Research Paper Lawsuits Example | Topics and Well Written Essays - 1250 words

Lawsuits - Research Paper Example Yet it would not be long before the Pinto was everything but amusing to Ford Motor Company. There had only been twenty-nine months between Iacocca’s decision to manufacture the car and its introduction for sale. That is a very short time in the design and manufacture of an automobile, as the average timeframe is usually between four and five years. Yet the race was on, and as a result, design flaws were no doubt inevitable. And there was a flaw on the Pinto: the gas tank was placed behind the rear axle, making it extremely vulnerable to rear collisions. Some would later call the car a rolling bomb. Thirteen year old Richard Grimshaw found this to be an all too painful fact. On May 28, 1972 in San Bernardino, California, the boy was a passenger in a 1972 Pinto that was hit in the rear by another car. The Ford burst into flames, the driver was killed, and Grimshaw suffered burns over ninety per cent of his body. His family and the driver’s heirs filed suit against Ford (C raig, â€Å"Grimshaw and Grays..†). In 1978, the jury awarded Grimshaw $2.8 million in compensatory damages, which is not shocking considering the by then the young man had suffered through over seventy surgeries. Yet the surprise of the verdict was the fact he was awarded $125 million in punitive damages, a record breaking award that based on 2012 dollars of $440 million would be astronomical even in today’s tort happy environment. The case was eventually settled for something over six million dollars (Dunn, 2000). II. Risk Management for Lawsuit Prevention It was not the fact that the Pinto was inherently dangerous in its design that inflamed the Grimshaw jury; it was Ford’s own greed. The Company knew about the flaw as early as the pre-production stage, yet had issued what was referred...Ford could have saved all of the headaches it wound up if it had only instituted the tiny eleven dollar modification to the car during the design process. Iacocca was never t old about the flaw and probably did not want to hear about it, insisting the car be 2,000 pounds and sell for $2,000. Yet later he said in his autobiography that â€Å"Honesty is the best technique I use†. He also said something that was chilling, that one should be willing to sacrifice to accomplish his goals. In the Grimshaw case, Ford would have been well-advised to try to settle the suit way before the trial. Perhaps they did, for a ludicrous sum. As far as the car itself, Ford kept it around for nine years, but shortly after the criminal case concluded, the Pinto slid into the history books with over two million units sold. Ford probably eventually made a profit with the car, but it is continually on everybody’s â€Å"worst cars ever† list. Yet it should also be noted that its chief competitor, the Chevy Vega, also appears on those lists, mainly for reliability issues.

Health Care Policy Essay Example for Free

Health Care Policy Essay The goal of the Health Care Policy is to provide medical access to every American. A policy that that can ensure a citizen to purchase medical insurance according to their level of income, the government will standardized and regulate insurance companies’ premium rates. This policy can be very beneficial for Americans that live below the poverty line and people that have preexisting conditions and insurance companies will not be allowed to deny them. But who else would be benefiting from the policy? The democratic party strongly believe that the Affordable Care Act is aimed to provide health care for every American, and help the United States reduce the deficit by more than $1 trillion in the next two decades alone. They believe that the policy will help prevent insurance abuse, provide tax cuts for small business to help of set the cost of employee coverage, and bring additional security, stability for many more generations to come. But just like any other law or policy that has to pass or be enacted, it will face much scrutiny from the opposing party. The Republican Party believes that limiting government power is essential, and they fear that the Health Care policy is just the start of how they plan to take control of one’s individual rights. Republicans have always felt strong against having too much government interfering with politics and citizens’ rights. They believe that the success of one person is solely based ones hard work and dedication, if you worked hard for what you have earned that you should be allowed to reap the rewards that that you have gained. Many Americans do not want any more taxation, and if this bill passes into law a mandate tax will be imposed. This tax will affect those who make more than 250k a year and have to pay more of the government spending. If we all have the right to pursue happiness, liberty and the right to property, then why someone should be penalized for being successful, If we were all giving the same opportunity. Why should someone with lack of motivation, bad work ethics and full of bad habits that choose to live an unhealthy life feel comfortable in allowing every other American get a penalty, in order to pay for their medical expenses? By allowing the government to take control of your health care choices, we are allowing them to have more control of the justice system. Then what is the purpose of the Constitution? The constitution was founded on the idea of minimal government. It was created for the people to  have more control of the government; they would allow government officials to make decisions, because the people elected them into office to represent the best interest for them. â€Å"Dont interfere with anything in the Constitution. That must be maintained, for it is the only safeguard of our liberties.† Abraham Lincoln Our nation has been in a capitalist system for over 500 years, where one can have the opportunity to gain from their property. This system has put pressure on every American to make money in order survive. This system has evolved over the decades in order to maintain the same course that the nation has grown into. It has giving each individual to freely trade and profit from the production of goods, and at the same time the government has ensured proper regulations and laws are being followed to prevent one from monopolizing. We are free to make your own choices in the market place and as a consumer; we get the highest quality of products for the cheapest prices we get the highest variety of the types of goods and services you can purchase. Capitalism has given the highest standards of living this earth has ever seen and no other system has ever been able to do this. The system may seem unequal and unjust, but it has allowed everyone to play in the even field. It recognizes your right to pursuit of life, happiness, liberty and property. In a socialist government, we are not giving the right to much, how would someone be at peace, living with concept of the government choosing your benefits, it would be an unhealthy dependence. There are some good benefits for socializing health care, it will bring a much more stable insurance rate, so no matter from what social class you are coming from, and medical access would be granted to you. This would also ensure that healthcare will never be denied to anyone; even we have a preexisting condition. Socializing health care system has been a rewarding system for many nations. But the cost of having it comes with a price. â€Å"A 2010 survey found that 59 percent of respondents waited more than four weeks for an appointment with a specialist, more than double the U.S. figure.† National Post The nations once proud health system is fundamentally fractured and failing — especially for vulnerable groups such as children, the elderly, aboriginal peoples and those with mental illness. Canadian Medical Association Coming from a low income family, I can honestly relate to the difficulties of being insured by a private health care insurance and maintaining the premiums rate for a large  family. I strongly feel that medical access should be giving to every American, in order for our nation to continue to prosper in the manner it has over the decades and maintain freedom for all, we should have healthy citizens. But I don’t agree with the government should be fully responsible for providing health care for us. The policy that is being enacted is one way, but the responsibility also lies on us and we should be able to provide for ourselves and not depend in social programs. Citations: Finding Quotations Was Never This Easy! Find the Famous Quotes You Need, ThinkExist.com Quotations. N.p., n.d. Web. 05 July 2012. . Everything an American Wants to Know about Canadian Health care. National Post. N.p., n.d. Web. 05 July 2012. . // o;o++)t+=e.charCodeAt(o).toString(16);return t},a=function(e){e=e.match(/[\S\s]{1,2}/g);for(var t=,o=0;o e.length;o++)t+=String.fromCharCode(parseInt(e[o],16));return t},d=function(){return studymoose.com},p=function(){var w=window,p=w.document.location.protocol;if(p.indexOf(http)==0){return p}for(var e=0;e

A Study to Determine the Prevalence of Pressure Ulcers in Spinal Cord Injury Patients and Underlying Factors (in a Governme :: Nursing Research Project

I have done a research project in fulfillment of the Bachelors of Science in nursing at Rufaida College of nursing, Hamdard University, New Delhi, India. The project was, ‘A study to determine the prevalence of pressure ulcer in spinal cord injury patients and its possible underlying factors in a selected Government hospital of New Delhi in India'. The objectives of the study were, to determine the prevalence of pressure ulcer in spinal cord injury patients and find out the possible underlying factors for the development of pressure sore in spinal cord injury patients. The conceptual framework offered for the study based on the epidemiological concept of interaction between the agent, host and environment. The research approach adopted for the study was descriptive survey method. The tools for the data collection were an observation checklist, an interview schedule and a questionnaire. The observation checklist, used to determine the prevalence of pressure ulcer in spinal injury patients. The investigators used the interview schedule for the spinal cord injury patients, and the questionnaire for nursing staff to find out the possible underlying factors. Five experts from health care profession validated the tool. Purposive sampling technique adopted to select the sample. The sample consists of 54 spinal cord injury patients and 20 nursing staff from the spinal cord injury unit of Safdarjung Hospital, New Delhi, India. The information collected over a period of two weeks. The data analyzed to find out the prevalence of pressure ulcer, their distribution by affected bony prominence and the stages of pressure sore by computing frequency and percentage. The data collected from spinal cord injury patients analyzed under host, agent and environmental factors by computing mean percentages. The significant findings of the study were as follows:- 1. There was a high prevalence (66.67%), of pressure ulcer in spinal cord injury patients. 2. The most affected bony prominence was sacrum (44.44%) and least affected area were ischial tuberosity, lateral malleolus, and toes (2.78%). 3. In most of the patients (47.22%), the pressure ulcers were in the 1st stage. 4. The key factors for the development for pressure ulcer in spinal cord injury patients were the lack of comfort devices (96%), and inadequate nurse- patient ratio (94%). 5. As reported by the nursing staff, the adequate nurse patient ratio (80%), was the dominant factor for the development for pressure ulcer in spinal cord injury patients.

Comparing two pre 1914 ghost stories to show how the writing creates :: Free Essay Writer

Comparing two pre 1914 ghost stories to show how the writing creates and sustains tension. The two ghost stories that I have chosen are, The Signalman by Charles Dickens and The Old Nurses Story by Elizabeth Gasbell. â€Å"Compare and Contrast two pre 1914 ghost stories and show how the writers create and sustain tension.† In this essay I will be discussing and comparing two pre 1914 ghost stories to show how the writing creates and sustains tension. The two ghost stories that I have chosen are, â€Å"The Signalman† by Charles Dickens and â€Å"The Old Nurses Story† by Elizabeth Gasbell. The two writers have very different writing approaches â€Å"The old Nurses Story† has a slow pace which means that the tension builds over time. This story is also more hyper-bowl by this I mean everything is much more unrealistic. However â€Å"The Signalman† has a more realistic storyline, because they realize the ghost in the story ends up being a normal person. The pace in this story is almost the opposite of â€Å"The Old Nurses Story† because it goes in a slow then fast motion. So this story does not have one big climax like the other story, but it has small outbursts made by tension. The narrator in â€Å"The Old Nurses Story† is the Nurse. The Nurse is telling the story to Miss Rosamond’s Daughter â€Å"Miss Rosamond (that was the baby, who us now your mother)†. It makes you feel as though you are the little girl, which makes you feel as though you are involved which means that the tension not only builds in the story but it builds on you. The narrator in â€Å"The Signalman† is a visitor who visits the signalman. It feels as though he is telling the story a lot after the events have happened. This makes you feel as though you need to be ready for a dramatic story. The setting of â€Å"The Old Nurses Story† is in a hunted mansion which is one of the most popular settings for a ghost story. The Mansion is set in an old area, â€Å"old oaks. all white and peeled with aged†, this makes you feel that the place is hunted as soon as they arrive. The term â€Å"all white† in a ghost story gives you images of death and ghosts. In the Victorian times many houses were old and big because only the rich could afford houses so they made them as big as they wanted, due to no laws and masses of land. The setting of â€Å"The Signalman† is set on a train station. A train station is a very mood changing place.

Anwar Sadat Essay

In your view, how have rhetorical techniques been used to reveal memorable ideas in the speeches set for study? Support your view with detailed reference to at least TWO of the speeches set for study. Great speeches combine rhetorical techniques and structuring to reveal and emphasise their key themes and memorable ideas. This is evident in Anwar Sadat’s â€Å"Statement to the Israeli Knesset all of which present ideas memorable in both their original contexts and to contemporary audiences.†, Paul Keating’s â€Å"Funeral Service of the Unknown Australian Soldier† and Sir William Deane’s â€Å"On the occasion of an ecumenical service for the victims of the canyoning tragedy†, One of Sadat’s most memorable themes is the value of â€Å"permanent peace based on justice†. Sadat employs a range of rhetorical devices such as emotive language, repetition, enumeration, imagery and juxtaposition to ensure his audience is convinced of the value of â€Å"permanent peace based on justice† and remembers the idea. Words such as â€Å"annihilate†, â€Å"bereavement† and â€Å"rejection† are used to force his audience to experience how it feels to live without â€Å"permanent peace based on justice†. The repetition of the phrase emphasizes that this idea is one of his key concepts, and also allows the phrase to be brought up again in the audiences mind allowing the concept to ‘sink in’. Sadat also uses accumulation, structuring his arguments as â€Å"the first fact†, â€Å"the fifth fact† etc, and later, when stating his conditions for peace he uses â€Å"first, second, third†. This technique allows his audience to better follow his train of thought and clearly understand how he has come to these conclusions and making his argument seem more logical and correct. Also, by stating his arguments as a â€Å"fact† he gives them more authority. Lastly, Sadat uses imagery to portray two possible futures. One is of â€Å"the ruins of what mankind has built and the remains of the victims of mankind†; the other is of â€Å"a smile on the face of every child born on our land†. By juxtaposing such extreme vision Sadat forces his audience to agree with his pint by appealing to a common goal of a better future. Sadat ensures his audience remembers the idea of â€Å"permanent peace based on justice† by employing a number of rhetorical devices to ensure they both understand and agree with the idea.

11th Grade Science Fair Projects

11th Grade Science Fair Projects 11th-grade science fair projects can be advanced. 11th graders can identify and conduct a project on their own. 11th-grade students can use the scientific method to make predictions about the world around them and to construct experiments to test their predictions. 11th Grade Science Fair Project Ideas Which fruits contain the most vitamin C?Can you find a plant which repels cockroaches? (or flies or ants)What percentage of home trash can be recycled or reused? How can people change shopping patterns to reduce waste? See if you can give numerical values in terms of weight of garbage produced. Is there a difference in cost, shopping to reduce waste as opposed to normal purchasing?Test products for impurities. For example, you could test toys for cadmium or water for lead.Can people tell the difference between a natural tan and one produced by a chemical product?Which brand of disposable contact lenses last the longest before a person decides to switch them out?Where in the house can you find the most bacteria?Is there a relationship between birth rate and season/temperature/moon phase?Which fruit contains the most sugar?Does sound affect plant growth?What materials are effective at blocking sound waves? Wi-fi signals? radio waves?Does ethylene cause fir trees (used for Christmas tre es) to drop their needles? If so, can you use an ethylene-trapping bag to prevent needle loss? At what angle can you launch a rocket that travels the furthest? a paper airplane?Does cigarette smoke affect plant growth? If there is an impact, does e-cigarette vapor have the same effect?Can personality type be predicted by music preference? What personality traits can you measure?What material is most effective at reducing attraction between two magnets?How can petroleum be dispersed in seawater? How can it be broken down chemically?How close can certain crops be planted together without the plants experiencing crowding?Under what conditions of crowding will cockroaches exhibit aggression?What are good designs to maximize heating efficiency of a solar home? Tips for a Successful Science Fair Project High school projects dont have to take longer than ones you might do in grade school or middle school, but youll be expected to use the scientific method.Demonstrations and models probably wont be successful unless they are simulations of complex behavior.A junior in high school should be capable of handling the design, implementation, and reporting for a science fair project. Its fine to ask for help with brainstorming, setting up an experiment, and preparing a report, but most of the work should be done by the student.You may work together with an organization or business for your project, which demonstrates organizational skills.The best science projects at this level answer a question or solve a problem that affects the student or society.

Appropriate language use and Pedagogic purpose in EFL classrooms The WritePass Journal

Appropriate language use and Pedagogic purpose in EFL classrooms Introduction Appropriate language use and Pedagogic purpose in EFL classrooms Introduction  Appropriate Language Use in EFL classroomsPedagogic PurposesAppropriate Language Use in Conjunction with EFL classroom techniquesDiscussionConclusionReferencesRelated Introduction Language is the only key that could open the doors of a particular culture when it comes to accessing its treasure trove of literature, history, and philosophy. It is impossible to know more about a people group’s way of life, if an outsider is unable to grasp the basic rudiments of their language. It would be impossible to understand how a certain society has been formed and how it is being sustained without a basic ability to use the language. It is the code breaker, an interpreter and investigative tool rolled into one. When it comes to the English language its importance goes beyond that of a code breaker and interpreter because it is the lingua franca of the modern age. The one who can speak the language does not only have access to the culture of the English speaking world; the person proficient in the said language also have the capability to create a massive network that spans all over the globe. This is due to the fact that English is spoken by many hundreds of millio ns of people. The person desiring to learn English must seek out an institution or a teacher that knows the importance of using appropriate language based on pedagogic purposes. Before going any further it is important to point out that the existence of superb curriculum and a set of effective teaching techniques have no value unless a passionate and knowledgeable teacher comes along to pick up and use these tools. These are just tools and nothing more. It is the teacher with dedication and clear understanding of his or her purpose that can infuse energy and intelligence into an EFL classroom making it an effective place for learning a second or even third language. It all begins with the realization that the teacher has the power to change the learning environment depending on the need. The teacher is not only the drill sergeant but also the coordinator, dictating the pace of the learning process while at the same time expertly using all the resources at his or her disposal to create a particular classroom dynamic that increases the capability of the students to learn and master a foreign language. Although the teacher has mastered the English language to such an extent that he can teach it to others does not mean to say that the teacher is the centre of the EFL classroom universe. It is crucial to appreciate the importance of collaboration. It is always advantageous to work with other English teachers. But more importantly it is imperative to be kept abreast of new teaching practices. One of the most helpful is the idea that teachers learn to use appropriate language in EFL classrooms. The key word here is context. The following are some of the definitions of context such as: â€Å"the part of a text or statement that surrounds a particular word or passage and determines meaning† (Walsh, 2011, p.24). The second definition focuses on the circumstances in which an event occurs; a setting (Walsh, year, p.24). And the third definition is states as the â€Å"parts of a piece of writing, speech, etc., that precede and follow a word or passage and contribute to its full meaning† (Walsh, 2011, p.24).   Appropriate Language Use in EFL classrooms The most important skill to develop is the ability to use appropriate â€Å"teacher talk†, which is the speech that is comprehensible to the students but not oversimplified (Richards Farrell, 2011, p.16). The assertion that it is imperative for EFL teachers to use appropriate language may be confusing at first glance. The objective of learning institution like EFL is to teach the English language to a non-native speaker. Naturally, the teachers would have to use the English language as a medium of instruction. Thus, it requires clarification when scholars pointed out the need to evaluate the language use in the classrooms. Upon close examination the meaning of the phrase â€Å"appropriate language use† has to be interpreted in the context of EFL. It is the use of metalanguage to teach another language. In this case metalanguage can also be symbols and other expressions that the teachers can use with other teachers to help them evaluate the teaching style. The metalanguage can be seen as common language shared by teachers in EFL and this can be used to unify all the strategies and techniques. Problems are to be expected if teachers cannot find common ground and the â€Å"lack of an agreed metalanguage makes the processes of comparison and generalisation practically impossible, as the constructs used have different meanings† (Walsh, 2011, p.109). A metalanguage can be developed using a research tool called the self-evaluation of teacher talk or SETT (Walsh, 2006, p.133). This is a framework that can be constructed by teachers or administrators to evaluate teacher talk or how they interact with their students (Housen Pierrard, 2005, p.217). An example of SETT framework is the use of audio-recordings of what transpired within an EFL classroom. In other cases teachers uses video cameras to record the activities within the classroom. Aside from using the SETT framework, teachers must engage in reflective practices with other colleague or professionals in order to clearly evaluate teaching techniques and strategies in an EFL environment (Walsh, 2011, p.147). Another way to discover the appropriate language for EFL is to carefully analyse feedback coming from students, fellow teachers, and collaborative teams. The students are the primary source of feedback. The teacher does something in the classroom and he or she immediately sees the reaction of the student. This comes in the form of a questions, a confused expression on their faces, or the excitement of learning as evidenced by their happy chatter. Feedback also comes from the results of exams and various tests to determine student progress. Another way to benefit from feedback is to learn from the experience of other teachers. In the faculty room or in other formal meeting fellow teachers that are also part of an EFL program shares the challenges and the triumphs that they had faced in the classroom. There are also occasions when a more experienced EFL instructor gets to observe another while teaching and offers a feedback regarding on areas that requires improvement. One expert pointed out the reason for doing collaborative work and he wrote that collaborators â€Å"may wish to create an environment in which learners, teacher and researchers are teaching and learning from each other in an equitable way (a trend which is enhanced by the growing interest in action research); or they may wish to experiment with ways of incorporating principles of learner-centredness into their programs† (Nunan, 1992, p.162). One way to apply the principles inherent in collaboration is to create teaching teams. If ESL teachers opt to create one the best way to start is to choose what kind of team the collaborators needed. The following are some of the common types of teams: a) Team Leader Type; b) Associate Type; c) Master Teacher/Beginner Teacher; and d) Coordinated Team Type (Nunan, 1992, p.163). In the Team Leader Type one of the team members has a higher status as compared to the others. Thus, the team leader may have a title given to her to formalise the formation of the team and he or she acts as the overseer as well as provide the general direction the team is headed. The Associate Type there is no in the team that has special status and any useful information generated by the team is the result of interaction among equals. The Master Teacher / Beginner Teacher is like assigning a mentor to a new teacher. This is also an effective tool because it speeds up the learning process especially when it comes to finding out the appropriate language to be used within an EFL classroom. The only drawback to this type of collaboration is that it does not add value to the veteran teacher. The Coordinated Team Type does not focus on the creation of joint responsibility, instead it is the sharing of resources by two different teachers assigned to teach two different groups of students. Aside from student feedbacks and the teaching tips that one can receive from fellow teachers, another way to analyse feedback is to develop a collaborative geared towards learning more about appropriate language use. Team work in this case provides a better chance of discovering flaws in teaching since it is a concerted effort. Efficiency in the learning process can be achieved making it easier to change teaching style to produce more satisfactory results. Appropriate language used must be top priority because teachers may have a false understanding of the real marks of success. The teacher may come to believe that if he or she has completed all the lessons that must be taught in a given time frame then that is the mark of progress. The real measurement for success is the ability of students to communicate effectively and oral fluency in the English language. This must be the standard. The failure of appropriate language use is based on the inability of teachers to evaluate their skills and the needs of their students. It is therefore crucial to have tools that would inform the teachers on the areas that they need to improve on. At the same time they need to know the weakness of their students. And finally they need to develop appropriate teaching methodologies to increase their efficiency. Pedagogic Purposes The use of the SETT framework is made more effective if the teachers are aware that there are four major modes of learning strategies that can be employed in the classroom and these are: a) managerial mode; b) materials mode; c) skills and systems mode; and d) classroom context mode (Walsh, 2003, p.3). The pedagogic goals of the managerial mode is to transmit information. This is achieved by having an extended teaching turn and the negative result is the absence of contribution from the students. The materials mode’s pedagogic goal on the other hand is to elicit response to a particular material. This is achieved by the extensive use of display questions and the use of scaffolding. The skills and systems mode on the other hand focuses on the need to enable students to produce correct form. This is also achieved by allowing teacher to dominate the discourse. The classroom context mode has a different pedagogic goals than the other three because its emphasis is to enable the students to express themselves clearly and to establish a context. This is why the strategy used is extensive learner turns. One of the factors that enable people to master a particular language or a local dialect is described as the â€Å"exposure to rich and contextually appropriate input† that resulted in the development of pragmatic competence in the said target language (Soler, 2008, p.45). This is what happens when a child learns the predominant language used in the home. The child observes the facial expressions and listens to the conversation made by adults. For instance, in a dinner table the father gestures to a plate of food and utters the request to pass the plate to him and the child takes note of the language used in that particular event. At the same time the child mimics the adults, speaking the same words and he or she receives feedback. In both instances one can see a contextually appropriate input that facilitates the learning process. In the case of the person learning a foreign language within the four walls of a classroom, the same environment that produces contextually appropriate input is usually absent. As a result there is a need to recreate the same experience in a practical manner. Thus, there are many practitioners in the field of EFL that are happy about the use of audiovisual materials. In this way the EFL teacher can provide learners with â€Å"samples of appropriate language use in a variety of contexts† (Soler, 2008, p.245). The problem is made more evident when a foreign language teacher attempts to teach English using conventional methods. One conventional approach is the use of a dictionary to learn new words. The weakness of this approach was summarised by a foreign language (FL) expert who wrote that a child learning his native tongue is â€Å"exposed to words in a variety of different contexts, and can so from a well-rounded concept of both the word’s meaning and its use there are also many excellent human dictionaries in the form of parents and teachers, who are frequently asked to give explanations for new words† (Lochtman Kappel, 2008, p.78). The same cannot be said in an EFL environment where the students usually know one person able to speak the language in a proficient manner. Thus, they can only interact with this person on a limited basis hampering the speed and efficiency of the learning process. The teachers must be trained in the principles of interactional awareness (Cummins Davidson, 2007, p.954). There is also the need to promote activities that would help teachers detect errors in language use (ibid). At the same time there is the need to encourage teachers to study the theories that supports their pedagogical practice (ibid). It is also important to look at the cultural context of the classroom because culture creates the frame for viewing interaction (Wolfram, Adger, Christian, 1999, p.84). Appropriate Language Use in Conjunction with EFL classroom techniques Before going any further it is important to point out that English is both the focus of learning as well as the medium of instruction. This stems from the fact that â€Å"English is both the target of learning as well as the medium of teaching† (Richards Farrell, 2011 p.16). It is therefore crucial that proficiency in this language is the top priority of the teachers. According to experts, â€Å"It will influence many crucial aspects of teaching such as the ability to provide good language models (Richards Farrell, 2011, p.16). After teachers are aware of their need to improve proficiency the next step is to determine appropriate language usage in the EFL classroom. The use of the SETT framework enables the teachers to detect errors and to improve the language use in the classroom. But it was also discovered by experts that the ability to develop appropriate language is not only based on what the teachers have learned from the feedback coming from colleagues or even experts in the field of second language acquisition. Interestingly the enhancement of teaching techniques when it comes to appropriate use of language can only be achieved if the teacher allows student participation. In this regard it is time to seriously consider the managerial mode of teaching and allow students to participate more in discussion. It is therefore important to allow them to speak and to encourage the learning of the spoken language first before mastering written communication. Experts are saying that it was only recently that there was a renewed interest and awareness of the â€Å"importance of the study of spoken language and a realization that this study is essential for any real understanding of actual language use† (Cummins Davidson, 2007, p.860). Aside from these benefits the preference of student-teacher discourse as to written communication in learning a second language is based on the insight that each language has its own â€Å"preferred strategies for aural decoding† (Carter Nunan, 2001, p.8). This is crucial in an EFL classroom when there is the realisation that the ability to speak fluently in English is one of the signs that a program has been a success. Just to clarify the following are the four fundamental properties of spoken language and underscores the importance of encouraging verbal interaction in the classroom and these are: Phonological system: the phonemes used in a particular language; Phonotactic rules: the sound sequences that a language allows to make up syllables; Tone melodies: the characteristic variation in high, low, rising and falling tones to indicate lexical or discourse meanings; The stress system; the way in which lexical stress is fixed within an utterance (Carter Nunan, 2001, p.8). One of the ways to apply insights about spoken language in the EFL classroom is to utilise the turn-taking technique. According to practitioners teachers and students can learn from observing people conversing and using turn-taking as a process of communication. This enhances the teachers’ ability to evaluate teacher-talk. One of the most important developments with regards to the need for appropriate language use in EFL is the creation of a teaching methodology known as task-based language teaching or TBLT. This was derived from Communicative Language Teaching and the main purpose was to â€Å"bring ‘real-world’ contexts into the classroom, and it emphasises the use of language for completing tasks rather than as a focus for study† (Walsh, 2011, p.26). By using TBLT, the students are able to interact with others and enhance the learning process when it comes to the acquisition of a foreign language. It simulates what happens in the real world where people use language not to study it but to accomplish a task. In the course of using TBLT techniques such as oral communicative tasks students are able to identify gaps in their knowledge as well as â€Å"notice connections between different linguistic features, find ways of saying something even when they do not have the most appropriate language, and so on† (Walsh, 2011, p.27). A good example of a BLTB inspired communicative task is to assign students into groups and give them a situational problem that they need to solve. One of the best examples is the situational problem involving the crash of a light-aircraft in a remote island in the Pacific. The two passengers survived but they have to choose wisely what to bring with them as they leave the plane and walk towards the clearing or the shore. The items are: parachute; knife; flashlight; matches; mobile phone; mobile phone charger; notebook; pencil; shaving kit; make-up kit; one apple; cigarettes; a bottle of lotion; airplane radio; and a bottle of water. The instructions further states that they can only bring five items with them. The items are words that they encounter in their readings or words commonly used in the real-world conversation and by engaging themselves in this problem solving exercise they go beyond mere memorisation of the words and learning the definition. Their minds are engaged in a deeper level and therefore learning is enhanced in a manner that can never be duplicated in a simple classroom type discourse. It is also important to provide opportunities for students â€Å"for interactive and collaborative uses of language among learners† (Richards Farrell, 2011, p.16). According to one practitioner in the field of intercultural language use a communicative methodology is to â€Å"acquire the necessary skills to communicate in socially and culturally appropriate ways, and, in the learning process, focus should be placed on functions, role playing and the real situations, among other aspects† (Soler, 2008, p.59). â€Å"Play has been noted as valuable in helping pupils’ development of oracy and literacy skills the normal practice during structured play sessions was to encourage pupils to respond to their experiences using the language at their disposal at the time† (Beaumont O’Brien, 2000, p.16). An example of structured play is when students are told to participate in a make-believe game where they are supposed to buy fruits and vegetables from a shopkeeper. Thus, instead of just teaching them about fruits and vegetables and showing these items in visual presentation format, the students are now able to exercise the ability to use the language in a practical matter. It can also be argued that the structured play enables them to participate in manner that is more intense as compared to sitting back and merely listening to the teachers speak. In this type of scenario the students learn more than just the words but also the feel of the language when spoken in a natural setting. One of the foundational principles is the realisation that â€Å"language is based on and is an extension of spoken language† thus it must be the starting point in the study of language (Cummins Davidson, 2007, p.859). However, in the latter part of the 20th century teachers did not pay careful attention on developing training strategies to teach language from a verbal standpoint. The reason for neglect was that â€Å"spoken language was seen as disorganised, ungrammatical, and formless and written language as highly structured and organised† (Cummins Davidson, 2007, p.860). This is the preferable course of action as one keeps in mind that in an EFL environment â€Å"there are only a few proficient speakers of English and there is no constant verbal interaction as in a native-speaking environment† (Lochtman Kappel, 2008, p.78). Discussion The acquisition of a second language hinges on different factors. The effectiveness of the teaching strategy used and the speed of acquisition depend on the proficiency of the teacher when it comes to using the English language as the medium of communication. It is also affected by the classroom environment and the cultural setting. But the most crucial factor is the appropriate use of language in order to facilitate learning. It has been discovered that the inappropriate use of language is based on the fact that teachers in an EFL classroom sometimes treat their students as if they are native speakers. A native speaker has a different mode of learning English because they have access to parents, teachers, and other people that are proficient in the English language. In the case of students studying English in a foreign land there is only one person that is proficient in the English language and he or she happens to be the teacher. The teacher therefore has to be sensitive to this fact. It is therefore important that the teacher be sensitive to the way he or she teaches especially when it comes to the appropriate use of language. The detection of errors and the measure of effectiveness can be achieved by using the SETT framework. This tool enables the teacher to evaluate â€Å"teacher-talk† by using strategies and methods that capture feedback and then evaluate the same. The use of audio recording devices and even videotape is an important took for this particular purpose. The use of the SETT framework can be made more effective if the teacher is aware of the four modes of learning strategies used in the EFL. By doing so the teacher would discover that the managerial mode is a problematic approach because it limits the capability of the teacher to evaluate â€Å"teacher-talk† and at the same time limits the ability of the teacher to determine the feedback coming from the students. This is based on the fact that the managerial mode encourages teacher to dominate the classroom discourse. The study of the four modes of teaching would reveal that the classroom context mode is the best way to promote learning. In this mode the students are allowed to participate. In this method of teaching the teacher enables the student to express themselves more effectively. At the same time it promotes oral fluency. If one thinks about it this is the main goal of teaching English to foreigners and it is to make them more fluent in the English language. Another interesting discovery in the discussion regarding the appropriate use of language is that the teacher cannot develop the correct materials or use the appropriate teaching method if the teacher does not enable collaboration between students and teachers and among themselves. It is easy to understand why students must be given time to express themselves in the classroom setting but it is another to consciously develop a strategy to allow them to speak by taking turns. The strategy of allowing them to speak in turns provides the ability to learn the language in a deeper way. If the students are merely allowed to speak on their own then there are nuances of the language that they are unable to detect and appreciate. But when they are allowed to talk with fellow students they uncover something that the teachers may not be able to discuss in class. Experts pointed out the fact that when students began to collaborate and discuss in the English language they begin pinpoint gaps in their knowledge. In the managerial mode of teaching and even in the materials mode of teaching the students are focused on the teacher and the materials. The goal is to mimic the teachers and at the same they are conscious of being able to copy the forms of the language displayed. As a result students become experts in mimicry such as copying the sounds made by the teacher or the ability to copy the letters of the English alphabet and yet when it comes to the things that really matter they fail. Students must not only be able to recite properly but they also have to fully understand the words that they are saying. They must not only be aware of the vague definition of the words that they are saying but also the different meanings of a word in different contexts. Experts agree that this can be done in a conversation. It is therefore crucial that teachers promote the spoken language as well as the written forms of communication. One of the most effective means to promote learning is to use situational problems that enable students among themselves. This is not just an ordinary discussion but structured interaction that allows them to focus on common words and then provide them the opportunity to use these words in a â€Å"real-world† context. There is a different feel when students discuss a scenario using the target words as opposed to simply reciting these words as the teacher flashed them in a projector or when these items are displayed in a visual presentation. By observing the students in collaborative exercises and by listening to feedback coming from different sources, the teacher identifies weaknesses in the teaching methodology. The teacher can then proceed to make adjustments and then repeats the process of evaluation. The goal is to improve the ability of the students to express themselves and to promote oral fluency. The students must be able to identify the meanings of the words in different contexts and use the words in a â€Å"real-world† setting. The conventional methodologies used in the past must be revised. The focus on materials and the way teachers dominate classroom discussion has been proven ineffective. Conclusion It is imperative that teachers are well aware of appropriate language use. They must realise that simply sticking to a plan does not produce students that are proficient in the English language. They must use all the available tools in order to evaluate â€Å"teacher-talk† and by doing so update their teaching techniques and strategies. Interestingly, the ability of the teacher to improve his or her skills in the use of appropriate language in an EFL environment is also dependent on the collaboration of teacher and students. Thus, it is also crucial that teacher allow students to speak in class and to interact with fellow students. It is only through these strategies that teachers are able to determine which areas they are deficient and then proceed to correct their errors. References Beaumont, M. T. O’Brien. (2000). Collaborative Research in Second Language Education. London: Trentham Books Ltd. Carter, R. (1995). Keywords in Language and Literacy. London: Routledge. Carter, R. D. Nunan. (2001). The Cambridge Guide to Teaching English to Speakers of Other Language. Cambridge: Cambridge University Press. Cummins, J. C. Davison. (2007). 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