Discussion Essay Example | Topics and Well Written Essays - 250 words - 56

Discussion - Essay Example Although US had the highest GDP per person but its infant mortality rate was higher than France’s infant mortality rate which and similar was in the case of life expectancy rate. Countries that are poorer can establish better infant mortality rate as well as higher life expectancy rate as established in the comparison of France and US. This is because higher amount of GDP does not mean that the government is spending more on wellbeing and healthcare of their citizens. A country may be experiencing lower amount of GDP, but the amount of money it directs towards its populations healthcare determines how well a country stands in the measures of infant mortality rate. Secondly, the cost of healthcare even determines the countries standing in these measures. If cost of healthcare is kept low, then citizens can obtain better healthcare at lower prices. GDP per person statistics can only provide insight regarding how much per person is able to spend on goods and services, but does no t determines the amount of goods and services that can be purchased and the quality of goods and services that can be purchased by individuals, thus relying on GDP per person statistics does not provide a clear picture of a nation’s standard of

Educational Specification Research Proposal Example | Topics and Well Written Essays - 1500 words

Educational Specification - Research Proposal Example From the discussion it is clear that  planning seeks to identify the main requirements for the project in order to ensure that the objectives are met during the implementation process for the project. During the planning phase various project parameters including functional, philosophic, environmental and operational aspects are considered, with the aim of producing a comprehensive plan for implementing a project.As the paper highlights the need to improve teaching within schools has necessitated the transformation of the methods utilized in teaching. There is an increased need to academic relevance of the theoretical materials being taught to be applicable within practical settings outside the classroom. While this serves as an encouragement to students on the viability of materials being taught, this is a core factor that enhances the understanding of the theoretical concepts presented in class. Conducting laboratory studies, especially within the STEM field has been described a core element in teaching within this field. This project has been developed and implemented based on the philosophy of ensuring practicality of teaching within the STEM field. The goal of the project is the presentation of a facility that can be utilized by teachers and students in conducting practical tests within the field of STEM.  The facility will be utilized by junior high school students for conducting many of their introductory practicals in STEM subjects.

Is the Death penalty effective Essay Example | Topics and Well Written Essays - 750 words

Is the Death penalty effective - Essay Example An example from the history tells us that in 1975, two African American men in Florida named Freddie Pitts and Wilber Lee were granted commutation after twelve long years awaiting death-penalty for the murder of two white men. Their conviction was as a result of constrained confessions, spurious testament and an adduced bystander. After a long time of nine-years of battle in the courts, a white confessed his guilt and Pitts and Wilber were granted absolution by the governor. Had their death-penalty not been delayed due to the court-battles, they would have naively executed. The history of death penalty can be traced back to the eighteenth century (B.C) when the laws for it were established. As years passed these penalties were used all over the world to kill the guilty people. After the World War II the United States protected pregnant women, elders and children from these death penalties but did not abolish it completely. Over these years many countries have abolished it but the Uni ted States still follows it to a certain extent (Death Penalty Information Center). The proponents of the death-penalty justify it by biblical quotations to use death penalty as the ultimate punishment for murders and equivalent crimes. The bible says that the murders must be vindicated: life for life is what the bible says about murders. But the justifications presented cannot be applied in the modern world because of the ethics that apply these days. The bible’s quotation about life for life was for that time when the unjust and violent people were killing innocent and exemplary people. According to most of the people, the death-penalty should be abolished from the U.S and that the criminals must be given a chance to change themselves. Death row inmates can spend their time in the law library and interact with each other and somehow get the wind of the crime of what they have done and accept to change from the bottom of their hearts. The process of death qualification was c onstitutionally challenged in Lockhart v. McCrea on the basis that it produces unrepresentative and doctrine procumbent juries. The United States Supreme Court rejected such challenges by questioning the truthiness of the relevant social science research. But according to me, the challenges made were completely just and the government should have had taken suitable steps in order to eradicate this barbaric act from the society (Guernsey 39-42) The moral disengagement is also an aspect worth discussing in this regard. According to a study by Osofsky, Bandura and Zimbardo in 2005, they took direct words from the executioner. The executioner said that the ECG monitors are in front of him when he carries out the process. His duty is to push the syringe in the veins of the guilty and lower the heart beat of the guilty until it becomes flattened. The harder he pushes, the more flattened is the graph and once he empties the last injection, the pulse rate reaches zero indicating that the gu ilty is now dead. He adds further that it is distraught to see someone die in front of him and leaves a great impact on him even after some days. This research helps to conclude that the executioner has vivid thoughts about the incident too as it is a harsh process to be carried out (Osofsky et al 373-380). The opponents believe that death-penalty should be abolished because it is a barbaric act of murder which involves the death of an individual in a similar

Why Learn English Essay Example for Free

Why Learn English Essay There are many reasons to learn English, but because it is one of the most difficult languages to learn it is important to focus on exactly why it is you want to learn English. Here we will look at ten great reasons why English is so important. Post this list somewhere you can see it and it will motivate you to keep going even when you are tired of trying to figure out which witch is which! †¢English is the most commonly used language among foreign language speakers. Throughout the world, when people with different languages come together they commonly use English to communicate. †¢Why learn English when it is so difficult? Well, knowing English will make you bilingual and more employable in every country in the world. You have all the skills but when you are heard in an interview with poor communication, chances to get the job come down by 30%. †¢English is commonly spoken throughout much of the world due to Great Britain’s expansion during the colonial age. People in Australia, New Zealand, Canada, parts of Africa, India, and many smaller island nations speak English. English is the commonly adopted second language in Germany, Norway, Sweden, Denmark and the Netherlands. Speaking English opens these countries and cultures up to you. †¢Another reason why English is so important is that it is the language of science. To excel in science you need to know English. †¢English is based on an alphabet and, compared to Chinese, it can be learned fairly quickly. †¢English is also the language of the Film Industry and English means you no longer have to rely on subtitles. †¢Speaking English immediately opens up opportunities regardless of your ethnicity, color, or background. †¢Learn English and you can then teach your children English — or if they are already learning, you can now communicate with them in English. †¢English speakers definitely earn more money than non-English speakers. Learning English will open your job prospects and increase your standard of living. †¢Last but not the least, because you have always wished to be more articulately audible, and, to impress your listeners with your fluent and flawless professionalism. Why Learn English From Us †¢First and Most Important to know that we are charging very nominal for you just to provide a platform to overcome your hesitations in terms of communication. †¢Our heartfelt Objective to bring you for the training comes from our personal experience with the job-seekers. †¢We are providing Basic English to International communication skills in one single customized course for you. Register yourself Today for the Induction / Introduction and know your level to enroll in the training. Lets move one step ahead by being More Confident!! Business Skills (iSkills) You are very good technically, but you find it difficult to present your thoughts to others in English. You can negotiate brilliantly in your mother-tongue, but with English, you are tongue-tied. You can write letters and e-mails in English easily, but they seem to be very long, or your boss has to correct them before they are sent across. You know your subject but can’t speak before a crowd. So, you don’t get the recognition you deserve because your communication skills are below par. The iSkill series taps the uniqueness in you and helps you perform effectively, developing you into a well-rounded professional. Programs A. Complete programs (120 hrs) Effective Performance Appraisals Professional Email writingTime Management Assertiveness skills Negotiation skillsSelling skills Business Writing Presentation skills Telephoning skills Leadership skillsPublic Speaking Voice Quality Meeting skills Recruiting and Interviewing Voice Quality B. i-Workshops (Spread over 8 hours – one to two days) Professional email writingEffective public speakingEffective presentation Time management Improve your fluency dramatically – iBlaze We offer iBlaze to improve your listening comprehension, fluency, pronunciation, and auditory memory. What it means is you get to understand the target language better, build your confidence, and improve your pronunciation. How does iBlaze work? Each iBlaze session begins with a listening phase, followed by pronunciation exercises: 1. The listening phase: The learner listens to modulated music that opens his ear to the dominant frequency of the targeted language. 2. The pronunciation phase: During 30 minutes, the learner trains his pronunciation by repeating words and sentences. †¢The learner listens to a native speaker †¢He then repeats †¢His voice is filtered in real time and his ear instantly opens itself to the frequencies of the learned language By hearing yourself speak properly, you correct your pronunciation unconsciously and naturally You can start seeing all this after just 24 sessions. Register yourself to know whether you are at the basic or the advanced. Email: [emailprotected] New Delhi: +91-98118655500

Determination of the molar volume of hydrogen gas Essay Example for Free

Determination of the molar volume of hydrogen gas Essay Introduction We are going to determine the molar volume of hydrogen gas by letting known amount of magnesium react with dilute hydrochloric acid and carefully collecting the gas formed. Materials Gas syringe Hydrochloric acid, 2-molar 8 cm of magnesium ribbon Ruler Emery cloth For details see instruction form Methods We connect the equipment according to the diagram and make sure we follow the instructions carefully, and then we weigh the 8 cm of magnesium ribbon and pour the HCl into the test tube. As we are ready to start the experiment we fold the mg ribbon on the hook and put the stopper into the test tube so that when we tilt the test tube the mg ribbon can easily fall into the acid. It is important to wait for the reaction to finish completely so that the equipment returns back to room temperature. For details see instruction form. Results: Measured weigh of 8 cm mg ribbon: 0.068 g (uncertainty is à ¯Ã‚ ¿Ã‚ ½ 0.0001) Room temperature: 21.9 à ¯Ã‚ ¿Ã‚ ½C (uncertainty is à ¯Ã‚ ¿Ã‚ ½ 0.1) Room pressure: 742.5 mmHg Vapour pressure of water: 19.587 and 19.827 Vapour pressure: 19.587 + 19.827 / 2 = 19.707 1.333 x 102 x (mmHg) = Pa Convert the room pressure in mmHg into Pa: 742.5 x 1.333 x 102 = 98975.25 Pa Convert the vapour pressure of water into Pa: 19707 x 1.333 x 102 = 2626.9431 p(H2O) = 2626.9431 Pa Room pressure (Pa) Vapour pressure of water (Pa) 98975.25 Pa 2626.9431 Pa = 96348.3069 Pa p(H2) = 96348.3069 Pa p(H2) + p(H2O) = p(room) 2626.9431 + 96348.3069 = 98975.25 p(room) Calculation of molar volume for hydrogen gas at 0 C and 1 atmosphere P1 x V1 / T1 = P2 + V2 / T2 1 atm = 1.013 x 105 P1 = 96348.3069 P2 = 1 atm = 101300 V1 = 70 cm3 (uncertainty is à ¯Ã‚ ¿Ã‚ ½1) V2 = 59cm3 (uncertainty is à ¯Ã‚ ¿Ã‚ ½0.5) T1 = 21.9 à ¯Ã‚ ¿Ã‚ ½C = 294.9 K (uncertainty is à ¯Ã‚ ¿Ã‚ ½1.3466 ) T2 = 0 à ¯Ã‚ ¿Ã‚ ½C = 273 K 96348.3069 x 70 x 1 / 294.9 = 101300 x 59 x 0.5 / 273 Conclusion Evaluation: Our conclusion is that the molar volume of hydrogen gas at 0 à ¯Ã‚ ¿Ã‚ ½C and 1 atmosphere is -. We reached the conclusion by first checking the room temperature and barometer pressure. Then we looked up the values for vapour pressure of water at the actual temperature from the Hand book of Chemistry and Physics. The full reference is: Chemistry for the IB diploloma G. Neuss. Oxford UP, 2001 p.28.

Republic of Ireland’s Primary Care Strategy: An Analysis

Republic of Ireland’s Primary Care Strategy: An Analysis Primary Care Strategy Introduction â€Å"Primary care is the first point of contact that people have with the health and personal social services.†[1] This means that primary care must be sufficiently well developed to be able to address the most complex and diverse range of health-related challenges and problems that will manifest in healthcare service provision, and make the most of opportunities to promote health and reduce morbidity, across the general population in specific target groups. This essay will explore the Republic of Ireland’s primary care strategy in relation to key goals and targets, and also examine some elements of the strategy in terms of a SWOT analysis. Specific reference will be made to the role of the Specialist Public Health Nurse/Health Visitor Role. Main Body Primary Care can be defined as â€Å"first contact, continuous, comprehensive, and coordinated care provided to populations undifferentiated by gender, disease, or organ system.†[2] Primary care is about the provision of information, diagnosis, treatment, referral and support for the majority of people who access healthcare services for the first time, and the strategic concerns of primary are related to accessibility, provision of short and long-term care which meets the needs of the population, assessment of those needs, and coordination of services to meet those needs[3]. This has many implications for the provision of healthcare services and the management of increasingly scarce resources. However, it is evident from the literature that in most locations, primary healthcare services still have a long way to go in meeting the goals of primary healthcare itself, particularly in relation to improving integration of services and reorienting services to a person-centred model, rather than a disease-centred model. Primary healthcare is viewed as a means of reducing the use of and demand for overall healthcare services by acting as a gatekeeper for secondary healthcare, and as a means of primary prevention of healthcare problems and disease, particularly in high risk groups of the population, but there is ongoing evidence and debate within the academic literature that there are continuing issues about the lack of egalitarian access to such services and ongoing questions about the ways in which they are provided[4]. It is considered by some that the decisions which govern the design and delivery of primary care services are potentially more based on political drivers than true patient need[5]. Similarly, the gateway function of the primary care service in determining which patients have access to acute care (or secondary care) services may not be based on individual need, but on other factors, such as political, social and even personal factors, including prejudices on the part of healthcare professionals[6]. The primary care strategy, if it provides strong guidance which leads to strong leadership, and perhaps enhances management of care through the use of agreed care pathways which guide decision making, might help eradicate some of these factors. Making the person-centred care model central will also help to remove some of the barriers to egalitarian service provision[7]. However, one of the challenges of the Republic of Ireland model is the fact that two thirds of patients in primary care must pay for their care, which would mean that despite the focus on removing inequalities in access, there continue to be challenges for providing equality of acces s[8]. One of the strengths of the primary care strategy is the focus on improving interprofessional working and communications, as a means of streamlining use of services and preventing doubling up or overlap of services[9]. Improving interprofessional working at the primary care level is one thing, but the strategy also needs to ensure that the intersection between primary and secondary care is properly managed, and that patients moving from acute care settings into community settings continue to have a streamlined, person-centred model of care applied, with good continuity of care[10]. However, there is also a need for the provision of strong leadership, which supports the implementation of the changes associated with this re-orientation of primary care in Ireland, and which supports new ways of working and helps to break down the barriers between the professions[11], [12]. This is where the role of the Health Visitor can be examined in a little more detail, in relation to realising some of the goals of the Primary Care Strategy, and in addressing some of the challenges of this. It has long been the case that Health Visitors work across professional boundaries, and work closely with a range of other health professionals, because within the community, specialist and generic roles are equally required in supporting individual patient need[13]. The interprofessional interface is perhaps one of the most fundamental elements of the work of the Health Visitor, but at the same time is perhaps not given enough attention or credit in terms of the impact that Health Visitors have in the prevention of illness and public health sectors of primary healthcare[14], [15]. The Public Health focus of the primary care strategy is inherent in much of the rhetoric it contains, particularly as it expressly cites the potential for preventive strategies to reduce overall healthcare resource use[16]. It is here that the Health Visitor’s role perhaps has the greatest scope, and should be more strongly underlined, as this is a great resource for change. Research shows that the role of the health visitor is paramount and unparalleled, in reducing risk related behaviours, improving health outcomes, promoting healthy lifestyles and engaging in the more challenging areas of the health/social car interface[17], [18], [19]. However, there is also some evidence to suggest that nurses and, in particular, health visitors, have a key role to play in expanding and delivering the public health dimension of primary care[20]. In particular, the development of improved partnerships in health and social care may be made possible through the role of such nurses, who have the broader community knowledge as well as specialist knowledge of key areas of public health[21]. These partnerships can be developed with a focus on the quality of care provision, not just the identification of need[22], [23], [24]. However, managing the development of improved partnerships, and achieving the goals of the Strategy, is going to be challenging during the transition period, and there may be a degree of uncertainty over roles and boundaries[25]. It might be that Health Visitors are in a prime position to provide the leadership required during such a time. Conclusions and Recommendations. Below is a summary of a brief SWOT analysis of the primary care strategy and isome of its potential implications. Table 1 SWOT analysis of Primary Care (with Reference to the Republic of Ireland Primary Health Strategy[26]) This shows that while there are issues with weaknesses and threats, many of these are the kind that have been present within the primary arena for some time, and it will take good leadership, and good use of existing skills and resources, to achieve the goals of the strategy. While the primary care focus for healthcare services is laudable, there is still the overwhelming need for good resourcing, more clarity about provision, and clear guidance on how to move forward to achieve these goals. Making use of existing roles, such as that of the Health Visitor, whose work crosses the intersections of care at so many points in the primary care sector, could improve quality of care, reduce the impact of the change and transition, and also set standards for the future to increase interprofessional communication and partnership. Certainly it should not be assumed that the strategy will eradicate all the existing problems about the provision of primary care in Ireland, and those problems must still be addressed in future provision[30]. References 213615 Allen, P. (2000) Accountability for clinical governance: developing collective responsibility for quality in primary care. British Medical Journal 321: 608–611. Barlow, J., Davis, H., McIntosh, E. et al (2007) Role of home visiting in improving parenting and health in families at risk of abuse and neglect: results of a multicentre randomised controlled trial and economic evaluation Archives of Disease in Childhood 92 229-233. Campbell, S.M., Roland, M.O., Middleton, E. and Reeves, D. (2005) Improvements in quality of clinical care in English general practice 1998-2003: longitudinal observational study. BMJ 12;331(7525):1121 Carr, S.M. (2007) Leading change in public health – factors that inhibit and facilitate energizing the process. PrimaryHealth Care Research and Development. 8 207-215. Chavasse, J. (1998) Policy as an influence on public health nuse education in the Republic of Ireland. Journal of Advanced Nursing 28 (1) 172-177. Chavasse, J. (1995) Public Health Nursing in the Republic of Ireland. Nursing Review 14 (1) 4-8. Currie, G. and Suhomlinova, O. (2006) The Impact of Institutional Forces Upon Knowledge Sharing in the UK NHS: The Triumph of Professional Power and the Inconsistency of Policy. Public Administration 84 (1) 1-30. Department of Health and Children (2001) Primary Care: a New Direction. Available from: http://www.dohc.ie/publications/pdf/primcare.pdf?direct=1 Accessed 10-11-08. Douglas, F., van Teijlingen, E., Torrance, N. et al (2006) Promoting physical activity inprimary care settings: health visitors’ and practice nurses’ views and experiences. Journal of Advanced Nursing 55 (2) 159-168. Dunnion, M.E. Kelly, B. (2005) From the emergency department to home Journal of Clinical Nursing 14 776-785. Ewles, L. (2005). Key Topics in Public Health. London. Churchill Livingstone. Jackson, C., Coe, A., Cheater, F.M. and Wroe, S. (2007) Specialist health visitor-led weight management intervention in primary care: exploratory evaluation Journal of Advanced Nursing 58 (1) 23-34. Lordan, G. (2007) What determines a patient’s treatment? Evidence from out of hours primary care co-op data in the Republic of Ireland. Health Care Management and Science 10 283-292. McGregor, P., Nolan, A., Nolan, B. and O’Neill, C. (2007) A comparison of GP visiting in Northern Ireland and the Republic of Ireland. ESRI Working Ppaper Avaialble from www.esri.ie Accessed 10-11-08. McMurray, R. and Chester, F. (2003) Partnerships for health: expanding the public health nursing role within PCTs. Primary Health Care Research and Development4 57-65. Masterson, A. (2002) Cross-boundary working: a macro-political analysis of the impact on professional roles. Journal of Clinical Nursing 11 331-339. Mitchell, P.S., Schaad, D.C, Odegard, P.S. Ballweg, R.A. (2006) Working across the boundaries of health professions disciplines in education, research and service: the University of Washington experience. Academic Medicine 81 (10) 891-896. O’Dowd, A. (2005) Uncertainty over reorganisation is destabilising primary care. BMJ331 1164 Price, B. (2006) Exploring person-centred care. Nursing Standard 20 (50) 49-56. Rummery, K. and Coleman, A. (2001) Primary health and social care services in the UK: progress towards partnership? Social Science Medicine 56 (8) 1773-1782 Stanley, D., Reed, J. Brown, S. (1999) Older people, care management and interprofessional practice. Journal of Interprofessional Care 13 (3) 229-237. Starfield, B. (1994) Is primary care essential The Lancet 344 1129-1133. Thomas, P., Graffy, J., Wallace, P. (2006) How Primary Care Networks Can Help Integrate Academic and Service Initiatives in Primary Care Annals of Family Medicine 4:235-239. Vernon, S., Ross, F. Gould, M.A. (2000) Assessment of older people: politics and practice in primary care. Journal of Advanced Nursing 31 (2) 282-287. Watkins, D., Edwards, J. Gastrell, P. eds. (2003). Community Health Nursing: Frameworks for Practice. 2nd ed. p.35. London, Baillià ¨re Tindall. 1 Footnotes [1] Department of Health and Children (2001) p 7. [2] Starfield, B. (1994) [3] Starfield (ibid) [4] Vernon, S., Ross, F. Gould, M.A. (2000) [5] Vernon (ibid) [6] Starfield (ibid). [7] Price, B. (2006) [8] McGregor, P., Nolan, A., Nolan, B. and O’Neill, C. (2007) [9] Stanley, D., Reed, J. Brown, S. (1999) [10] Dunnion, M.E. Kelly, B. (2005) [11] Carr, S.M. (2007) [12] Currie, G. and Suhomlinova, O. (2006) [13] Watkins, D., Edwards, J. Gastrell, P. eds. (2003). [14] Ewles, L. (2005). [15] Jackson, C., Coe, A., Cheater, F.M. and Wroe, S. (2007) [16] Department of Health and Children (ibid). [17] Barlow, J., Davis, H., McIntosh, E. et al (2007) [18] McMurray, R. and Chester, F. (2003) [19] Douglas, F., van Teijlingen, E., Torrance, N. et al (2006) [20] McMurray (ibid) [21] McMurray (ibid) [22] Allen, P. (2000) [23] Campbell, S.M., Roland, M.O., Middleton, E. and Reeves, D. (2005) [24] Rummery, K. and Coleman, A. (2001) [25] O’Dowd, A. (2005) [26] Department of Health and Children (ibid). [27] Masterson, A. (2002) [28] Mitchell, P.S., Schaad, D.C, Odegard, P.S. Ballweg, R.A. (2006). [29] Thomas, P., Graffy, J., Wallace, P. (2006) [30] Lordan, G. (2007)

The Language And Linguistic Competence English Language Essay

The Language And Linguistic Competence English Language Essay Linguistic competence, besides being a part communicative competence, deals with language as such in oral communication which encompasses many spheres namely phonology that deals with pronunciation and perception of speech sounds, prosody that is needed when using intonation to convey syntactic information and the ability to interpret the information conveyed through intonation, lexis or diction which is the ability to choose the proper lexis in communication and make sense of the subtle meaning of a particular word or expression, and grammar that helps sentence formation and interpretation of sentence meaning. Then one needs to clarify the nature of a language. Language  is a set of rules for generating speech  [1]  , or system of conventional spoken or written symbols used by people in a shared culture to communicate with each other  [2]  . This shared culture is created by people. Hence, language cannot exist without its users. If its user quits using a language, then it ceases to exist. The vivid example is Latin language (here, the usage of Latin in medicine or other sciences is omitted). For a language to exist there should be society, because it is the society that uses and modifies language as time goes by. How many languages are there in the world? Entologue research counted 6909 languages in the world  [3]  . And according to Encarta Encyclopedia there are ten mostly used languages in the world: Mandarin Chinese, Hindi or Urdu, Spanish, English, Arabic, Bengali, Russian, Portuguese, Japanese, and German  [4]  ,  [5]  . These are used in intercultural communication most of all. Nonetheless, any language can serve as a channel for information flow. Yet, one language can have many speech communities that are big and small. Lobanov  [6]  implemented this term to describe variations of one language that exist, since one language can have many versions like, for example, English (British English, American English) or variances of one language in one country i.e. dialect. Language by its nature can serve not only as means of communication, but also as self identification or identification of others. Likewise, one can use a language to exclude people from communication. For instance, in Russian prisons inmates use prison jargon in communication so that staff of prison would not understand what they are talking about. Communication can occur if participants of oral communication know and use a common language. It is much easier if they are native speakers of the common language and share a lot of common ground knowledge. However, if they speak a completely different language, they wont have good interaction, except primitive exchange of basic information by hand gestures that can be misleading or they would need to hire an interpreter. This section of the dissertation presents the situation when people do speak a common language, however that means of communication is not their native language and they dont have common grounding. In such case, people would have different styles of communication that reside in their culture and differ from others that naturally cause miscommunication between them. There are 6 types of oral miscommunication which are caused by lack of knowledge of various language spheres such as phonology, lexis, grammar, and cultural competence  [7]  . Table.2 Model for the categorization of nonnative-native speakers oral miscommunication and its causes. Mispronunciation when encoding in speaking Misuse and misunderstanding of spoken due to lack of adequate competence in prosody and phonology Misperception when decoding when hearing Misspeaking when encoding in speaking Misuse and misunderstanding of spoken due to lack of adequate grammar and lexis competence /Misinterpretation of spoken because of lack adequate intercultural competence or socio-cultural differences Misunderstanding or non-understanding when decoding Misformulating spoken discourse misuse and misinterpretation of spoken due to lack of adequate pragmatic competence/ Misinterpretation of spoken because of lack adequate intercultural competence or socio-cultural differences Misunderstanding or non-understanding of spoken discourse. Zhenxian Wang, Verbal Miscommunication Between English Native Speakers And Chinese Learners of English, Beijing Institute of Education, 2009, p. 5-11. Mispronunciation which is the first point of the above table deals with encoding in speaking. Here Encoding is meant to be at the productive phonological level, which has three broad types: segmental, combinational, and supersegmental. Segmental mispronunciation occurs in individual consonants or vowels; combination mispronunciation refers to the omission of one consonant in a consonant cluster, poor pronunciation of linking sounds and weak forms; suprasegmental mispronunciation comprises the phenomena of stress (word stress and sentence stress) rhythm, and intonation  [8]  . For instance, one who speaks English that is not good enough could pronounce heat instead of hit, think like sink and many other words incorrectly. Misperception when decoding when hearing. It occurs when one wrongly perceive or fail to recognize the pronunciation of words. For instance, one can see the difference between hut and hot, sink and think, Seek and sick and other words as he or she might apply the competence on phonology of his or her native language which might differ tremendously. Misspeaking when encoding in speaking. Misuse of lexis, which often results from their lack of knowledge of the connotation of the lexis. For instance, one could say In lame mans terms: instead of In laymans terms meaning someone who lacks specialized knowledge on a topic. It wouldnt be correct, or nice, to label someone a lame man. Misunderstanding or non-understanding when decoding. Ignorance of a words connotation can lead to misspeaking, so it can also bring about misunderstanding. For instance, there is an expression break your leg that is used as a wish of good luck for the actors or entertainers before their performance. It is sometimes used even in the casual everyday life. Without knowing it, the foreigner might be offended that someone is suggesting breaking ones leg. Misformulating spoken discourse. For instance, in China, when the host offers anything to drink or eat, the guest, whether he or she wants to take it or not, will usually reply with a ritual No when asked for the first time. Then the host insists that the guest would accept the offer, replying with something like ok. Whereas, in certain other cultures of such continents as North America or Europe, the host does not serve drink or food against the spoken wishes of the guest. For that reason, in the western world, a Chinese person ends up without food or drink because of his or her ritual answer. Non-native speakers tend to employ the conversation strategies from their cultures, when they are not appropriate in cultures of native speakers or people from other cultures. Non-understanding of discourse force is often a result of failure to distinguish discourse markers. For example, the discourse force of the sentence Nice meeting you is to finish the conversation; however, a nonnative speaker may not understand it. As a result, s/he continues talking to the native speaker who finally has to finish the conversation by saying Sorry, we have to go.  [9]  This situation took place between a Chinese high school female teacher of English and a female visitor from America when they met at the Tiananmen Square for the first time  [10]  . 3.1 Vocabulary or Lexis Words are the basic units of any language in the world that are used in sentences supported by grammar. They are loaded with meanings that can be good, neutral or bad. Problems arise when, for instance, some of the words and phrases whose meanings are unknown to the hearer, which hinder the hearer from comprehension of the conversation. Likewise there are the words known to the hearer but are undesired to be use due to their degree of rudeness. Here I will present and discuss certain categories of words and expressions that require special attention as they might cause miscommunication. 3.2 Slang The first aspect of lexis in intercultural communication that needs reviewing is slang. The reason behind it is that slang and its misunderstanding can cause Behavioral and Mindset Anxiety, Discomfort Fear of the Unknown, Prejudice and Stereotyping, Perceived Cultural Superiority or Ethnocentrism, Racial, Sexual, and Educational Discrimination  [11]  . One needs to understand that Slang is an ever changing set of colloquial words and phrases that speakers use to establish or reinforce social identity or cohesiveness within a group or trend or fashion in society at large  [12]  . The usage of slang in verbal intercultural communication might raise a barrier or misunderstanding as slang is attached to a certain social group, culture or subculture, rather not to language as such. Hence, a person who employs slang in his or her speech with foreigners that is used in communication among the representatives of his or her social group might be misunderstood or not understood at all. There are certain criteria for words to be considered as slang  [13]  : Its presence will markedly lower, at least for the moment, the dignity of formal or serious speech or writing. Its use implies the users special familiarity either with the referent or with that of less status or less responsible class of people who have such familiarity and use the term. It is a tabooed term in ordinary disclosure with persons of higher social status or greater responsibility. It is used in place of the well-known conventional synonyms, especially in order (a) to protect the user from the discomfort caused by the conventional item or (b) to protect the user from the discomfort or annoyance of further elaboration. The most important is to realize that communication requires common ground knowledge for both parties of communication  [14]  . Slang cannot be considered a common ground for intercultural conversation as different nations do not share the knowledge of the same slang across the globe. Not to mention that slang should be avoided in certain settings of official meetings at any cost. The best option is to exclude the use of this type of vocabulary for speech in intercultural communication.