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	<title>Trinity Banter | Nicole Sagullo | Activity</title>
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				<title>Nicole Sagullo commented on the post, , on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2013/02/lottery-analysis/#comment-4703</link>
				<pubDate>Tue, 09 Apr 2013 18:22:34 -0400</pubDate>

									<content:encoded><![CDATA[<p>Sorry! For readers looking for Tate&#8217;s review, the pdf can be found at: <a href="http://nepc.colorado.edu/files/TTR-Lottery-Tate_0.pdf" rel="nofollow ugc">http://nepc.colorado.edu/files/TTR-Lottery-Tate_0.pdf</a></p>
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				<title>Nicole Sagullo wrote a new post, Teacher Licensing Research, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2013/04/teacher-licensing-research/</link>
				<pubDate>Fri, 05 Apr 2013 15:38:08 -0400</pubDate>

									<content:encoded><![CDATA[<p><strong>Question: </strong><span>How do alternative routes to teaching, like Teach For America, compare to elementary teacher licensing requirements in terms of preparation? </span> <strong>Relevance:</strong> Teacher preparation and requirements have changed over time to address students with different needs, such as special education and language barriers. As the pool of applicants to teach has decreased, alternative routes to teaching [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Opening Education Policy to High Schoolers, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2013/03/4052/</link>
				<pubDate>Fri, 08 Mar 2013 17:25:42 -0500</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="https://lh6.googleusercontent.com/EWP-d7p11ImrZ8GlgK2EjQ5n4jDt2w8eWCKMOrhe6PO8QEtkgx5RojioT0jScJfWF_Zf4Fw8rvBKUr2mKo97AqlKXwbQEPBVXYidHKtQv839ZlHZjOY9mho6gw" width="75" height="100" alt="Thumbnail" />A Day on the Hill is an incredible event of the Connecticut Association of Boards of Education (CABE). The event allows for superintendents, school administrators, and students to hear from and talk with state legislators about issues surrounding education policy. The event included remarks by Govenor Dannel P. Malloy, Senator Andrea Stillman, Representative Andy Fleishmann, and [&#8230;]</p>
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				<title>Nicole Sagullo commented on the post, Where are we racing to exactly?, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2013/02/where-are-we-racing-to-exactly/#comment-4063</link>
				<pubDate>Mon, 25 Feb 2013 22:29:33 -0500</pubDate>

									<content:encoded><![CDATA[<p>&#8220;Race to Nowhere&#8221; seems to question the purpose of school and its discrepancy with the structure of school. The opening narrative of the director is compelling; the emotional pull on heartstrings of hearing about or witnessing first hand the stress of schoolchildren is an effective method on the part of the director. The effectiveness of [&#8230;]</p>
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				<title>Nicole Sagullo commented on the post, Video Analysis: American Teacher, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2013/02/video-analysis-american-teacher/#comment-4059</link>
				<pubDate>Mon, 25 Feb 2013 22:15:34 -0500</pubDate>

									<content:encoded><![CDATA[<p>This film seemed to focus on issues with the occupation of teaching. The basis of which seems to be set on wages. In this analysis, the illustration of hours teachers actually work and are assumed to work proves an important point of the film. The dropping of wages and historical reasons also show the difficulty [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, When did quality education become a gamble?, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2013/02/lottery-analysis/</link>
				<pubDate>Mon, 25 Feb 2013 01:18:22 -0500</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/edreform/files/2013/02/Screen-shot-2013-02-24-at-2.52.52-PM.png" width="160.06944444444" height="100" alt="Thumbnail" />The Lottery takes an interesting approach to looking at education. The opening scene starts at a public lottery, the system through which students are selected for charter schools. Eva Moskowitz, founder of Harlem Success Academy, states the thesis of the film in the first 3 minutes of the film, “The notion that one has to get [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Plagiarism Exercise, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2013/02/plagiarism-exercise-2/</link>
				<pubDate>Fri, 15 Feb 2013 21:38:45 -0500</pubDate>

									<content:encoded><![CDATA[<p><strong>Objective:</strong> In order to avoid plagiarism, one must first learn how to plagiarize. <span>In this post, I show different ways of plagiarizing, while the last two demonstrate how to paraphrase properly. </span><span> </span> <strong>Original text: </strong> <strong></strong><span>No measure is perfect, but the estimates of value-added and other “growth models,” which attempt to isolate the “true effect” of an individual teacher through his or [&#8230;]</span></p>
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				<title>Nicole Sagullo commented on the post, Mental Tests: How to self-navigate the library, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2013/02/mental-tests-how-to-self-navigate-the-library/#comment-3884</link>
				<pubDate>Tue, 12 Feb 2013 16:02:11 -0500</pubDate>

									<content:encoded><![CDATA[<p>Thank you. I did not know CTW and ILL differed, so that is helpful. I regret not being able to meet with a librarian or with you before this post. Your response, however, is incredibly helpful. I did not notice the &#8220;Full Text Available&#8221; via pdf, so thank you for pointing that out. This testing [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Mental Tests: How to self-navigate the library, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2013/02/mental-tests-how-to-self-navigate-the-library/</link>
				<pubDate>Sat, 09 Feb 2013 01:37:47 -0500</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/edreform/files/2013/02/Screen-shot-2013-02-09-at-3.29.38-PM.png" width="206.21468926554" height="100" alt="Thumbnail" /><strong>Question: </strong><em>How can you find Robert Yerkes’ Army alpha and beta tests? </em> For our next class we’ll analyze intelligence tests developed during World War I, which were published by Clarence Yoakum and Robert Yerkes in their book <em>, Army Mental Tests </em> (1920). Does Trinity Library own this book? If not, how can you request it from a nearby library, or [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, What I Wish to Learn, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2013/01/what-i-wish-to-learn/</link>
				<pubDate>Tue, 29 Jan 2013 00:38:10 -0500</pubDate>

									<content:encoded><![CDATA[<p>Within this course, I first hope to learn about the history and current state of Education policies and reforms. I would like to see how policies have changed schools that I work and volunteer at as well as at the schools I attended. I look forward to watching documentaries about the current state of the [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Sheff History, on the site Things I Think...</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/11/26/sheff-history/</link>
				<pubDate>Mon, 26 Nov 2012 03:33:57 -0500</pubDate>

									<content:encoded><![CDATA[<p>Brigit Rioual and Nicole Sagullo  <strong></strong><strong>History</strong> <strong>Magnets and Sheff v O’Neill </strong> Magnet schools became popular in Connecticut after the Sheff v. O’Neill (1996) court decision. This court case called for equal educational opportunity for children in Hartford, which would happen through desegregation of the schools. As a result, magnet schools were and still are encouraged to be built by [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Lying with Maps, on the site Cities, Suburbs &#38; Schools Project at Trinity College</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/10/31/lying-with-maps/</link>
				<pubDate>Wed, 31 Oct 2012 19:49:50 -0400</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/nsagullo/files/2012/10/Screen-shot-2012-10-31-at-3.47.49-PM.png" width="124.34367541766" height="100" alt="Thumbnail" />Similar to last week, this post is about manipulations of statistics in terms of how they are presented. However, instead of charts, this post focuses on cartography: MAPS. In this case, data was drawn from  Using the same data, these maps were made to show the same information in different ways. Unlike the charts, both of these [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Lying with Maps, on the site Things I Think...</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/10/31/lying-with-maps/</link>
				<pubDate>Wed, 31 Oct 2012 19:49:50 -0400</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/nsagullo/files/2012/10/Screen-shot-2012-10-31-at-3.47.49-PM.png" width="124.34367541766" height="100" alt="Thumbnail" />Similar to last week, this post is about manipulations of statistics in terms of how they are presented. However, instead of charts, this post focuses on cartography: MAPS. In this case, data was drawn from Using the same data, these maps were made to show the same information in different ways. Unlike the charts, both of [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Lying with Statistics, on the site Cities, Suburbs &#38; Schools Project at Trinity College</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/10/24/lying-with-statistics/</link>
				<pubDate>Wed, 24 Oct 2012 22:11:38 -0400</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/nsagullo/files/2012/10/Percent-of-Hartford-minorities-in-reduced-isolation-settings.png" width="166.59292035398" height="100" alt="Thumbnail" />This post is about manipulations of statistics in terms of how they are presented. In this case, data was drawn from  Jack Dougherty, Jesse Wanzer ’08, and Christina Ramsay ’09. “Sheff v. O’Neill: Weak Desegregation Remedies and Strong Disincentives in Connecticut, 1996-2008.” In  <em>From the Courtroom to the Classroom: The Shifting Landscape of School Desegregation </em>, edited by Claire [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Lying with Statistics, on the site Cities, Suburbs &#38; Schools Project at Trinity College</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/10/24/lying-with-statistics/</link>
				<pubDate>Wed, 24 Oct 2012 22:11:38 -0400</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/nsagullo/files/2012/10/Percent-of-Hartford-minorities-in-reduced-isolation-settings.png" width="166.59292035398" height="100" alt="Thumbnail" />This post is about manipulations of statistics in terms of how they are presented. In this case, data was drawn from  Jack Dougherty, Jesse Wanzer ’08, and Christina Ramsay ’09. “Sheff v. O’Neill: Weak Desegregation Remedies and Strong Disincentives in Connecticut, 1996-2008.” In  <em>From the Courtroom to the Classroom: The Shifting Landscape of School Desegregation </em>, edited by Claire [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Lying with Statistics, on the site Things I Think...</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/10/24/lying-with-statistics/</link>
				<pubDate>Wed, 24 Oct 2012 22:11:38 -0400</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/nsagullo/files/2012/10/Percent-of-Hartford-minorities-in-reduced-isolation-settings.png" width="166.59292035398" height="100" alt="Thumbnail" />This post is about manipulations of statistics in terms of how they are presented. In this case, data was drawn from Jack Dougherty, Jesse Wanzer ’08, and Christina Ramsay ’09. “Sheff v. O’Neill: Weak Desegregation Remedies and Strong Disincentives in Connecticut, 1996-2008.” In  <em>From the Courtroom to the Classroom: The Shifting Landscape of School Desegregation </em>, edited by [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Sheff I and Sheff II, on the site Cities, Suburbs &#38; Schools Project at Trinity College</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/10/22/sheff-i-and-sheff-ii/</link>
				<pubDate>Tue, 23 Oct 2012 00:54:33 -0400</pubDate>

									<content:encoded><![CDATA[<p>1. What were the goals of  <em>Sheff I </em>?         What happened as a result of  <em>Sheff I </em>?  Who, if anyone, benefitted from the results of  <em>Sheff I </em>?                                Use the visuals from  <a title="Jack Dougherty, Jesse Wanzer ’08, and Christina Ramsay ’09. Missing the Goal: A Visual Guide to Sheff V. O’Neill School Desegregation: June 2007. Hartford, Connecticut and Storrs, Connecticut: The Cities, Suburbs and Schools research project at Trinity Co" href="http://digitalrepository.trincoll.edu/cssp_papers/6/" rel="nofollow ugc">http://digitalrepository.trincoll.edu/cssp_papers/6/ </a>to justify your answer.  2. How did  <em>Sheff II  </em>propose to solve the problems unsolved by  <em>Sheff I </em>? [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Sheff I and Sheff II, on the site Things I Think...</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/10/22/sheff-i-and-sheff-ii/</link>
				<pubDate>Tue, 23 Oct 2012 00:54:33 -0400</pubDate>

									<content:encoded><![CDATA[<p>1. What were the goals of  <em>Sheff I </em>?         What happened as a result of  <em>Sheff I </em>?  Who, if anyone, benefitted from the results of  <em>Sheff I </em>?                                Use the visuals from  <a title="Jack Dougherty, Jesse Wanzer ’08, and Christina Ramsay ’09. Missing the Goal: A Visual Guide to Sheff V. O’Neill School Desegregation: June 2007. Hartford, Connecticut and Storrs, Connecticut: The Cities, Suburbs and Schools research project at Trinity Co" href="http://digitalrepository.trincoll.edu/cssp_papers/6/" rel="nofollow ugc">http://digitalrepository.trincoll.edu/cssp_papers/6/ </a>to justify your answer.  2. How did  <em>Sheff II  </em>propose to solve the problems unsolved by  <em>Sheff I </em>? [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Are Racial Demographics in the Hands of Realtors?, on the site Cities, Suburbs &#38; Schools Project at Trinity College</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/10/17/are-racial-demographics-in-the-hands-of-realtors-a-closer-look-at-racial-steering-and-blockbusting-in-</link>
				<pubDate>Wed, 17 Oct 2012 19:37:44 -0400</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/nsagullo/files/2012/10/Screen-shot-2012-10-17-at-3.36.55-PM.png" width="153.86819484241" height="100" alt="Thumbnail" /><strong>A Closer Look at Racial Steering and Blockbusting in the Hartford area  </strong>Throughout the past 50 years, real estate agents played a prominent role in racial segregation through the practices of steering and blockbusting in housing. In Connecticut, these practices had a clear impact on the racial composition of the greater Hartford area.The map of Racial Change [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Are Racial Demographics in the Hands of Realtors?, on the site Things I Think...</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/10/17/are-racial-demographics-in-the-hands-of-realtors-a-closer-look-at-racial-steering-and-blockbusting-in-</link>
				<pubDate>Wed, 17 Oct 2012 19:37:44 -0400</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/nsagullo/files/2012/10/Screen-shot-2012-10-17-at-3.36.55-PM.png" width="153.86819484241" height="100" alt="Thumbnail" /><strong>A Closer Look at Racial Steering and Blockbusting in the Hartford area </strong>Throughout the past 50 years, real estate agents played a prominent role in racial segregation through the practices of steering and blockbusting in housing. In Connecticut, these practices had a clear impact on the racial composition of the greater Hartford area.The map of Racial Change [&#8230;]</p>
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				<title>Nicole Sagullo commented on the post, Literature Search, on the site Things I Think...</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/09/21/literature-search/#comment-263</link>
				<pubDate>Wed, 03 Oct 2012 19:35:03 -0400</pubDate>

									<content:encoded><![CDATA[<p>Thanks, Jack. I reviewed and edited the citations as well as the paragraph itself.</p>
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				<title>Nicole Sagullo wrote a new post, Literature Search, on the site Cities, Suburbs &#38; Schools Project at Trinity College</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/09/21/literature-search/</link>
				<pubDate>Fri, 21 Sep 2012 22:54:03 -0400</pubDate>

									<content:encoded><![CDATA[<p>In his article <em>In Hartford, A map To A Better Way Of Life </em>, Kovner discusses the city’s mapping of nuisance complaints and whether it will lead to more stability through change. Using statistics, the city has mapped out nuisances to aim to bring resources to these areas (Kovner, 2011). This article relates to the idea of income [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Literature Search, on the site Things I Think...</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/09/21/literature-search/</link>
				<pubDate>Fri, 21 Sep 2012 22:54:03 -0400</pubDate>

									<content:encoded><![CDATA[<p>In his article <em>In Hartford, A map To A Better Way Of Life </em>, Kovner discusses the city’s mapping of nuisance complaints and whether it will lead to more stability through change. Using statistics, the city has mapped out nuisances to aim to bring resources to these areas (Kovner, 2011). This article relates to the idea of [&#8230;]</p>
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				<title>Nicole Sagullo commented on the post, Exclusionary Zoning: Unequal Opportunities, on the site Things I Think...</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/09/16/exclusionary-zoning-unequal-opportunities/#comment-6</link>
				<pubDate>Wed, 19 Sep 2012 00:29:24 -0400</pubDate>

									<content:encoded><![CDATA[<p>I think it can be both. I think zoning for school districts/individual schools at this time dictates housing costs. People are willing to pay more to have access to higher quality education, and those who can&#8217;t afford selectivity get trapped in lower performing schools due to income, creating a vicious cycle of unequal opportunities. However, [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Exclusionary Zoning: Unequal Opportunities, on the site Cities, Suburbs &#38; Schools Project at Trinity College</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/09/16/exclusionary-zoning-unequal-opportunities/</link>
				<pubDate>Sun, 16 Sep 2012 13:00:20 -0400</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/nsagullo/files/2012/09/economic-segregation-Hartford.png" width="100" height="100" alt="Thumbnail" />According to Whitten, a West Hartford City planning and zoning consultant in 1924, zoning is “the direction of building development along orderly and well-considered lines of city growth.” At this time, the Zoning Commission of West Hartford claimed that without regulation chaos would occur and zoning prevents waste.  &#8220;Exclusionary zoning&#8221; includes any practices that may prevent certain [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Exclusionary Zoning: Unequal Opportunities, on the site Things I Think...</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/09/16/exclusionary-zoning-unequal-opportunities/</link>
				<pubDate>Sun, 16 Sep 2012 13:00:20 -0400</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/nsagullo/files/2012/09/economic-segregation-Hartford.png" width="100" height="100" alt="Thumbnail" />According to Whitten, a West Hartford City planning and zoning consultant in 1924, zoning is “the direction of building development along orderly and well-considered lines of city growth.” At this time, the Zoning Commission of West Hartford claimed that without regulation chaos would occur and zoning prevents waste. &#8220;Exclusionary zoning&#8221; includes any practices that may prevent [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Housing Stimulation, on the site Cities, Suburbs &#38; Schools Project at Trinity College</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/09/07/housing-stimulation/</link>
				<pubDate>Fri, 07 Sep 2012 22:00:54 -0400</pubDate>

									<content:encoded><![CDATA[<p>The housing stimulation was interesting to me, especially when considering interest rates and mortgages. In the end, interest paid was almost 3 times my annual gross income. Then, to look at school districts after selecting houses was very discouraging. First, I found some nice houses (as assessed via pictures) and with accommodating space for a family [&#8230;]</p>
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				<title>Nicole Sagullo wrote a new post, Housing Stimulation, on the site Things I Think...</title>
				<link>http://commons.trincoll.edu/nsagullo/2012/09/07/housing-stimulation/</link>
				<pubDate>Fri, 07 Sep 2012 22:00:54 -0400</pubDate>

									<content:encoded><![CDATA[<p>The housing stimulation was interesting to me, especially when considering interest rates and mortgages. In the end, interest paid was almost 3 times my annual gross income. Then, to look at school districts after selecting houses was very discouraging. First, I found some nice houses (as assessed via pictures) and with accommodating space for a [&#8230;]</p>
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