The Sapir-Whorf Hypothesis in its strongest form is not supported, but the fact remains that our first language or languages exert a powerful influence on how we think about the world and how we communicate with others about our thoughts. Considering what you have learned about language acquisition and about communication in at least one other area of communication studies (e.g., performance, communication and technology, interpersonal, group communication, organizational communication, rhetoric), write an essay in response to the following question:

How does the acquisition of a first language or languages facilitate or limit our perception of and communication with others?

Essays should be 600-1200 words, typed, double-spaced, 12 pt Times New Roman or Cambria. Essays are due by 7 pm, Monday, April 13, 2015. If you cite Fromkin, et al., please cite with the page number only. All other courses must be cited in APA and a references list must be included. Reference lists are not included in the word count.

Please make it in APA and the relevant content is in chapter 7

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Select an organization of interest from the list of organizations that you identified in your Week 1 assignment or an organization from some other source. You are looking for an organization that has:

o Applied data analysis in a positive way.    

o Readily-available organization and industry data (e.g. user or customer data). 

o Data in a suitable format for input into SAS® Visual Analytics (preferably Microsoft Excel (XLSX) or comma-separated values (CSV) format) that can be used in future assignments.

Send a private message to your instructor identifying the organization and the source of data that you plan to use. Your instructor will either approve it or suggest an alternative. 

Evaluate this organization as a candidate for data analysis in a maximum of 1,050 words, and complete the following:

o Identify the purpose of the data analysis (i.e. how it will be applied to a specific business need).

o Summarize the source and type of data being collected and analyzed.

o Analyze a sample description of one or two records in the database, describing the available data fields collected.

o Describe the anticipated results and what they mean for the organization.

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EDU 692 Creative Teaching: Designing Culturally Relevant Instruction



For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.



To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester. 



Writing the Final Project

Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.



Content Expectations:

• Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.

• Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.

• Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.

• Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i.e., activity consists of performing tasks that are part of a real-world experience or an experience designed to simulate real-world activity).

• Part V: Instructional Plan Summary (2 points): Summarize the planned instructional experiences, providing a justification for the need to employ a culturally relevant framework to help facilitate both creativity and innovation skills and the content-area skills the instructional experience addresses.

• Part VI. Evidence of Culturally Relevant Pedagogy in the Instructional Plan (8 points): Describe the planned learning experiences in detail. Ensure the plan includes at least four of the following nine strategy options: Please use the four that are in red for this part

1. Maximizing academic success through relevant instructional experiences
2. Addressing cultural competence through reinforcing students’ cultural integrity
3. Involving students in the construction of knowledge
4. Building on students’ interests and linguistic resources
5. Tapping home and community resources
6. Understanding students’ cultural knowledge
7. Using interactive and constructivist teaching strategies
8. Examining the curriculum from multiple perspectives 
9. Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms

Part VII. Creativity/Innovation Strategies in the Instructional Plan (6 points): Ensure the planned instructional experience provides four or more of the following ten strategies for facilitating creativity and innovative thinking: Please use the four that are in red for this part

1. Encouraging students to believe in their culture-influenced creative potential
2. Nurturing the confidence to try
3. Helping learners find their creative strengths
4. Promoting experiment and inquiry and a willingness to make mistakes
5. Encouraging generative thought, free from immediate criticism
6. Encouraging the expression of personal ideas and feelings
7. Conveying an understanding of phases in creative work and the need for time
8. Developing an awareness of the roles of intuition and aesthetic processes
9. Encouraging students to play with ideas and conjecture about possibilities
10. Facilitating critical evaluation of ideas

• Part VIII: Timeline (1 point): Explain when the following steps will occur: (a) development of instructional materials (including both formative and summative assessments), (b) Implementation of the instructional experience, and (c) evaluation and reporting of results.

Written Communication Expectations

• Page Requirement (.5 points): Submit eight to ten pages, not including the title and reference pages.
• APA Formatting (.5 points): Format your paper according to APA style as outlined in the Ashford Writing Center.
• Syntax and Mechanics (1.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. 
• Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbooks, providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.

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Assignment 8 – Chapter 11 in Gaensslen

Find the assignments on the homepage—click on “Course Content,” find your assignment, complete the assignment, and upload your file. There are 10 assignments to be completed during the course.  Assignment issues will be made available during the Monday of the week they are due. Students must complete the assignments and submit them no later than 11:40 p.m. of the Tuesday that the assignment is due. 

Each assignment that a student submits is to be between a minimum of two full pages and a maximum of three full pages in length (no more, no less), with double-spacing, MS Word’s default margins, and 12 pt. Times New Roman font in MS Word format. However, each assignment is then to be saved and submitted as a .pdf file so that it can easily be opened and read.

At the top of the first page, the student is to provide a one-line header with his or her name as it appears on the class roster, the assignment number and the date of the submission, e.g.: John Sanchez, Assignment 1, January 29.

The first double-spaced paragraph then follows below.  Please use at least three paragraphs per page.  Points are deducted for assignments that are not responsive to the topic, do not follow directions, contain poor punctuation, syntax, grammar, or spelling, or are not an accurate and thorough analysis of the topic. Footnotes, end notes, or a works cited page is not needed. Students are not to collaborate with or receive help from anyone else in these assignments.  See the discussion regarding academic misconduct below.

Each assignment is worth a maximum of 10 points and based on the Gaensslen textbook. Late assignments are not accepted unless there is a reason that I have approved. See “Makeups” in the syllabus. Try to submit assignments on the first day possible—Monday— instead of waiting until the last moment on Tuesday.

Assignment: Please answer the following:

1. Compare and contrast the combustion components that are indicated on the fire triangle, tetrahedron, & pentagon, and explain the importance of each component.

2. Name the three major classes of explosives, state their key properties, and provide an example and commercial application for each.

3. What is an explosive train?  What are the three primary components and their roles in the explosive train?  Is there a fourth component? Explain.

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