The Role of Total Quality Management in the National Health Service Essay - 1

The Role of Total Quality Management in the National Health Service - Essay Example The researcher of this essay states that in the last couple of decades, there has been an increasing interest in the application of quality management into healthcare organisations around the globe. It appears that the healthcare system, in general, have largely embraced total quality management. One of this organizations, that are aimed to improve themself is the National Health Service (NHS). It is stated that the drive for total quality management began early in the 1980s as a fall out of the Griffiths Report. Since then, and over the following years, ‘quality’ has become a buzz word in the NHS. This essay intends to look at this developing importance of total quality management in the healthcare sector. And using the NHS as a guide, this article reviews the critical elements of total quality management, the different factors that come to play in promoting these elements and how these can be better put to use to improve the overall quality of service delivery in the N HS. The next section of the essay attempts a detailed explanation of the term 'total quality management', to establish a background understanding of the topic at hand. This is followed by a look at the several elements of TQM, the factors driving these elements and how they inter-play to enhance service delivery and improve competitive advantage. In conclusion, the researcher discusses how total quality management has affected the National Health Service recently and what improvements were reached by it's managers.

Product represent the New Design Paradigm Assignment

Product represent the New Design Paradigm - Assignment Example The first one in this case is that it has helped in alleviating the problems, which are associated with the use of desktop computers. In this case, the major problem is to do with immobility and convenience. At the same time, the laptop has become a rather important element concerning the way people conduct their business majorly due to its portability. The facilities, which are also associated with the use of laptops, also make it a rather dependable machine in the life of a person. An example of such a facility is the use of Wi-Fi for accessing the internet. In this regard, it is not necessary for a person to have wired connection to access the internet but this is made possible through wireless internet through Wi-Fi networks. Responsibility is something, which is expected of every member of the society. In this particular case, however, the responsibility, which is in focus, is in relation to being ecologically responsible and being socially responsible. In social responsibility, an individual ought to act and carry him or herself in a manner, which is beneficial to the individuals in the society. The main intention associated with this type of responsibility is such that the individual is able to maintain a balance between the ecosystem and the economy. It entails having a balance between the organizations and individuals together with the welfare of the society. On the other hand, ecological responsibility is mainly concerned with the environment and its preservation. This is bearing in mind the importance, which is attached to the environment in relation to the sustenance of human beings. In this case, the individuals in the society ought to see to it that they do not take actions, which may jeopardiz e the environment, for example using of detergents and letting water flow onto the soil or streams of water. There is significant impact on global production when looking at the elements,

Einstein’s statement Essay Example for Free

Einstein’s statement Essay According to Einstein’s statement that Memory is deceptive because it is colored by todays events one should take a concrete position in order to prove it or not. There is nothing frozen in the cycle of life, everything is in flux. The process of memorizing information around is amazing at a glance. However, there should be an explanation of why human beings get stuck on what they know about a definite thing or event, and do not want to step back not a jot. I think that there are several responses on what Einstein once said. Hence, memory can be deceptive for a man, as it refers to the past and to the present only. Here comes a logic evaluation of the Einstein’s statement which designates the idea of what is known to people currently and what is not. Thereupon, it is a matter of contradiction between three states of time, so to speak: past, present, and future. It goes without saying that the first two relate to what is recollected in our memories. On the other side, the future is a mystery for every human being. Memory does not apply to the future events. It is about to gain momentum, as we may call it, of what has been predicted and what it comes out to be as a result. However, there is an aspect of memory which relies on peoples’ suggestibility (Platek, Keenan, Shackelford, 2007). This feature of memory can serve as pseudo-persuasiveness in what has not happened yet. Within my remembrance, I have too many cases when I could state that memory is really deceptive, and is based on some evidences at hand. It was when I tried to win in lottery. I was sure that a fortune will help me. Nevertheless, I tried to work out a specific formula on finding out the â€Å"receipt of hitting jackpot† at once. My memories could give me just the examples based on the experience of many millions of people who failed to reach out a definite circumspect approach toward solving the enigmatic mystery of where the luck is. As a result, I just spent a pretty some of money, as related to all cases when I bought a bunch of lottery tickets. It fell into nothing at all, unfortunately. However, since that time I have been working over a philosophical attitude toward what knowledge is. Furthermore, it became interesting to me that memory can become vague in some moments, as it complies with physiological processes as well. Thus, memory does not just colors today’s events and gives no answer on what will become tomorrow. It also makes people realize the things going on all around. There is an assumption that the hidden power of brain can work miracles in perceiving events of tomorrow. People can just change their consciousness in order to discolor reality and appear in parallel worlds. However, it is just a hypothesis which Einstein once claimed during his investigation of the concept of time as such. To sum up, memory complies with the past and the present. It has no connection with the future. Hence, people are misinformed about what awaits them in future. In turn it proves the idea that memory is deceptive and that it is colored solely in accordance with today’s events. That is the argument for getting the properties and nature of memory in brief. Reference Platek, S. M. , Keenan, J. P. , Shackelford, T. K. (2007). Evolutionary cognitive neuroscience. Boston: MIT Press.

Should Smoking be Banned? J.S Mills Harm Principle

Should Smoking be Banned? J.S Mills Harm Principle Should Smoking Be Banned? Discuss In Relation to J.S Mills Harm Principle Smoking has held a social stigma for many years, yet has generally been protected from being prohibited due to the principle of a freedom to smoke. However, freedom comes in many forms and means different things to different people, and with some concepts of freedom it may be seen that smoking should be banned. This essay will focus on one particular idea of freedom, J.S Mills Harm Principle, and will look in depth at how this relates to smoking. The essay will look at whether smoking should be banned, either partially, as is the case in Britain today or completely. The essay will also look at ideas such as Paternalism and consent and how this relates to J.S Mills Harm Principle and a smoking ban and concludes on whether smoking should be banned. J. S Mills Harm Theory is an idea based on the instrumental value of freedom. Instrumental value of freedom is concerned with the outcome, as opposed with the intrinsic value which is more concerned with freedom itself being fulfilled, the outcome desired usually being one with the most utility. Mills Harm Theory is the principle that a person should be restricted from committing an act that will cause harm. There are however restrictions to this rule. Acts are divided into two categories, other regarding and self regarding. Other regarding cause harm to others, such as assaulting another person, self regarding only harms the actor. Mills argues that only other regarding actions should be prohibited. N. Barry states the only grounds for interfering with an individual is to prevent harm to others; over action that affect only himself the individual is sovereign.1 Thus, under Mills Harm Principle actions that affect only the actor should not be prohibited. Mills did not think that all self-regarding acts are morally indifferent, and the principle supports persuasion against self regarding acts that are deemed immoral, however it is not persuasion, and coercion, that should be used.2 The reasoning behind Mills principle is that he believed in maximum freedom of the person. With regard to expression and thought, Mills Harm Principle does not place the same restrictions he places on actions. Other regarding actions that only cause offence and not injury should not be prohibited, no matter how much offence is caused. Clearly Mills had placed restriction on other regarding actions, as causing injury to others should not be defended in the name of freedom. None the less J. S Mills clearly thought that state authority should be markedly limited so as to leave as much room for liberty.3 The Harm Principle can be applied to the concept of smoking; however there are several interpretations and criticisms of this. Smoking in public is generally seen as an other regarding action as it causes harm to others. Second hand smoke (SHS) contains 4000 toxic chemicals4 and the Smoking in private however is usually seen as a self regarding action as the only harm caused is to the smoker. Thus, following the J. S Mills Harm Principle smoking should be banned in public places, but not banned entirely. The UK government introduced a ban on smoking in all public places in 20075 and this seems like the appropriate action if you were to follow J.S Mills Harm Principle. There are however many criticisms of the Harm Principle that actually suggest a ban on smoking in public places does not go far enough. It can be argued that smoking privately in your own home is not merely a self regarding action. Political theorists, notably James Fitzjames Stephen and Lord Delvin, have argued that there is not such thing as a self regarding action as all actions have some effect on others. Garner summarises this argument stating that there is no such thing as private immortality in the sense that even our private behaviour will have public consequence.6 It seems unlikely that even the most trivial private action would affect society, however there is a strong case that smoking does. Firstly smokers are likely to have their health affected later in life due to their smoking, which could ultimately lead to seriously health problems or death. It is argued that this would cause financial harm, through funeral costs or being left without a financial provider, and emoti onal harm to the smokers family. It is also argued that smokers harm society as tax payer money is spent on providing NHS treatment or social benefits if the smoker is left unable to work due to his habit.7 It can be argued then that smoking privately is not a self regarding action, is in fact an other regarding action, and thus following J.S Mills harm principle should be banned completely. D.D Raphael states however that this objection is not to the principle of Mills position, but to its unreality, its lack of application.8 In theory there are self regarding actions, but in reality they rarely, if at all, exist. Paternalism counters J.S Mills idea that a self regarding act, presuming they exist, should be allowed. Paternalism, with regard to smoking, would argue that the state ought to be concerned with the moral welfare of the individual agent.9 Paternalism would support the state prohibiting smoking in order to protect the individual, and thus would support an absolute ban on smoking. This is the same principle behind that of controlled drugs, of which the consumption is illegal if done so privately. Mill would obviously reject this principle as it goes against what is set out in the Harm Principle. Mill advocated the freedom of action, even if it is self harming as he believed it was both character forming, and humans are the best judge of their actions.10 Professor H. L. A Hart was a keen supporting of the idea that criminal law is to prevent harm to other people however even Hart accepted that the propriety of some paternalistic legislation e.g on the control of drugs.11 Smoking is as h armful clearly harmful to the user, with 25% of smokers dying from the habit12, then surely it is the states responsibility to prohibit the action. This is certainly the paternalistic viewpoint. Goodin makes an interesting point in The Ethics of Smoking. A supporter of Mills may argue Paternalism prohibition of smoking stops the individual from being free. However, if the smoker is trying to quit then by banning smoking completely, we are simply using coercion to enable people to carry out their own goals.13 Consent is an issue that is commonly found when discussing the banning of smoking, and has been used by both pro and anti ban theorist. It may be argued that non-smokers choose to visit public places where smoking is prevalent such as pubs or clubs. The harm they receive then from second hand smoke has been consented to as they choose to visit said public place. This would seem to conclude that smoking in public is only an other regarding action if it has been consented to, and therefore that smoking should be allowed freely in all public places. However, non-smokers if they sought to visit non-smoking pubs and clubs would have very limited choice. Even more importantly individuals who work in areas where smoking is allowed will suffer even greater health risks due to their constant interaction with second hand smoke. Goodin argued that passive smoking generally occurs as unavoidable consequence of being in proximity to smokers and thus they are involuntarily smoking.14 Therefore, it can be argued, there is actually no consent, so this cannot be used as a defence against ban of smoking in public places. If consent is not an argument for allowing smoking in public places, then it is certainly used when countering a complete smoking ban. Anti-Smoking ban individuals state that they have consented to smoking, and thus to the harm itself. Therefore they did not require any paternalistic state intervention. Dworkin summarises this stating the incurring of harm requires the active co-operation of the victim.15 This supports Mills idea that an individual is the best judge of their own actions, and they want to smoke and know the consequences it is their right to do so. However Goodin makes an interesting contradiction. As tobacco is addictive due to chemicals such as nicotine then the individual only consents to the first cigarette, as they cannot help but smoke after this. Goodin argues if the product is truly addictive, then we have no more reason to respect the persons voluntary choice (however well informed) to abandon his future validation to an addiction than we have for respecting a persons voluntary choice (however well informed) to sell himself to slavery.16 There are more practical objections to a complete ban on smoking however. Barry, amongst others, points out a utilitarian view supporting smoking. If smoking was to be banned, and tobacco was to be made an illegal substance society would see many negative consequences. There would be an increase in crime, both of the users and dealers of tobacco, and a gangster culture would develop around tobacco just as it has with controlled goods. As tobacco would be very expensive to (illegally) purchase, crime rates would increase that way as users may commit crime to fund their expensive habit.17 This can easily be related with the criticism of Mills Harm Theory that smoking is not an other regarding action due to its cost to society. If smoking was to be banned completely the increase in crime because of this would have a larger detrimental cost than would be saved through the decrease in NHS and social spending. The question remains, should smoking be banned? Strictly following the Harm Principle it would seem that smoking should be banned in public, but in private, as then it is only harming the user. However, this is only the case if you agree that smoking in private is a self regarding action. We have seen arguments both for and against classify smoking as a completely other regarding action and if this is the case then in theory smoking should be completely banned. Smoking should also be banned completely if you believe the state should play a paternalistic role in protecting its citizens from the harm of smoking. Consent obviously plays a role in this topic and we have seen how it has been argued that a smoker who consents to the harm should be allowed to continue smoking, although there have even been contradictions to this. Practicality should not forgotten, and a complete ban in smoking raises some serious concerns about the social effect this would have. It seems then that a compromise is needed in order to decide whether smoking should be banned. A ban in public places seems to be best solution to the problem; it protects passive smokers yet eliminates the danger to society that would occur if smoking was completely banned. Of course, some would argue we are still letting individuals harm themselves, however adult humans know the risk of smoking, and on a whole the cost to the individual is less than the possible cost to society. It seems J.S Mills Harm Principle is ideal for addressing the question of a smoking ban, and a ban on public smoking, as seen in the UK and states around the world is the best solution. 1 N. Barry, Modern Political Theory 4th ed. (Basingstoke; Macmillan Press Ltd, 2000) p.211 2 Ibid. p.211 3 D.D. Raphael, Problems of Political Philosophy 2ND ed. (London; Pall Mall Press Ltd, 1990) p.78 4http:/smokefree.nhs.uk/why-go-smokefree/secondhand-smoke/ accessed December 5 2009 5 R. Garner, Introduction to Politics (Oxford; Oxford University Press, 2009) p.100 6 Garner (2009) p101 8 Rapheal (1990) p.66 9 Ibid. p66 10 Barry (2000) p.101 11 Rapheal (1990) p.81 12 R.E Goodin, The Ethics of Smoking, Ethics, Vol.99, No.3, (1989) p.588 13 Goodin (1989) p.586 14 Ibid. p.586 15 Goodin (1989) p.579 16Ibid p.586 17Barry (2001) p.219

Teaching Philosophy Essay -- Teachers Education School Essays

Teaching Philosophy As a future art educator, I have been encouraging myself in the past four years to explore and absorb as much about art and education as I possibly can. As my college years are drawing closer towards a conclusion, a new chapter of my life is waiting to be discovered. This is the time to gather what I have learned and synthesize my own set of philosophies on teaching. Under my teaching scope, I would want students to learn about meanings and issues in life through art in addition to the technical skills of art making. I would guide and expect my students to express their views and feelings through this creative process. Furthermore, I anticipate students will recognize that art functions in many facets, and that having the ability to criticize and be aware of the arts around them will enable them to appreciate art as an active and engaged participant in the learning process. Last but not least, I would like to share my enthusiasm for art and inspire my students to view art with a whol e new perspective. In order to achieve my goals, specific methods will be...

Miss Emily and the Invisible Man Essays -- Literary Analysis, Faulkner

William Faulkner and Ralph Ellison com from two different back grounds. William Faulkner was a white man born into a family who was affluent and powerful. (DiYanni 78) Ralph Ellison was a black man born in the south. (DiYanni 341) Through their stories they share their views of the south at that time. Faulkner and Ellison had contrasting views on the south about how people with differences were treated and whether or not the south’s changes were positive, however they both view the changing south as inevitable. In Faulkner’s south people who are different are not punished but they are protected from the public embarrassment of their honor. In â€Å"A Rose for Emily† Colonel Sartoris forgives Miss Emily of the taxes she owes the city of Jefferson. Instead of telling Miss Emily the truth, because of her position in the town she out of honor would have had to turn the offer down, the narrator says â€Å"Not that Miss Emily would have accepted charity. Colonel Sartoris invented an involved tale to the effect that Miss Emily's father had loaned money to the town, which the town, as a matter of business, preferred this way of repaying.† (Faulkner 79) Another example of the townspeople protecting Miss Emily’s honor is when they smell a repulsive odor coming from Miss Emily’s house. The mayor Judge Stevens is hesitant to confront Miss Emily the issue at hand. When one of the Aldermen, from the young generation, suggests addressing her of the situation Judge Steven s says "Dammit, sir, will you accuse a lady to her face of smelling bad?" (Faulkner 80) The townspeople ultimately decide to sneak onto Miss Emily’s property so the can remove the stench from her house without insulting her honor. The most extreme case of the citizens of Jefferson prote... ... fell away and did not send their children to her with boxes of color and tedious brushes and pictures cut from the ladies' magazines.† (Faulkner 83) In Battle Royal there is a sense of the inevitable change in the south. That the Invisible Man will follow his grandfathers words. That he has become privy to the game the white man is playing with him. Both of these authors’ short stories cover the changing south. Both of their short stories give us a profound impact on the thinking of these two men when it comes to their views of the south. Coming from different backgrounds this gives the reader a good view of what the overall picture of the south looked like at the time. Faulkner and Ellis disagreed about how differences were handled in the south and whether the changing south was good or bad, but they both of them agreed that the south changing was unavoidable.

Developing language skills Essay

1. INTRODUCTION Throughout the last several years English teaching course books have become the essence to learning the English language successfully. There has always been a major necessity to reading, listening and writing but recently educators have found that communicative competence is an important asset that needs acquiring. According to this latter statement, recent course books are equipped with all four skills in order to achieve a proficient level of English. However, due to new discoveries such as the learner-centered learning or Howard Gardner’s Multiple Intelligence Theory , many books are inclined to the different necessities that better suit the  student. Here, for example, we are presented with two very different books directed to teenagers. In the following course books: Bachillerato book Made Easy and the Basque book ‘Botellà ³n!’ we will intent to make various contrasts and comparisons amongst the four major skills to English language learning. 2. METHODOLOGIES We must realize that all course books have many methodologies.. We have seen in Methodological Approaches (See Funiber Subject 1) that Marianne Celce-Murcia quotes that â€Å"a historical perspective needs to be taken into consideration to be able to evaluate innovations effectively†. As we can see there has been an immense amount of detail added to language teaching from the early 19th century when comparing the Grammar – Translation method to the newly adopted approaches although there are still signs of the methodologies present within the newer books. Here are some: 2.1. TABLE MADE EASY BOTELLON! both Grammar-Translation Method Exercises to translate into L1 Use of dictionary Direct Method No use of mother tongue Reading Method Lots of reading material Structuralism Plenty of drilling and repetition Contrastive Analysis â€Å"Bachillerato† will focus on common Spanish errors, eg. DO/MAKE The theme/subject is inclined to a Spanish saying: botellà ³n.. Behaviourist Stimulus, response, reinforcement: activities Cognitive Approach Rules are made clear first before practice (TPR) CALL The course book is equipped with extra material: resource books for teachers and a website TPR â€Å"Learn language through doing† CLL Extensive list of themes: appreciating the learners needs. – No textbook. Natural Approach – Contain all four skills – Teacher support. Lexical Approach Vocabulary importance. Audio-visual Method Meaningful communication and social contexts. 2.1.1 THE LEARNING THEORIES IMPLICIT This chart shows both course books seem to have adopted some essence of the older methodologies. Nowadays approaches are more familiar where teachers can choose a method that will better suit the learner. However, our next research will be on : integration and segregation of reading, writing, listening and speaking skills. 3. INTEGRATION First: the meaning of integration is the usage of all four language skills simultaneously in various activities. Some exercises begin with reading, perhaps a follow up of discussing the article and finally concluding a written summary of the text. By doing all three activities we are utilizing the skills of reading, speaking and writing. As Dr Garza quoted it â€Å"most teachers recognize that the four language skills support each other and are found together in real-life language use†. Also, none of the separate language skills are ever used in isolation (Funiber, Developing language skills in the classroom). Now we understand the significance, we can continue to analyse this method in the books. 3.1. EXTENT Made Easy, from an external perspective looks as though the skills have all been segregated but in fact they have all been integrated. The reading, which is divided into a before, while and after reading which are entwined with various grammatical activities for preparation. However when you look at an internal view of the course book we see that there is a high level of integration with the four skills. Take the writing section which has various grammar exercises (Language/Vocabulary) Assignment – DLSC beforehand to ensure understandability of the learner which also holds a cognitive approach to learning according to Chomsky. Here, reading and writing are both merged then followed by reinforcing activities. As we have learnt reading in traditional terms at least, seems to be a natural bedfellow of writing (Funiber). Lastly, we have a division of the listening and speaking activities from an outer look in the last page but they are  however united through the theme of the subject which locks them together. On the other hand, the Botellà ³n book is relatively distinctive. Firstly, the format that is uses is generally integrating reading and plentiful of brainstorming writing activities with the final intention of speaking. However there are activities of listening which is integrated with writing. However there is only the one activity (2) that is segregated which is the skill of speaking as is the final activity which perhaps helps the teacher to evaluate the extent of the learne rs new acquired knowledge throughout the course. 4. PRODUCT AND PROCESS ASPECT However, there are some similarities worth mentioning between the two course books. They both take a process approach which has the student â€Å"working up to† the final contribution. A process approach tends to focus more on various classroom activities which promote the development of language use: brainstorming, group discussion and rewriting (Steele, 2004). In the Bachillerato book Made Easy on page 61, we have: before and after writing preparation: an insight, planning, mind mapping, writing first drafts, feedback, editing and evaluating.Chen for example states that â€Å"these studies have quantitatively measured improvements in learners’ test scores following the completion of a strategy training programme† (2007). Furthermore, the Botellà ³n book also includes a process approach but in a broader sense and tends to cover most of the book with an abundant amount of brainstorming activities that drive and lead to a final proposal (writing) and a discussion part (speaking) at the end. As Lynch quotes: â€Å" the route one takes to that goal† (1996:148). To compare: 4.1.1 TABLE Process writing Product writing Text as a resource for comparison Imitate model text Ideas as a starting point Organization of ideas are more important than ideas themselves More than one draft One draft More global, focused on purpose, theme, text type i.e. reader is emphasized Features highlighted including controlled practice of those features Collaborative Individual Emphasis on creative process Emphasis on end product * Table 1: Product and process writing: A comparison (Steele 2004 p. 1) 5. AUTHENTICITY Now looking more closely to the aspects of authentic/genuine exercises. The significance of an authentic text: some researchers have gone on to say: â€Å"authentic materials are materials that we can use in the classroom and that have not been changed in any way for ESL students† (Sanderson, 1999). Harmer (1991) defines authentic texts as â€Å"materials which are designed for native speakers; they are real texts; designed not for language students, but for the speakers of the language†. Authentic texts is language used by natives which have not in any case been manipulated by authors to suit the level of then learners. Although, what matters is the response and expression of the learner, if it in accordance to the text then the response has been made authentic as once quoted by Widdowson (Funiber, Developing Language Sills in the Classroom). In Made Easy, there are many reading activities. In the text â€Å"Making and keeping friends† we can see that there is a previous activity to help the learner think and analyse the text before reading; predicting. According to Revell and Breary, a way of dealing with this problem is to get the learners to predict the main points of the text (Funiber). After the reading there are questions to be answered straight after the comprehension: if we immediately ask questions then we are denying the chance to give an authentic response (Lynch 1996: 124-125). The next â€Å"authentic† text would be the possible newspaper or magazine article (pag 63) which has probably been falsified to a certain extent to suit the level of the learner. In the  speaking, on page 67, they are able to give their own opinions in relation to the listening previously heard which allows their own expressions to be considered. The listening provides the learner with many different ideas for brainstorming. However, they are not real life situations, there is no genuine media and there is an exclusion of body language and facial expression and thus there is no possible reply (Funiber). In the Botellà ³n book, we are presented with a real problem of teenage street drinking which induces a genuine problem. The first speaking exercise allows the learner to give real feedback with an authentic and genuine response. Throughout the unit we have, as mentioned above, many reading activities: real life opinions, newspaper articles and a diplomatic meeting. This all seem extremely genuine but to what extent is unclear. On another positive note, we have two You tube debates: Pregnancy Discrimination and The Iraq War. These last two are very opposite to the general and ordinary listening we are used to and they are in fact impossible to manipulate. Following this virtual debate, we have a more general listening about p sychology with Dr. Lindee which although is a very universal reciprocal activity it may have some essence of credibility. 6. SIMPLIFICATION Widdowson says that â€Å"text simplification for second language learners is the adaption of a â€Å"genuine text† in order to facilitate reading and comprehension skills. Some authors claim that Assignment – DLSC authentic materials (genuine) are often too hard for students who read at lower levels .Though is controversial issue, a genuine text is not necessarily better than an adapted one, what matters if the student responds to it as he would in real life.† On the one hand this will benefit the some learners, as by manipulating the text to suit the learners interest this will stimulate their motivation and interests. However, Honeyfield (1977) says that the two principal aspects of text simplification, namely simplifying language and simplifying content, produce material which differs significantly from ‘normal’ English in the areas of information distribution and common structure. By altering the language,it reduces the colloquial and â€Å"realness† of the language. Now the question remains as to how do we  identify if the text has been adjusted? Swaffar (1985) says that the primary intent of an original text is to communicate meaning, and in her view, authentic messages which perform this function have the following characteristics: authorial cues, repetition, redundancy, and discourse markers. She claims that simplified texts do not have these characteristics because they have a â€Å"pseudo-intent†, which is to teach language, rather than to communicate. Made Easy has three very different texts: firstly on page 61 the text holds an easy vocabulary, short sentence structures, redundancy and a a simple content of topic. On page 63 however, in activity 6 we have a newspaper report, we are given information with an unsophisticated vocabulary and a structure that is in relation to the grammar explained in the previous activity: the reported speech. Lastly, there is an essay written in an academic format, supposedly by a native adolescent. There are longer sentences with subordinate clauses and a wider scope of vocabulary . All three text show some sign of simplification which is not ideal because as Willis says, in developing their communicative skills learners need to become aware of the choices realised in genuine language use in order to create appropriate meaning (1996: 26). This opinion puts learning on fluency. The Botellà ³n gives more of a realistic and pragmatic cognizance because all of the texts represent â€Å"real life† opinions which should all interaction between natives should be genuine. Firstly, on page 64, activity 3, we have 7 different views about the subject of alcohol. By analysing the content we have a very colloquial type of language expressed by native English foreigners living in Spain. Secondly, on page 71, activity 6, we have more viewpoints but there is a more complex vocabulary and structure with more detail, plentiful of subordinate clauses and some acronyms. Lastly, on page 74, activity 7, we have more opinions but these are inside quotation marks which indicate direct speech and should be understood as a natural and spontaneous spoken English. The amplest difference about the two books when identifying these concepts is on page 77 of the Botellà ³n book on activity 8: There are two virtual debates (Pregnancy Discrimination and the Iraq war) which are provided to the students to watch from the web. This is the closest encounter we  have to real conversation. McCarthy and Carter explain that â€Å"’language in action’ involves participants in using language to refer to action in an easy and unproblematic way because they are taking place before their respective eyes (pag. 209). 7. SKILLS The next subject is the relationship between the work and learning/practice of grammar: When teachers first began to adopt a communicative approach to foreign and second language teaching, â€Å"learning communication† was often presented as an alternative to â€Å"learning grammar†. We noted a strong sense of convergence between stated beliefs and actual classroom practices. Having our self-experienced English language learning by explicit instruction on the rules of grammar, the belief that grammar teaching should be integrated into speaking, writing and reading. belief that grammar is central to language learning and direct grammar teaching is needed by their EFL/ESL students† We think this particular type of study vitally important especially in light of the results of the recent Richards, Gallo, and Renandya (2001) survey that suggest evidence of divergence between teachers’ stated beliefs and actual classroom practices related to grammar teaching. 8. PRODUCTION: ORAL AND WRITTEN In Bachillerato Made Easy there is a continual relationship between production (oral and written) and grammar because we can see that the step includes a written part where the students write sentences to take into account the ways to report what someone has already said, then in an oral practice they report the message using a reporting verb and making some changes in tenses pronouns, adjectives and adverbs. In â€Å"Botellà ³n† there isn’t a relation between skills and grammar because the unit doesn’t show any grammar description. They have a brief model to write, read, speak and listen but they don’t have the grammar reference to follow the different skills. What are the opportunities for production do both units provide? Oral communication is a two-way process between speaker and listener where both the speaker and the listener have a positive function to perform (Byrne  1986: 8). So speaking is therefore an interactive process but we have to recognize that there will be times when the speaker’s role will be essentially passive which is emphasized in McGregor’s model of collaborative discourse (see Section 2.2.3) Furthermore writing is labeled as written production and is one of the branches, it is a skill that students must develop. When expressing oneself in a language, this is only done in an oral fashion; written communication is extremely important in language learning. So both units provide their students with situations that allow development and progress in the four skills: Bachillerato Made Easy the unit provides opportunities with a group work, self-access and Presentation – Practice –  Producti on, for both production skills (oral, written) the unit tends to be teacher-centred, as the teacher leads the activity and provides necessary information. Furthermore it is a student centred activity because the learners in some steps are able to decide what to say, and how to say it, for example: for oral production the learners start discussing with a self-assessment task in two different exercises. In the first exercise learners have to reflect about their behaviour in given situations and in the second part they have a free group discussion about the same topic which is presented in all the unit and provide the learners with the necessary structure, vocabulary and grammar (previously taught). ‘Botellà ³n!’ provides opportunities with interaction where the learners work in groups or independently where they have the chance to work together and interact autonomously and the teacher acts as a facilitator by monitoring their work. For example for the written part they use the steps in the reading part to refute a diplomatic way the topics given. Now the learners are totally trained for talking about different points of vi ew. As we know there are three main stages in any unit: Presentation, Practice, and Production. A unit which includes all these stages can help learners to learn more efficiently. 8.1 TYPES The presentation stage involves explaining the aims of the unit so that children know what they will learn and why. It is also during this stage that the teacher explains the new language, including both its meaning and  form, and how to say or write it correctly. The goal of the practice stage is to help the children use the new language you have just explained to them. It is at this stage that error correction is most important. The final stage is the production stage. This can help motivate children to communicate meaning with the new language. Children should experiment with the language. For example in Bachillerato Made Easy, they write an essay but in the part for production it is required to follow the steps to create the essay: description, narration, exposition, and argumentation) or it is better to write a paragraph or notes for a letter to produce learning.In â€Å"Botellà ³n† they make a diplomatic discussion, this part requires more group work and pair work to achieve more examples of communicative language. 8.1.1. ACTIVITIES Assignment – DLSC The variety of the activity types provide opportunities for students to build Awareness or Conceptualize understandings related to the learning. They help the learners to apply their knowledge of the contents using a variety of processes and techniques. The four skills work in tandem when the activities that require their use are designed to support learners in the process of learning, creating and producing a specific product. The Bachillerato Made Easy unit presents the following activities for the speaking section (oral): dialogues, role play, talking about themselves related to behaviour in different situations that mention generalization and advice to take into account in our real world to be good friends. In this activity students are allowed to answer questions using their own words. On the other hand, a written section follows these activities: Written practice to responding to questions that are related to friendship. In the speaking section the activity discusses some of the issues, factors and solutions for the problem. Apart from that the other activity is to work individually, whether they agree or disagree and to state their own reasons about the proposed solutions. The last activity is a discussion in groups, giving for and against arguments. In the written section the unit uses a discussion organiser in a written practice where the students have to write some notes proposing a solution which could be appropriate for everybody on the subject of botellà ³n. 9. OPINION AND CONCLUSION We can say a textbook is only as good as the teacher who uses it. A textbook is just a tool, in our teaching arsenal. Sometimes, teachers over-rely on textbooks and don’t consider other aids for the classroom. Some teachers reject a textbook approach to learning because the textbook is outdated or insufficiently covers a topic or subject area, but we know that a book or a unit is very important to learning the language. So we prefer both units: Bachillerato because this unit is considered Authentic and Genuine, the unit works with the four skills and other points such as grammar which are vital to learning the language. Furthermore the unit has different activities for each skill. On the other hand the unit â€Å"Botellà ³n† because it is algo genuine although this unit is more student centred. In this case it is focused on each student’s needs, abilities, interests, and learning styles, placing the teacher as the facilitator. BIBLIOGRAFY 1. Berliner, D. C. (1987). Ways of thinking about students and classrooms by more and less experienced teachers. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 60-83). London: Cassell. 2. Chen, Y.(2007). Learning to learn: the impact of strategy training. ELT Journal, 61 (1), 20-29. 3. Gabrielatos, C. (2002). EFL writing: product and process. Retrieved on 25 August. 2010 from 4. Funiber, Methodologies and Approaches. Developing Language Skills in the Classroom. 5. Gardner, A., & Johnson, D. (1997). Teaching personal experience narrative in the elementary and beyond. Flagstaff, AZ: Northern Arizona Writing Project Press. 6. Higuchi, M. (1998) Using Authentic Texts in EFL Teaching and Learning 7. Honeyfield, J. (1977). 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