Avogadros Number To Calculate Mass of a Single Atom

Avogadro's Number To Calculate Mass of a Single Atom Avogadros number is one of the most important constants used in chemistry. It is the number of particles in a single mole of a material, based on the number of atoms in exactly 12 grams of the isotope carbon-12. Although this number is a constant, its experimentally determined, so we use an approximate value of 6.022 x 1023. So, you know how many atoms are in a mole. Heres how to use the information to determine the mass of a single atom. Avogadro's Number Example Problem: Mass of a Single Atom Question: Calculate the mass in grams of a single carbon (C) atom. Solution To calculate the mass of a single atom, first look up the atomic mass of carbon from the periodic table.This number, 12.01, is the mass in grams of one mole of carbon. One mole of carbon is 6.022 x 1023 atoms of carbon (Avogadros number). This relation is then used to convert a carbon atom to grams by the ratio: mass of 1 atom / 1 atom mass of a mole of atoms / 6.022 x 1023 atoms Plug in the atomic mass of carbon to solve for the mass of 1 atom: mass of 1 atom mass of a mole of atoms / 6.022 x 1023 mass of 1 C atom 12.01 g / 6.022 x 1023 C atomsmass of 1 C atom 1.994 x 10-23 g Answer The mass of a single carbon atom is 1.994 x 10-23 g. Applying the Formula to Solve for Other Atoms and Molecules Although the problem was worked using carbon (the element upon which Avogadros number is based), you can use the same method to solve for the mass of an atom or molecule. If youre finding the mass of an atom of a different element, just use that elements atomic mass. If you want to use the relation to solve for the mass of a single molecule, theres an extra step. You need to add up the masses of all of the atoms in that one molecule and use them instead. Lets say, for example, you want to know the mass of a single atom of water. From the formula (H2O), you know there are two hydrogen atoms and one oxygen atom. You use the periodic table to look up the mass of each atom (H is 1.01 and O is 16.00). Forming a water molecule gives you a mass of: 1.01 1.01 16.00 18.02 grams per mole of water and you solve with: mass of 1 molecule mass of one mole of molecules / 6.022 x 1023 mass of 1 water molecule 18.02 grams per mole / 6.022 x 1023 molecules per mole mass of 1 water molecule 2.992 x 10-23 grams

Coninental Airlines Case Study Research Paper Example | Topics and Well Written Essays - 1000 words

Coninental Airlines Case Study - Research Paper Example n the last decade of the 20th Century, where Continental got out of the bankruptcy channel and started its way out to growth, the company as comparatively to EDS was just one of the company seeking solutions. As certain programming and IT management is not the core part of an Airline company, these operations were inevitably going to be outsourced to professional skills providing consultants and implementers. Now laying within the company, Continental after being stable towards its economic inflow through the Go Forward Plan was looking towards innovation. This also caused for major managerial change with much more skilled and innovative people. The difference is then directly seen when the core group of Continental was downsized and better people were hired who required newer, better and quicker solutions to the problems. When compared to EDS, at the end of first five years, Continental started to grow somewhat of a critical thinking system through the leadership of Bethune and Bren neman. That happened as they returned the company to profitability. Wejman being in charge and comparing the history through the scope of Continental in the relationship to EDS is of much regard towards the future five years. The most important of that being is stability towards Continentals constant change of managerial staff, executive office staff and creating constant long run solutions with systematic modifications throughout the year(s). Continental being a growing company, now was looking forward for IT solutions in all aspect to provide maximum concentration towards customer relations. Clearing making the prime priority to gain trust of the customers to have them fly often with Continental ensuring quality and time-saving incentives. Having made a World Wide Web domain, the IT outsourcing then was necessary to have a smoother in house work load. (Consulting, 2009) This major change was not necessary a easy solution to play with on EDS part and required sudden changes from the

Dinah Washington Research Paper Example | Topics and Well Written Essays - 750 words

Dinah Washington - Research Paper Example After starting to record with Apollo label, she was backed up by saxophonist Lucky Thompson in 1945. She later went solo but would occasionally record with other artists. 12. Dinah Washington made her living as a performer and through sales of her music. However, besides her music, she was also a shrewd business woman and she had apartments in Chicago, luxurious apartments in Manhattan and owned a hotel in Detroit. 13. Dinah Washington parents were Ollie Jones and Alice Williams. She was married seven times and her husbands included John Young (1942-1943), George Jenkins (1949), Walter Buchanan (1950), Eddie Chamblee (1957), Raphael Campos (1957), Horatio Malt (1959 – 1960), Jacky Hayes (1960), and Richard Lane (1963). From these marriages, she had two children including Robert Grayson and George Kenneth Jenkins. ‘What a Difference a Day Makes’- the song was composed in 1959 and was arguably one of her greatest songs. The song was rated the top ten in Billboards and she won a Grammy award for the best R&B record with the song. ‘Jazz sides’ was recorded in 1958 and is often referred as one of the most exciting performances by Dinah Washington. She did the song and featured other prominent artists including Quincy jones, Paul quinichette, Wynton Kelly, and Terry Gibbs. ‘Dinah jams’ was a song in an album that contains one of her best Jazz songs. The song was recorded as she performed live on stage. She performed together with Ben Webster, Clark Terry and Cannonball

Discuss what skills might be required from managers to cultivate and Essay

Discuss what skills might be required from managers to cultivate and foster creativity and innovation in workforce - Essay Example The objective of this paper is to determine the skills that leaders and managers should possess in order to foster creativity and innovation in their teams so that organizational success is achieved. With the age of globalization upon us, change and development have been launched on a faster pace. This resulted in the need for creativity in innovation, especially in the business world, if one wants to jump ahead of the competition. Companies seek the best candidates who possess dynamism and fresh ideas to contribute to their businesses. Employers prefer people who are creative, open to learning and can think ‘out of the box’ so their imaginative ideas can inject new blood into their products and services. Nicola Bell, CEO of Saatchi & Saatchi, New Zealand heralded creativity as the new lever of change necessary to â€Å"re-imagine different futures for businesses†. She claims that â€Å"creative leadership† is essential to successful businesses, acknowledging the fact that an IBM study recognized creativity as the â€Å"single most important leadership quality†. (Shipley, 2011, p. 6). A perfect example of a creative leader who was able to save his company from ruin during the global economic crisis is Richard Branson of the Virgin group of companies. Faced with a dire economic low in 2009 with the Dow Jones Industrial Average (DJIA) collapsing 55% from 2007 to 2009 and the banking system on the verge of a breakdown, Branson’s company was down 40%. How he successfully navigated the company and steered it back to the top was the greatest challenge he had in his decades of creative leadership. He used his innovative ideas to take advantage of the opportunities he found during this low time and determined the strategies with his team to grow from the chaos their company was in (Finkle, 2011). The concepts of creativity and innovation, often intertwined, should be differentiated. Creativity is mostly

Casela Nature Park As An Eco Tourism Development Tourism Essay

Casela Nature Park As An Eco Tourism Development Tourism Essay Increasingly, it is argued that the growth of tourism had a paradigm shift from old tourism which includes inexperienced travel, mass consumption and the standardization to new tourism to face the prevailing circumstances. (Fayos-Sola,1996). The paradigm gives way to new products in the tourism industry adapted to the demands and expectations of the new traveler (Aparna Raj n.d, The New Age of Tourism and the New Tourists, Bundelkhand University). For instance, one of the leading branches of this industry is called ecotourism. In line with the World Tourism Organization (WTO), ecotourism is defined as all nature-based forms of tourism in which the motivation of the tourists is the observation and appreciation of nature as well as the traditional cultures prevailing in natural areas. In Mauritius, with the governments aspiration of welcoming 2 millions of tourists by 2015, concrete measures have been implemented to promote ecotourism. A clear illustration would be the development of businesses that uses local resources and the principles of sustainable development. However, with the fierce competition at regional and national level, the new paradigm tourism is laying much emphasis on the eco-label tourism. The term eco has become buzz-word (Bob Harvey; 1990) used by organization to differentiate themselves from the rivals in the market for more economic gain. Green washing As the new tourists are more experienced, more educated more environments conscious, more flexible and more independent than ever before (Cater and Goodall, 1998; De Villiers, 1990), since 1990s a new strategy is being used by businesses to exploit their marketing potential. This is known as green washing. In other terms, green washing refers to the false advertisement of a product that claims to be eco-friendly and in reality is not. In todays marketing world, companies are spending billions of dollars through advertising images and cosmetic changes. Undeniably, the concept of green washing is present in many fields. One of the famous domains is ecotourism as by definition is the managing of natural areas with conservation purposes. Knowing the difference between real ecotourism and marketing hype can often confusing. As Mauritius is dedicated with incredible opportunities and exciting landscapes for ecotourism development in terms of chalets residences, hiking, trekking, quad biking, mountaineering, bird and dolphin watching, several attraction sites have been selected to identify where genuine ecotourism is practiced. The Black River Gorges National Park as an Eco Tourism Spot. The most visited site for nature lovers that is being promoted as an eco-tourist spot in Mauritius is the Black River Gorges National Park; which can be considered as a few of the rarest wild rainforest in the world. It contains 6,754 hectares of wildlife that is more than 250 varieties of plants and nine kinds of birds which are endemic to Mauritius including the famous pink pigeon, which was nearly to extinction. The park covers also 3.5% of the island which is located in the South west area. It is also very reputed for having and extraordinary natural beauty which is the Alexandra waterfall and it is an ideal background to the hills of Black River Gorge. Black River Gorges National Park can be considered as a pure Eco Tourism spot in Mauritius as we have a minimize people who go hiking through the park. It also has low impact on the environment there are no roads and the most recommended means to visit the park is by foot as there are only hiking trails which can be found in the official map or you make request the guidance of someone experimented (a guide) and who knows the trails and the flora and fauna of the site. The best period to stop over the National Park is during the flowering season which is from September to January. You can come across the exceptional Dodo Tambalacoque, the black ebony tree and wild Chinese guavas which is very common in this region. Those who are passionate about bird, they must keep an eye of the endemic birds of Mauritius like the Mauritius kestrel, echo parakeet for examples. Furthermore, with the revenue obtain from tourist industry there are some funds which goes directly to the Mauritius Wildlife Foundation which acts like a protector and conservator of the Mauritian wildlife and natural scenery (fauna and flora) found in Mauritius. They protect these living things for all time, while helping visitors enjoy the landscape. You are invited to the experience of a lifetime. For example, you can expect to see the peculiar, umbrella-shaped Bois de Natte trees, which are often draped with orchids, fems and lichens. Although a same amount of visitors see the native birds, you can rest assured that the Pink Pigeon and Mauritius Kestrel are slowly rebuilding their numbers deep in the forest. There are guided safari tours and day tours that visit ecologically-rich places so we need experimented guides and local guides as well; so it helps creating jobs for local people and helps in the social development of the region. There is an information centre to help visitors during their visit and to teach them a little more about the Mauritian flora and fauna. It opens from 9-3pm Mon-Fri 9 clock-4pm Saturday and Sunday and is located at the western entrance of the park, south-east at about 5 km from the Black River. Casela Nature Park as an Eco tourism Development site Casela Nature and Leisure Park extends across 14 hectares which is full with abundant old trees on a mild incline located in the West part of Mauritius between Flic n Flac and Tamarin village. It is one of the most interesting places to where you can stop over during holidays as you will see lot of animals and enjoyable as there are numerous activities.   The park was originally created as a bird park, which included 90 aviaries compelling 1500 birds of 150 species. Currently it entertains quite a lot of other animals also namely Mauritian Macaques, lemurs, tigers, lions, Zebras, ostriches, massive tortoises, etc.   Casela actually extends several possibilities to be in contact with wild animals and enjoying the stupendous experience of wildlife photography on a Mauritius holiday trip with your loved ones. In Casela Nature and Leisure Park there are attractions for store of all age groups particularly the children will be delighted with the opportunity of caressing animals from the petty farm and they can also give food wallabies and pigs. The most indispensable and agreeable instant can be spent by petting zoo where infant deer can be enriched with milk; you can also come across chickens, ducks, ostrich, goats and many other little animals that can be fed there. For older ones there are activities like bike safaris, zip lines, the segway, where the visitors can find untamed boar, deer, and exotic birds. It can as well give the people the possibility to take pictures and enjoy the wild photography. However Casela is another form of Eco Tourism, it is not a pure eco spot as we have bike safari, photo safari by bus, animal in cages and so on. But they respect a little the environment and cultural practices (Martha D. Honey, n.d). They are very involved in the protection of animals and old plants that are found in the surroundings. They also ensure that it provides a positive experienced for both the visitors and the host. While the host because it creates job opportunities, the development of the village and when the company invests in CSR projects. Ecotourism can resume to travelling and contributing financially to local people and reduces to the minimal impact on the natural resources. Valley de Ferney Valley de Ferney, a nature reserve, is situated in the South East of the island; spread over 200 hectares tending to preserve the natural forest of its vicinity. With the uniqueness of its biodiversity, it accommodates more than 100 species of endemic plants. Valley de Ferney can be a considerable reference for raising community awareness and providing educational experience with regards to biodiversity conservation and environmental protection An establishment of a conservation Trust, mainly at Valley de Ferney Conservation Trust, since 2006 has taken place between the Government of Mauritius and CIEL Group. This Conservation Trust main aim is to restore, protect and preserve the original fauna and flora of the Valley and respecting the rules of National Parks and Conservation Service. The promotion of ecotourism at Valley de Ferney encourages people of the local community to consider Ferney Forest exceptional biodiversity. The natural preservation Trust for the sake of ecotourism helps into the prevention of deforestation off the Valley. Natural Resource Management With regard to eco-touristic site management, Valley de Ferney Co. Ltd and Ciel Group are bided by the Valley de Ferney Conservation Trust to ensure their effectiveness in day to day management and good functioning of the site.   They both ensure by collaborating to the management and not to disruption of trails and native habitats as well as litter. In addition to fulfilling its mandate of promoting environmental sustainability, both Ciel Group and Valley de Ferney ensure that most employees are well trained so as to be able to offer a good quality of information, services and preventions guides. They also ensure that no large numbers of visitors enter the Valley, so as the natural habitats not to become disrupted. Ile aux Cerfs (Deer Island) activities Ile aux Cerfs (Deer Island) is very famous for its recreational activities on its beautiful sandy beaches It is also where the hotel Le Touessrok holds the concession, found on the eastern part of Mauritius the island is said to be part of the national heritage but the principle does not reflect the real will of those occupying it, the green washing aspect of the island is that campaign of awareness and preservation of the islands ecologic side has been raised to but how far applied. About Rs 14.5 million revenues will be generated to preserve the island each year in order to keep it in a supposing good shape. The deep truth According to the most read, Le Mauricien newspaper, the green marketing behind is deceptively used to promote the perception that an organizations aims and policies are environmentally friendly. The invasion of catamaran cruises or ferry boats transfer on a 24/7 basis are causing more than a harm to the island and its ecology whether on land or at sea. The island or party island has lost its charms and is no more what it should be or should have been. This abuse of the islands landscape is causing its death and the tarnishing of an historical land site, which is being under too much exploitation leading to severe environmental degradation, the two restaurants present on the island as well as the various barber queues that do take place everyday there contributes a lot to the islands degradation of nature. Hence it has no regards to the concept of Maurice Ile Durable. Normally a business tends to fall in the green wash due to an increase of sale on the market. The same applies here concerning Ile aux Cerfs, portraying the idea that they are environmentally concerned but in reality neglecting ecology at large thus moving rapidly on the path of unsustainability. Dolphin watching activities As compared to another activity like the dolphin watching on the western part of the island at Tamarin or Le Morne ,the preservation of these aquatic animals are mere publicities to attract tourists and with the aim of an lucrative purpose, green tag to dolphin watching activities are simply a mask to prevent people from witnessing the truth. That is ecological damages like noise pollution and environmental disturbance like the releasing of petrol from the boats are good examples of how the environment is being degraded. This phenomenon of green washing existed since the island started to be economically fit and available on the tourist market The activities on land or at sea In both cases, that is whether on land or at sea ,green wash phenomenon is present and cannot be omitted .The lucrative mind set in businesses are making natural sites being tag with a green wash name on them.

Tim berners lee :: essays research papers

Tim Berners-Lee graduated from the Queen's College at Oxford University, England, 1976. Whilst there he built his first computer with a soldering iron, TTL gates, an M6800 processor and an old television. He spent two years with Plessey Telecommunications Ltd   (Poole, Dorset, UK) a major UK Telecom equipment manufacturer, working on distributed transaction systems, message relays, and bar code technology. In 1978 Tim left Plessey to join D.G Nash Ltd (Ferndown, Dorset, UK), where he wrote among other things typesetting software for intelligent printers, and a multitasking operating system. A year and a half spent as an independent consultant included a six month stint (Jun-Dec 1980)as consultant software engineer at CERN, the European Particle Physics Laboratory in Geneva, Switzerland. Whilst there, he wrote for his own private use his first program for storing information including using random associations. Named "Enquire", and never published, this program formed the conceptual basis for the future development of the World Wide Web. From 1981 until 1984, Tim worked at John Poole's Image Computer Systems Ltd, with technical design responsibility. Work here included real time control firmware, graphics and communications software, and a generic macro language. In 1984, he took up a fellowship at CERN, to work on distributed real-time systems for scientific data acquisition and system control. Among other things, he worked on FASTBUS system software and designed a heterogeneous remote procedure call system. In 1989, he proposed a global hypertext project, to be known as the World Wide Web. Based on the earlier "Enquire" work, it was designed to allow people to work together by combining their knowledge in a web of hypertext documents. He wrote the first World Wide Web server, "httpd", and the first client, "WorldWideWeb" a what-you-see-is-what-you-get hypertext browser/editor which ran in the NeXTStep environment. This work was started in October 1990, and the program "WorldWideWeb" first made available within CERN in December, and on the Internet at large in the summer of 1991. Through 1991 and 1993, Tim continued working on the design of the Web, coordinating feedback from users across the Internet. His initial specifications of URIs, HTTP and HTML were refined and discussed in larger circles as the Web technology spread. In 1994, Tim founded the World Wide Web Consortium at the Laboratory for Computer Science (LCS) at the Massachusetts Institute of Technology (MIT). Since that time he has served as the Director of the World Wide Web Consortium which coordinates Web development worldwide, with teams at MIT, at INRIA in France, and at Keio University in Japan.

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.