Case Study-Courthouse setting

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wearing a cast on his lower right leg and a neck brace. He appears to be nervous and unkempt. He walks into the screening area and introduces himself as Mr. Midas. He begins to joke with the others at your post about how he fell off his scooter and broke his leg. He also was diagnosed with a neck sprain. As he is walking through the metal detector, the alarm goes off. When the alarm goes off, Mr. Midas explains that he has a rod in his leg and points to his cast. He is allowed to enter the building without any additional screening although the alarm is sensing that the metal is coming from his left leg. Additionally, the metal detector has not been serviced in more than three years because of budget cuts.
Mr. Midas walks into the courtroom and asks the stenographer which side of the courtroom is for the “killer.” She points to her left. Mr. Midas goes and sits in the first row directly behind where the defendant will eventually sit. Shortly thereafter, the defendant arrives at court in his orange jumpsuit. He is not cuffed because the deputies are familiar with the defendant and feel like he does not pose a risk.
The defendant sits at the table directly in front of Mr. Midas. The bailiff enters the court from the same hallway as everyone else with the judge in tow. As the bailiff walks to the front of the courtroom, he yells out “all rise, the court is now in session.” As everyone stands, Mr. Midas reaches into his cast and pulls out a Glock 22 and a knife. Mr. Midas shoots the bailiff and tosses the knife to the defendant. Mr. Midas continues to shoot and the defendant stabs his lawyers and gives chase to the judge who can only leave via the main entrance. No doors leading out of the courtroom have crash bars, the bailiff who is seriously wounded does not have a radio, and the judge does not have a panic alarm. Again, the only way for anyone, including the judge, to exit the courtroom is via the main entrance, which cannot be used because of the injured piling up near the door. Because there has never been any training, the court staff do not know what to do in this situation so they do not move. Some of the issues to consider include the following items.
What are some of the opportunities missed in the case?
What are some examples of complacency?
What were some of the possible breaches to security?
How would training have saved lives here?
What architectural opportunities are there?

 

Sample Solution

so the way we react to the world ‘ temperament.
Since the way a second language is acquired is quite different from how the native or mother tongue is acquired, a lot of the individual comes into play, especially as most learners are exposed to a second language at a later growth stage. Turks are hardly exposed to English language unless they intentionally expose themselves to it, this triggered the academic curiosity to know how their temperament affects their language acquisition in relation to skills in English.
Turkish is mainly spoken in Turkey and its surroundings; it has like 70 million native speakers worldwide. It borrows from Persian, French and Arabic, even though there was a major change in the language in 1928, the Arabic alphabet was changed to Latin which is mostly used in English, about this time, Turkish alphabet equivalents replaced the Arabic and Persian ones. In Turkish, the endings are added to the root one by one to a word to get the required meaning it is known to be an agglutinative language. Unlike English alphabets, Turkish has 29 letters, it does not have Q, W, and X, but it includes diacritic such as C. There are eight vowels and 21 consonants.

Turkish students do not really have a problem with the writing system of English. However, they have a problem in oral phonology of English; this is as a result of Turkish vowel harmony which English vowel lacks. The most common difficulties can be seen in the inclusion of an extra vowel in words like sport (>siport) or the omission in words like support (> sport) and also mistake in minimal pairs such as law/low, man/men or kip/keep. Also just like others who are not native English speakers, Turkish student have problem with words like then, think, clothes and so on. There is also a challenge when producing words beginning with /w/ and /v/, examples are words like vine as wine and vice versa.
In written English because there is a difference in the structure in Turkish structure which is Subject-Object-Verb patterns, there is interference of this in English structure. These and more are the main challenges Turkish students face in the acquisition of English Language.
Temperament may have a lot to do with L2 acquisition because new language requires practice and some temperament are more prone to practice more than others. There is a need for this study to check how this happens and why in the Turkish environment especially due to the aforementioned difficulties or challenges associated with a second language learning, in this case, English.

1.2 Statement of Research Problem
Studies have indeed worked on language acquisition in relation to temperaments

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