://www.nbcnews.com/id/33230464/

²Long, C. (2009). “Police Stop More Than 1 Million People on Street”, Newsday, October 9, 2009.

³ NYPD Stop, Question, and Frisk Data. Retrieved from https://www1.nyc.gov/site/nypd/stats/reports-analysis/stopfrisk.page

⁴New York Civil Liberties Union. (2015). Retrieved from http://www.nyclu.org/content/stop-and-frisk-data

⁵Gelman, Fagan, & Kiss. (2012). An Analysis of the New York City Police Department's “Stop-and-Frisk” Policy in the Context of Claims of Racial Bias. Retrieved from http://www.stat.columbia.edu/~gelman/research/published/frisk9.pdf

⁶Katz, Lewis R. (2004). “Terry v. Ohio at Thirty-Five: A Revisionist View (PDF)”. Mississippi Law Journal. 74

⁷Goldstein. (2013). Judge Rejects New York’s Stop-and-Frisk Policy. Retrieved from http://www.nytimes.com/2013/08/13/nyregion/stop-and-frisk-practice-violated-rights-judge-rules.html?mcubz=1

⁸New York Civil Liberties Union. (2014). REPORT: NYPD STOP-AND-FRISK ACTIVITY IN 2013. Retrieved from https://www.nyclu.org/en/publications/report-nypd-stop-and-frisk-activity-2013-2014

⁹ New York City Bar Association. (2013). Report on the NYPD's Stop-And-Frisk Policy. Retrieved from https://www2.nycbar.org/pdf/report/uploads/20072495-StopFriskReport.pdf

Additional Resources

Fagan. (2010). Report of Jeffrey Fagan, Ph.D. Retrieved from http://ccrjustice.org/sites/default/files/assets/files/Expert_Report_JeffreyFagan.pdf

Ridgeway. (2007). Analysis of Racial Disparities in the New York Police Department's Stop, Question, and Frisk Practices. Retrieved from http://www.rand.org/pubs/technical_reports/TR534.html

Images

Villa, Giandrea. (2019). NYPD car racing in New York [Photograph]. Unsplash. https://unsplash.com/photos/m7cSgimQjfs

Rits, Toms. (2019). [Photograph]. Unsplash. https://unsplash.com/photos/43B1BtOd0Ig

Tobias. (2016). Central Park police officers [Photograph]. Unsplash. https://unsplash.com/photos/WQRN78-LTVk

Jusdevoyage. (2020). [Photograph]. Unsplash. https://unsplash.com/photos/bjw-EPfz_lc

Covid-19

Authors: Shonda Kuiper and Bowen Mince

Bureau, U. S. C. (2021, March 10). Initial Impact of COVID-19 on U.S. Economy More Widespread Than on Mortality. The United States Census Bureau. https://www.census.gov/library/stories/2021/03/initial-impact-covid-19-on-united-states-economy-more-widespread-than-on-mortality.html.

Castro, R., Luz, P. M., Wakimoto, M. D., Veloso, V. G., Grinsztejn, B., & Perazzo, H. (2020). COVID-19: a meta-analysis of diagnostic test accuracy of commercial assays registered in Brazil. The Brazilian Journal of Infectious Diseases, 24(2), 180–187. https://doi.org/10.1016/j.bjid.2020.04.003

Centers for Disease Control and Prevention. (n.d.). COVID-19 Pandemic Planning Scenarios. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/hcp/planning-scenarios.html.

Mehta, S., Machado, F., Kwizera, A., Papazian, L., Moss, M., Azoulay, É., & Herridge, M. (2021). COVID-19: a heavy toll on health-care workers. The Lancet Respiratory Medicine, 9(3), 226–228. https://doi.org/10.1016/s2213-2600(21)00068-0

Images

Ffikretow. (2020). Corona virus economic impact concept image. 3d illustration. [Illustration]. Shutterstock. https://www.shutterstock.com/image-illustration/corona-virus-economic-impact-concept-image-1654034092

Brexit

The Chance Project: (https://www.causeweb.org/wiki/chance/index.php/Main_Page) has resources that emphasize using current news media as motivation for studying issues in probability and statistics. A highlight of the web site is the monthly Chance News (which now functions as a wiki), abstracting recent articles from newspapers and magazines with suggestions for pedagogical uses.

CAUSEweb: (https://www.causeweb.org/) the Consortium for the Advancement of Undergraduate Statistics Education, has helpful resources for teaching an introductory statistics course, including class examples, labs, homework assignments, data sets, cartoons, songs, jokes, and quotes. This site also houses information about the biennial U.S. Conference on Teaching Statistics and the Electronic Conference on Teaching Statistics.

iNZight: (https://www.stat.auckland.ac.nz/~wild/iNZight/index.php)

Significance: (http://onlinelibrary.wiley.com/doi/10.1111/sign.2015.12.issue-4/issuetoc)

Statland: (http://statland.org/statland.htm)

StatSci: (http://www.statsci.org)

Racer

Images

Dennahey, Kevin. (2020). Red and White Ferrari [Photograph]. Unspash. https://unsplash.com/photos/gRnroxjBykg

Zaugg, Yannis. (2020). Typical Swiss Alps traffic [Photograph]. Unspash. https://unsplash.com/photos/FfJdtXauFxs

Geenhouse

Images

Tomas, Gabriel. (2020). The horses [Photograph]. Unsplash. https://unsplash.com/photos/bdW8PRRsfv0

Zeppelin, Red. (2021). Farmers prepping the once lush green fields on a dust Spring afternoon in Devon [Photograph]. Unsplash. https://unsplash.com/photos/GNhlIrxu1h0

Statistically Grounded

Images

Hillier, Nick. (2017). Jacked Up [Photograph]. Unsplash. https://unsplash.com/photos/ozKgHSxluxQ

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