In order to give language learners a fighting chance outside the classroom, teachers must provide them with consciousness-raising opportunities for developing pragmatic awareness. By attending to pragmatic factors in second-language (L2) situations, students will be better able to make informed decisions in negotiating effective communication., This article examines the potential use of the pragmatic discourse completion task (DCT) as a springboard for discussion in the L2 classroom. A description of a DCT used in a study involving advanced L2 learners at the University of Alberta (Ranta, 2002) is provided. The author also provides suggestions for developing students' pragmatic awareness.

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This report describes the treatment of a 44‐year‐old woman with history of left great toe amputation due to surgical complications from metatarsophalangeal joint fusion procedure. The fabrication of a prosthetic great toe with interchangeable nail that is paintable is described in detail. This prosthetic demonstrates that the clinical and laboratory techniques used in fabrication of traditional maxillofacial prosthetics can be adapted for the fabrication of somatic prosthetics to enhance quality of life.