Prison Overcrowding in the United States Essay Example | Topics and Well Written Essays - 1500 words

Prison Overcrowding in the United States - Essay Example This has led into inmates being forced into open dormitories and double-bunking in a single cell. Many critics have termed such overcrowding as dehumanizing and degrading for inmates. It is also contradictory to the present correctional reforms that emphasize on maximizing the opportunities that are available to inmates (Farrington 222). The United States reports the highest number of incarceration rate in the world. At the end of the year 2009, the incarceration rate was 743 adults per 100,000 people. U.S. Bureau of Justice Statistics quotes that 2,266,800 people were incarcerated in the US state, federal and county jails by the end of 2010. This is approximately 0.7% of the US adult resident population. In addition, there were 4,933,667 adults by the end of 2009, who were on parole or probation. Therefore, the total number of adults under correctional supervision totals to 7,225,800. This is approximately 3% of the total population of US adults (U.S. Bureau of Justice Statistics). The number of juvenile detentions was 86, 927 in 2007. Despite this increased numbers, the crime rates have been shown to be on the decrease. 70% of prisoners in the US are non-white. The states with the highest ratio of incarceration include Louisiana, Oklahoma and Mississippi. Approximately 90% of the inmates comprise males. The total number of foreign prisoners is estimated at 6% (U.S. Bureau of Justice Statistics). There are several causes of this pertinent issue. There has been an increase on the number of offenders that are sent to prison. This can be attributed to high rates of recidivism, which have been on the rise. There has been an increased rate of offenders that return to prison for unsuccessfully completing or violating community supervision. The increased number of offenders can also be attributed to new criminal offences that have been added to the penal code. Certain types of offenses have harsher penalties resulting in

Community based corrections, a issue that is most critical today, Essay

Community based corrections, a issue that is most critical today, - Essay Example As well, there is a demonstration of the valuing of diversity in the organization and the environmental trends faced. This serves as a good example of community based corrections, an issues that is most critical in the present day. Introduction: Characteristics and Environments of Medicare Program In a community, it is necessary to have all needs exampleof the people catered for. In an urban setting, there are very many needs which have to be considered and be put in place. For instance, in a city of five thousand people, it is necessary to have all considerations put in place in a manner which solves the major needs and requirements for all. Whenever planning a new urban setting, all human needs should be appropriately considered. The major needs in such a setting include water availability, electricity, sanitation, health services, jobs, building types, transportation systems, and recreational land. These are some of the issues every community faces in the recent period. However, i n this paper we will examine certain programs, which are symbolic of the issues being faced recently. The use of examples and relevant illustrations as well as organizations has been cited to shed light on the issue accordingly. Human service organizations should be able to come up with appropriate programs and environments which have the capability of meeting the basic needs for the clients and the society in particular. This can be achieved through having intellectual characteristics which shall help in building a better environment which promotes the human services being offered from the organization (Brian, 2009). For instance, the Medicaid and Medicare programs in the United States are very important in ensuring that the country has been given within the necessary services. Generally, there is a very big importance with the appropriateness of characteristics and environment for all human service organizations (Medicare Program, 2008). This paper will thus discuss in details the characteristics and the environment of Medicare Program in United States of America. Medicare Vision and Mission For any kind of organization which is offering human services such as the Medicare Program, there is a very big necessity of coming up with appropriate missions and visions statement which keep a good characteristic and a better environment for the organization. This as well ensures that proper operations being done in the organization are always aimed in the realization of the organization’s goals and objectives (Taylor, 2008). The Vision of Medicare has been the provision of a program which has to be of high quality, purely equitable as well as a sustainable health program which shall meet the needs and expressions of all the people in United States. Such a vision has been playing a major role in elevating the services which are on offer by the organization (Marmor, 2000). The Mission as well has been in making sure that the best voice and care has been given to all the people of the country and as well strengthen the health care system of the country through improved healthcare access and equitable future health care for all. Medicare Organization: Governance and Staffing In this organization, governance and staffing have been seriously undertaken in order to ensure that the right environment has been created which sees all the people being given the necessary

Te Whariki and Concepts of Play Essay Example for Free

Te Whariki and Concepts of Play Essay How important is play to children’s life? Is it just for fun, or is it actually a passage for children to learn? According to a research conducted in French and Canadian schools, children who spent one-third of school time engaging in physical activity were â€Å"increased in fitness, improved attitudes, and slight improvements in test scores.† And the outcomes correspond with nearly 200 other studies suggesting that â€Å"physical activity supports learning.† (Olga S, 2003.) In this essay, I am going to discuss the influence of play on children’s development and learning, by referring to Vygotsky and Parten’s theories and Te Whariki. What is play? Play is a significant part of children’s development, and it is also a part of their nature. Children love to play, they are more motivated to learn during play, and they obtain all kinds of experiences and knowledge through play. Moreover, play provides opportunities for children to establish good relationships with teachers and peers. For example, in the first week of my last practicum, I helped a four-year-old girl to play number-matching puzzles. We had a very good time playing together, and this girl stayed very close to me for the rest of my practicum. I have also observed in my practicum that children who played together earlier in the day tended to stay together for the rest of the day. This emphasizes the important connection between play and social development of children. Moreover, according to Vygotsky’s theory, culture such as language, values and perspectives is transmitted through social interactions. (The Mozart of Psychology Lev Semenovich Vygotsky, 2005.) He also believed that, children’s cognitive development is socially and culturally mediated, and it depends on and is affected by social interactions. (Berk, 2007.) Children interact with each other through verbal and non-verbal language, and play is a starter to these interactions. Throughout play, they obtain knowledge, practical skills, share ideas and experiences, learn about sharing and turn taking, right and wrong and boundaries and limits. In 1932, Mildred Parten (as cited in R. Tomlin, n.d.) came up with the theory â€Å"Categories of Play†. It classifies children’s play into six categories that represent six types and degrees of children’s social behaviors and development. They are unoccupied play, onlooker play, solitary play, parallel play, associative play and co-operative play. The unoccupied play is a stage where the child does not engage himself in play, not with any other children or toys. The child is more like an ‘observer’ than ‘player’, he may watch other children play and take notice of the things that happen around him. He may stay in one location or move around randomly. During the onlooker play, the child is still more of a ‘watcher’ than ‘player’, he may engage himself with other children verbally during their play, such as asking questions, offer suggestions, but not engage in participating in the activity. Solitary play is a st age where the child plays by himself. There are no interactions with other children, and no interests of what other children are doing. However, when a child plays alone it does not necessarily mean he is socially isolated, it can be that the child just needs some time by himself. Parallel play is a stage that occurs in all age groups. It is when children play with similar toys or engage in similar activities at the same time and location, but play separately. They are more focused on what they are doing than on other children. Associative play mostly occurs between three and four years of age. It is a stage about socialization. Communication and interactions start to occur, children start to learn to share, to take turns. The main focus is not on the objects anymore but on their peers. The last stage is co-operative play. It is a stage that children start to have a concept of ‘team’ and ‘team work’. Everyone is working together toward the final goal by fulfilling the roles they assigned to. Play can be considered as an excellent tool to enhance children’s development. For example, in my last practicum, we often played a game called â€Å"The Rainbow†. It is to ask all the children and teachers to hold a large colorful fabric together, and the children are assigned to different numbers from one to three, then we start to sing a song, when the song finishes, we lift up the fabric, the teacher will call out the number, and the children who are assigned to this number will have to run under the fabric and switch positions. This game offers an opportunity for children to exercise their body by running, lifting up their arms, to practice their thinking skills by understanding the rules of the game, to practice their language skills by singing the song, and to recognize numbers. The children have a really great time playing the game, their emotional well-being has been nurtured, and by playing the game with all teachers together, they would feel safe and protected from harm. Moreover, a sense of belonging has been developed by playing the game together with the whole team. (Ministry of Education, 1996.) Other types of play, such as pretend play, symbolic play also help children to obtain a higher level of cognitive competence. For example, in pretend play, children have to have â€Å"the ability to transform objects and actions symbolically† (Bergen, 2002) Through these various types of play, children start to make sense of the world, to separate fantasy from reality, to learn self-regulation, to practice their thinking skills. It also provides children with opportunities to revisit joyful experiences, or to deal and cope with negative emotions. In terms of making sense of the world, a child who pretends to be a bus driver, and sits at the front of the ‘bus’. The idea of where the bus driver is on a bus comes from the child’s real life experiences, where he gets on the bus with his parents and sees the bus driver sitting in the front, then he starts to release that is the way it is. Also, when a child pretends to be a doctor, he has to understand its characteristic, such as costume, postures and vocabulary, in order to carry out the role. And an example of how children separate fantasy from reality is the ‘cooking’ game that I observed in my last practicum. The children used lots of containers, bottles, spoons and sand to ‘cook’. A four-year-old girl brought me a bottle filled with sand and said, â€Å"It’s milk, it’s for you.† And when I took over the bottle and start to ‘drink’, she said, â€Å"We are not really drinking it, we just pretend it’s milk, ok?† However, some other younger children would actually eat the sand, because they have not yet developed the concept of fantasy and reality. As previously said, pretend play and symbolic play help children to learn self-regulation, to practice thinking skills. They learn to control their emotions, to share toys and take turns, and underst and the reason to do that. They learn that daycare is different from home, and there are different sets of rules to follow. Children also love to re-act the joyful moments they had in previous experiences. For example, on a Monday morning, A came to my practicum centre telling us she had a great time on the beach during the weekend. Then later during the day, A and two other girls took bags, sun glasses and sunhats pretending they are on the beach. From these examples, we can see how children benefit from play. Play improves and enhances the holistic development of children, so for adults, it is important to encourage and enhance children to play, identify children’s learning and provide them with a safe environment, materials, various types of learning experiences and appropriate responds and assistance. Moreover, most importantly, â€Å"adults should make children aware of any hidden risks in physical challenges they set for themselves.† (Fernie, 1988) The four principles of Te Whariki (Ministry of Education, 1996.), empowerment, holistic development, relationship and family and community facilitate appropriate curriculum for children’s development through play. The principle of empowerment ensures that children’s physical and emotional well-being is nurtured. This may include, nutritious meals, appropriate food for children with allergies, sufficient amount of outdoor activity and rest, and knowledge of their body, body function and self-help skills, awareness of harm and skills, sense of safety, and understanding of rules about harming others and the environment. As for the emotional well-being, the principle of empowerment ensures that children take responsibilities of their own decision and actions, develop sense of self-recognition, ability of self-regulation and self-adjustment. The empowerment principle contributes significantly to the second principle, holistic development. It enables children to have a concept of the ECE settings, home and the world, and the links and differences between them, the knowledge of people, objects, communities and natural recourses, and interests in discovering them. Also, it helps children to build confidences through participating in activities and social interactions, initiatives awareness of daily routines and tolerance of changes, enhances their ability to accept new things, and to understand boundaries and limits. The third and forth principles, relationships and family and community work together to enable children to develop communication skills, build confidences in communication and establishing relationships with people from different gender, age group and cultural background. In my last practicum, one of the under two babies held a birthday party together with the over two children, the teachers and parents. The over twos also performed a song they had been practicing for the past two weeks to the parents. During the party, there were lots of interactions going on. The children were communicating with each other and adults verbally and non-verbally, they talks about the previous birthday parties, plans for their future birthday parties, they used facial expressions, gestures, postures and body movement to express themselves, some of the children showed their counting skills to the parent by counting the candles on the cake. The teachers and parents always respond to the children’s questions or needs, and encouraged them to bring their plate and water bottle to the kitchen branch by themselves and wash their hands after eating. Play is an important and significant part a child’s life, it provides opportunities for children to take initiatives in learning. As adults, we should provide children with helpful and suitable resources, materials and assistances to enable appropriate learning to occur. Moreover, it is our responsibility to arm ourselves with skills and knowledge in order to assist children to achieve their goals. We should start to be aware of the value and the significance of children’s play, guide and teach them during their play. Family, educators and caregivers should be working together, to help children to grow up into successful adults, and to make our world a better place. Reference List Bergen, D. (2002). The role of pretend play in childrens cognitive development. Retrieved March 23, 2010 from http://findarticles.com/p/articles/mi_6893/is_1_4/ai_n28132540/?tag=content;col1 Berk, Laura E. (2007). (4th Edition). Development Through the Lifespan. USA: Pearson Allyn and Bacon. Fernie, D. (1988). The Nature of Childrens Play. Retrieved March 23, 2010 April 2, 2010 from http://www.silkysteps.com/family.cfm/auid/481/Hope-Hedgehog/Hopes-Articles/Childrens-Play Ministry of Education. (1996). Te Whariki: He whariki matauranga mo nga mokopuna o aotearoa/ Early Childhood Curriculum. Wellington: Learning Media. Olga S, J. (2003). Recess in Elementary School: What Does the Research Say? ERIC Digest. Retrieved January 23, 2010 from http://www.ericdigests.org/2003-2/recess.html R. Tomlin, C. (n.d.). Play: A Historical Review. Retrieved March 20, 2010 from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=618 The Mozart of Psychology Lev Semenovich Vygotsky. (2005). Retrieved March 13, 2010 from http://vygotsky.afraid.org/

Theories of Criminology | What Causes Crime?

Theories of Criminology | What Causes Crime? This paper focuses on the information about the crimes. Different theories about the criminology are described. Main focus will be on the criminology and its two theories. Criminology is the study of factors about the crimes that lead to its phenomena. This crime may be of individual or social nature. It includes making laws, breaking laws and attempts to break the laws. Criminology focuses on the social, cultural and individual causes of the illegal behavior. Criminology is directly related to sociology and psychology in all disciplines that deal with a group or individual behavior. However an act that is immoral or indecent can be criminal act unless it is not outlawed by the state. Criminology consists of our organized ways of thinking and talking about crime, criminals and crime control (Garland and Sparks, 2000, 192). Personal and neighborhood income are the strongest predictors of violent crime (cited in Wasting Americas Future (Arloc Sherman, 1994, p88). Demonstrates that glaring social and economic inequalities in our society impose correspondingly high costs in the form of street crime. (John Hagan Ruth D. Peterson, Crime and Inequality, 1995, Stanford U, p4) Causes of Crimes: Causes of crime may be environmental, hereditary or psychological. Environmental causes are ruled out as independent causes of crimes. But psychological conditions are said to be determinant of an individuals reaction to persuasive environmental influence. Criminologist says that certain offenders are born to create crimes in the environment. Other cause may be the poverty. Due to low condition of their living, they are enforced to commit crimes. Discrimination against minorities may become the cause of crimes. Emotional disorders are also cause of crimes. Crime Prevention: Ultimate aim of crime prevention is to reduce the risk of victims. Here we find the ways to prevent crimes. Do not provide the opportunity to the thief to take advantages of your property. Fewer opportunities may become the cause of reduction in the crime rates. States should enhance the way of living of poor of that country. Poverty alleviation programs on sound basis can reduce the crime rates. Law and enforcement agencies are key role player in prevention of crimes. Delay in justice must be avoided. Issues in Criminology: Several issues arise which are serious causes to put the crimes rate not reducing. These issues vary from the level of crime. Due to difference in the legal and criminal justice system the crime rate is not reducing. Contrast in the police reporting and actual crime report is another issue. Proper prosecution is not observed when a crime is committed. Due to differences in data quality a crime rate can not be feasible work to reduce the rate of crime. Difference between micro-and macro theories: Differences between micro and macro level theories exist. To identify a theory whether it is macro or micro level is to check what the theory predicts. Focus of the micro-level theory is on the individual interaction. Individual characteristics can be explained by the interactions of people within an environment. These are described as epidemiology. Epidemiology here is concerned with the overall crime rates. Example of this kind of theory is the relationship between adult children and their parents. Macro-level theory is most extended and focuses on the social problems, social conditions and social processes. For example; how the old peoples status is affected by industrialization. Micro level theories are called role theories while macro level theories include age stratification theory. Macro theory shows the criminal behavior of the crimes across the world. Micro-level, or individual-level theories link individual characteristics to the probability that an individual will engage in criminal behaviors. (Bernard Snipes 1996, p.335). Crime States: Crimes consists of following states. Crime can be measured from the intensity and nature of the individual as well as group violence involved in that crime. Crimes are identified as harm someone for self benefits. Murder: It is a big loss of life. Rape: It is an immoral act that becomes the cause of this kind of crime. Robbery: It involves carrying of any valuable things by the force. Assault: Physical attack Burglary: Elite classes are the offenders in some cases. Motor Vehicle Theft: It includes stealing the cars in public places. Robbery: It is mostly found in streets. Hence mobile snatching is an example of the robbery. All the states related to crime and its nature has priority over the other states. Criminology should have concern itself with the big things global, geo-political and transitional. Central point of this work is that how crimes are related with the society and what effects they have on it. What implications are found in macro and micro level theories? Correlation is found but most differences exist between these types of theories.

Matrix Review :: essays research papers

The Matrix Action / Sci-Fi (US); 1999; Rated R; 135 Minutes Cast Keanu Reeves: Thomas "Neo" Anderson Laurence Fishburne: Morpheus Carrie-Anne Moss: Trinity Joe Pantoliano: Cypher Hugo Weaving: Agent Smith Produced by Bruce Berman, Dan Cracchiolo, Andrew Mason, Barrie M. Osborne, Joel Silver, Erwin Stoff, Andy Wachowski and Larry Wachowski Directed and directed by Andy and Larry Wachowski Keanu Reeves as a martial-arts master and savior of the earth? Laurence Fishburne as his mentor? The world as we know it does not even exist? Surely, you can't be serious. Welcome to the fascinating and confusing world of "The Matrix." In this sci-fi thriller, Reeves stars as Neo, a computer programmer by day and cyber-hacker by night. Out of nowhere, he is contacted by a group of super hackers who tell him that his life is in danger and his only hope is to trust them. The group's leader, a quiet but confident man known as Morpheus (Fishburne) tells Neo that he is the one chosen to save the world and that the "Matrix is the wool that has pulled over your eyes - that you are a slave." Neo is the world's only hope. In a nutshell, Morpheus explains that computers developed on their own and won a brutal war against man. So the computers made a program to put all of the slaves back in the past, which is our present day. He tells Neo that he can chose either to live now or to see what the world is truly like. Neo chooses the latter, and the trip down the rabbit hole begins as does the fight for the salvation of humanity. But the battle must be fought out in â€Å"The Matrix†, not the real world, where computer sentinels are seemingly invincible and where the laws of physics can not only be bent, they can be tossed right out the window. With that kind of freedom, characters can run up the sides of walls, leap incredible distances, dodge bullets, and with the help of Hong Kong stunt specialist Yuen Wo Ping, pull off some of the most impressive kung fu fight sequences ever filmed. Slow-motion film sequences, some shot at the rate of 12,000 frames per second, allow the filmmakers to manipulate the on-screen action much like in the Gap commercials where the dancers are frozen and the camera angle shifts around them. Andrew Mason lends the film the same look he gave Dark City, only this time the good guys wear black and everyone else is either a sentinel or prime fodder for target practice.

The AIDS Quilt: Another Dimension :: Free AIDS Essays

The AIDS Quilt: Another Dimension "Jones originally envisioned the AIDS quilt as a message that would call upon the conscience of the nation." (Sturken 186) "The AIDS quilt raises the question of the purpose of mourning. For whom do we mourn when we mourn? The foregrounding of the needs of the living and the creation of a community through the quilt point to mourning not simply as a process for remembering the dead and marking the meaning and value of their lives but also an attempt to create something out of that loss." (Sturken 199) Although the AIDS quilt is thought of by most to be a mourning device, there are in fact panels in the quilt that actually oppose the idea of mourning. In this section of the quilt, one out of the eight sections clearly stands out. It is one that reads: "Terry Sutton; He hated this quilt†¦and so do we." This panel, surrounded by the seven more traditional panels shows how although, on a broad level, the quilt is thought of as a non-activist mourning attempt, there are definite aspects of activism that show through despite discourses popularly associated with the quilt. The other panels pictured here typify the finds of panels that are made for the victims of AIDS. "In memory of†¦" and "we will remember†¦" are some of the more common inclusions in the panels. Terry Sutton’s panel is incredibly significant because juxtaposed against the other panels it shows an opposite reaction to the quilt. It illustrates Sutton’s hatred of what other victims and families think is an amazing coping device. More often than not, the families and friends who decide to make panels for AIDS victims think it is a wonderful idea. Although the creators of the Sutton panel are certainly in the minority, creating a panel of this nature makes an intense impact. The "ACT UP’ t-shirt that is included in Sutton’s panel is most likely a symbol of his involvement with the well-known activist group, ACT UP. The letters stand for AIDS Coalition to Unleash Power. They define their organization as follows: "ACT UP is a diverse non-partisan group of individuals united in anger and committed to direct action to end the AIDS crisis. We advise and inform. We demonstrate. We are not silent." Because ACT UP is a well-known activist group, the fact that Terry Sutton’s panel associates him with the group shows the audience his feelings toward the idea of making a quilt as a strategy to fight AIDS.

Action Research Project for Reading Essay

The problem stated in the Action Research Project was that 66% of third grade students lack the ability to draw conclusions and make inferences to answer comprehension questions correctly. This was evident by the state reading test scores, specifically the inference test given by their teacher. This indicated a need for increased student achievement in making inferences and drawing conclusions. Third grade students were not proficient at making inferences to gain a deeper understanding of the texts read and thus answer open ended questions correctly. Therefore, they did not get all the inference based comprehension questions correct based on the end of grade test scores that these third grade students are required to take. This indicated a need for additional support making inferences through direct instruction, peer discussion and independent practice in the classroom setting. Students had previously been taught how to make inferences through discussion and worksheets. B) Review of main strategies The basic strategies used in this project included interactive read aloud, a reading response journal, and making inferences with photographs. An important component used in the implementation plan was the integration of the read alouds with the reading response journal as well as a great deal of modeling. The teacher gave the students time before, after, and during reading to write responses in their journals. They were encouraged to make predictions, connections, share reactions, opinions, visualizations, ask questions and make inferences. By having the students use those various strategies, they were learning how to really think about what they were reading in order to get a deeper understanding of their texts. Using these various strategies would ultimately increase their understanding and thus improve their ability to make inferences about what they read. The students were given time before reading to make predictions about what they thought might happen and any reactions or opinions from the previous reading. While the teacher was reading, the students were encouraged to make connections and inferences. They also began a section of vocabulary words they found challenging or interesting. This list of words was ongoing and the students  had to find the definition that went along with their word. The teacher also listed those words on chart paper during the reading time. Once the teacher had ended the read aloud time, the students had time to reflect on what they read. They might make inferences based on what they had learned or share how they visualized the scene taking place. The teacher also modeled what she was thinking as she came to different parts of the story. C) Description of post implementation data collection tools Post implementation, the teacher used a variety of tools to test the effectiveness of the ARP. Students took a teacher created â€Å"Inference Assessment† (Appendix A, p. 7) that consisted of two reading passages and ten short answer questions. The students had to read each short story and then answer five questions based on each story. The questions to the answers had to be inferring from the short passages. Students needed to get eight of the ten questions correct to receive a passing score. The assessment was scored by hand and scores were recorded as a percentage. The class completed a â€Å"Charles Assessment† (Appendix B, p.8) Students had to read a short story by Shirley Jackson entitled â€Å"Charles,† and answer several questions and write a short essay based on their interpretation of the story. Their interpretation of what they read showed how well they were able to infer what the story was about. Students had to complete the various questions and tasks to the best of their ability based on their interpretation of the story. Students’ answers were scored based on their vocabulary answers, ability to create an appropriate book cover, set of classroom rules, a comic strip, or to follow the RAFT format in creating a short essay. Students’ work was scored based on their ability to follow the directions and their ability to infer what had happened in the story. The students used the Inferencing Rubric (Appendix C, p. 12) to guide them as they write a narrative. The rubric was had five columns and each column had the criteria to earn one to four points, totaling twenty points. This rubric was used to show the students what the expectations were before they began writing their paper. The rubric was also used by the teacher to score their final paper. Scores were tallied up and fifteen through twenty points would be passing scores. The students were required to take an Inferencing Post Test (Appendix D, p. 13) after they had been taught the lessons in the action research project. This is the same test they took before the implementation. It was administered during consists of several reading passages and multiple choice answers. There were fiction, non-fiction, and poetry selections the students read and then answered questions based on inferences created from the passages. Students answered the circled questions. These results were compared to the scores gathered prior to the implementation. The End of Grade Test (Appendix E, p. 21) was administered to all third grade students in Wake County are required to take at the end of each year. This is a multiple choice test that is given at the end of each school year. This assessment is given in a secure setting over three days. The first day is reading comprehension; the next two are for math calculator active and calculator inactive. The students record their responses by bubbling on an answer sheet that is electronically scored. These results were compared with the pretest scores to see how much progress the students made throughout the year. D) Results for each objective The first objective was for the students to be able to accurately identify and analyze inferences in context with a minimum of 80% accuracy as measured by the teacher created Inference Assessment (Appendix A, p. 7). After the students had been taught how to make inferences through various classroom activities, they took the assessment and the entire class met or exceeded the passing score. Two students scored 70%, four students scored 80%, five students scored 90%, and ten scored 100%. The scores show a vast improvement in the students’ ability to make inferences. The second objective was for seventeen of twenty one students to improve their ability to interpret inferences and comprehend reading passages by achieving a score of 80% or better on the Charles Assessment (Appendix B p. 8). Only thirteen students met that goal. Four students scored 60%, five scored 70%, nine scored 80%, two scored 90%, and one scored 100%. Although the students did not all meet the desired goal, they showed improvement based on their earlier assessments and the individual scores were higher. The third objective stated that the students would be able to accurately incorporate two or more inferences into their personal narrative writing pieces as measured by a teacher created Inferencing Rubric (Appendix C p. 12). The entire class was able to incorporate at least two inferences into their narrative based on the rubric. Before the implementation, most students could not interpret an inference, so being able to create two or more shows a vast improvement. The fourth objective stated that the students would increase their ability to identify and interpret inferences to increase their reading comprehension to 80% as measured by the teacher created Inferencing Pre/Post Test (Appendix D, p. 13). All but three students met the specified goal. Of the twelve questions posed, three students correctly answered nine questions, three answered ten, nine answered eleven, and six answered all twelve correctly. Based on the previous scores on this test, students’ scores greatly increased. The lowest score went from four questions correct up to nine, and all students grew, except for the one student who scored perfect on the pretest. Scores identify that the students were able to increase their comprehension and infer what they had read. The last objective was that the students would increase their ability to identify and create inferences to increase their reading comprehension to 52% as measured by the North Carolina End of Grade Test (Appendix E, p. 21). Eighteen of twenty one students met or exceeded that goal as opposed to only seven who passed the pretest. Three students scored a level one (3-20 percent), one scored a level two (31 percent), ten scored a level three (52-74 percent), and seven students scored a level four (87-99 percent). This shows a tremendous growth based on previous scores that showed many more students at the bottom range. Ten students scored a level one (11-35 percent), four scored a level two (48-69 percent), five scored a level three (74-89 percent), and two scored a level four (92-97 percent). E) Summary Based on the data collected from all the assessment tools, the teacher’s implementation plan was successful. Most goals were met and her students proved to be successful in their final assessments. Even though not all the students reached the set goal, each student showed improvement through the various assessment tools, especially in the state test . Appendix A Name/Number: Date: Inference assessment Read the passage carefully and then answer the questions that follow. One gloomy morning, Bailey woke up and stretched out in her bed. She jumped out of bed, walked to the kitchen and had a long drink of water. As she was drinking, Waleed came in the kitchen and gave her some breakfast. She quickly gobbled up her food and noticed that it was grey and dreary outside. There was a white blanket draped across the backyard. Waleed noticed the weather too, so he crawled back into his warm bed. Bailey followed him back in the bedroom and jumped up into bed so they could snuggle. She licked his face as she curled up at his feet. Her tail wagged until she peacefully fell back to sleep. 1. Who is Bailey? 2. What was the weather outside? 3. Did Bailey drink her water from a glass? 4. What did Bailey have for breakfast? 5. Who is Waleed? Sarah and Renee were enjoying the hot day at home. They were splashing around and having fun since they didn’t have to go to school. They had been outside all day and Renee’s skin was turning bright pink. All of a sudden, there was a roll of thunder and the sun was blocked by several clouds. The sky turned dark and the sun was no longer shining. Sarah and Renee quickly packed up their towels and beach balls and ran inside just as the sky opened up. 6. What season is it? 7. Where are Sarah and Renee? 8. What happened to Renee’s skin? 9. What time of day is it? 10. Why did Sarah and Renee have to run inside? Appendix B Charles Assessment [pic] [pic] [pic][pic] Appendix C. | |Inferences |Focus |Topic and conclusion|Elaboration |Spelling/grammar | | | | |sentences | | | |4 |Paper contains more|Paper maintains a |Paper has a strong |Paper has specific |Paper contains virtually no | | |than two detailed |specific focus |topic and |details that |spelling or grammar mistakes | | |inferences |throughout |conclusion sentence |elaborate on the | | | | | | |topic | | |3 |Paper contains two |Paper is focused on|Paper has a weak |Paper has vague |Paper contains fewer than 5 | | |detailed inferences|one event, but may |topic and conclusion|details that |spelling and/or grammar | | | |have minor lapses |sentence |elaborate on the |mistakes | | | | | |topic | | |2 |. Paper only contains|Paper may be |Paper may have a |Paper does not have |Paper contains more than 10 | | |one detailed |focused on one or |weak topic or |details that support |spelling and/or grammar | | |inference or two |more events, but |conclusion sentence |the topic |mistakes | | |that are not |has major lapses |that does not follow| | | | |detailed | |the topic | | | |1 |Paper does not have|Paper is not |Paper does not have |Paper has no |Paper contains more than 15 | | |any inferences in |focused and has |a topic or |supporting details |spelling and/or grammar | | |it |major lapses in |conclusion sentence | |mistakes | | | |time | | | | | | | | | | | |Total scores: | | | | | | Writing and Inferencing Rubric Student Name and Number:_____________________________________ Date:________________________________________________________ Appendix D [pic] [pic][pic][pic][pic][pic][pic][pic] Appendix E Since this assessment was administered to every third grade student in North Carolina in a secure setting, there are no available copies of the test. The Inferencing Pre/Post Test in Appendix D used sample End of Grade test questions that were posted by the North Carolina Department of Instruction. These sample articles have a very similar format to the passages and questions the students saw when they took the End of Grade Test.