Small bus assignment Essay Example | Topics and Well Written Essays - 250 words

Small bus assignment - Essay Example Thus, it can be said that founding Urban Decay is a next step after leaving Cisco Systems. The idea of Sandy Lerner turned into the opportunity with the fact that it was attractive to customers (multicolor appearance) as appeared in traditional times. Also, she managed to find a passionate teammate in her business, Wende Zomnir. The applicable root of opportunity in this case is the change of the one feature in already existing product. In the given case, the idea to add new colors in already existing cosmetics made this business successful in that time. The future for Urban Decay as an independent player is not clear, because the idea to use different colors in cosmetics seems to lose its actuality. Nevertheless, the nature of this opportunity has a potential to develop, because our world is full of colors. In addition, women want to use cosmetics to be unique and beautiful. So, current successful sale activity and depending on L’Oreal Cosmetics is a reasonable choice for this

World Water Wars Essay Example | Topics and Well Written Essays - 1000 words

World Water Wars - Essay Example It all starts with rain pouring down on soil, the soil soaking some of it to replenish the plants and trees and some to replenish the ground water supply. The leftover rain water is drained back into the sea which again is heated by the sun creating water vapors which again turn into heavy clouds that provide rain. So where did it all go wrong? Why the never ending cycle is not enough to supply famine regions of Africa with fresh drinking water? These are the questions that actually change our perception about water because now water is not a natural resource available for one and all by God but a valuable commodity, privately owned and exploited for corporate profit. Further on, the perception that building more and more dams would solve our problem after watching the documentary is completely reversed. Dams are nothing but elements choking the river nutrients from flowing further. 2) Blue Gold: World Water Wars The documentary (Bozzo, â€Å"Blue Gold: World Water Wars†), ske tches a realistic picture of what the world is beneath the veil of glamour, advance technology and looming structures of corporations. It creates awareness regarding the importance of water and the depletion of it as our most important resource. Not visible to the common eye, water is going to be the reason of potential conflicts and the United States has already created a new world map defining the conflict regions. These conflicts will turn into World Water Wars. Ninety seven percent of our planets water is salt water and only three percent of it is fresh. The conflict is between those regions who own that three percent and those who wished that they could own it. Wishes do come true. The government decides to privatize water and in the process creates giant water firms that are now influencing from water prices to foreign policies. The documentary (Bozzo, Blue Gold: World Water Wars†) is a wakeup call for all of us who are still under the illusion that water is the last thi ng that could trouble us, since we have all the pools, fountains and lakes around; how could we possibly be having a water crisis? 3) The crisis At first like in the Mayan civilization, civilizations prospered around water and strategically populated around areas that would fulfill their water requirements. However, as the world advanced the system was reversed and water was adjusted to according to where we lived instead of us adjusting to where it was. This has developed a huge problem for us and for the generations to come. We have polluted the water to such an extent that no matter what huge water corporations say; even the bottled water that we drink is polluted. Poisonous water of Mexico full of wastage flows to landscapes that grow crops sold back to us; in short our daily food intake includes the poisonous water whether we like it or not. Increasingly, dangerous water diseases are more deadly than any other disease. The fact that our fresh water source is depleting at a fast er pace has forced us into obtaining ground water at a faster rate not giving it enough time to be replenished. Natural disasters are also a reason of our increasing dependency on aquifers. Excessive pumping of aquifers may lead to disastrous events such as giant sinkholes forming in Florida. The fact that we pump billions of gallons of water every day is decreasing our ground water reserves and is putting more pressure on sea; the result of it is tsunami and earthquakes. Also now more rain does not permeate in the ground because it is covered with paved roads therefore again creating pressure on the ocean. 4) Creation of water company giants Suez, Veolia, RWE, Thames, Coca Cola, and Nestle are powerful water companies who have privatized vast volumes of water that was at first a

My hero in life Essay Example | Topics and Well Written Essays - 2000 words

My hero in life - Essay Example k up to and it is she who has taught me and my siblings that nothing is impossible in life if one is dedicated enough and is willing to work really hard to get what one wants in life. It is my mother who taught to us the value of hard work and dedication in life. I am proud to say that my mother instilled in me and my brothers and sisters some important values and ethics that act as a guiding star in our lives, whenever we feel that we are in the need of some direction and motivation. I consider myself indeed very lucky ad privileged to acknowledge that I got a mother of that stature and character. My mother’s name is Amena and she is 49 years old. My grandparents did tell me that right from her childhood she was an exceptional child who was always fond of learning new things. In a social context, my mother also happened to be a really bonding person who liked interacting with people and making new friends. She strongly believed that one should work hard and must do one’s best to serve the community in which one is born. She was very much admired by her friends and relatives who considered her to be an intelligent and loving person and took her to be an admirable personality. My mother was born and raised in Saudi Arabia in Al Taif. As per my grandparents she happened to be a very devoted, obedient and sincere child who was fond of studies and learning. She happened to be a really sweet person who took great pains to serve her parents and siblings. She was deeply admired by everybody in the family right from the time she was a small child. As per my grandmother, my mother had a passion for learning new things and she wanted to be somebody in life. At the same time it was her firm faith that one should not be selfish in one’s pursuits. One should also work hard to give back to the community in which one is born. In other words she happened to be a very social person who believed in contributing to the community and the society into which she was born. As per

Handling information Essay Example for Free

Handling information Essay QUESTION- ( 1.1 ) Identify legislations and codes of practice that relate to handling information in health and social care ANSWER In order to answer the question above I am going to explain the meaning of Legislations: Definition of the word Legislations. Noun 1) An officially elected or otherwise selected body of people vested with the responsibility and power to make laws for a political unit, such as a state or nation 2) The process of making or enacting laws: it will require legislation to change this situation Code of practice. Noun A set of guidelines and regulations to be followed by members of some profession, trade, occupation, organization etc.; does not normally have the force or law As a senior care worker it is very important to know the right to confidentiality is guaranteed partly by the Facts safety Act 1998, partly by the Human Rights Act 1998, and partly by principles established by judges on a case by case basis (the common law). The purpose of this code of practice The Health and Social Care Act 2008 requires us to publish a code that sets out the practice we will follow in obtaining, handling, using and disclosing confidential personal information. DATA PROTECTION ACT 1998 This legal document sets out eight principles which are in essence a code of good practice for processing personal data. These are Make sure that things are processed fairly and lawfully. Processed only for one or more specified and lawful purpose. Adequate, relevant and not excessive for those purposes This Code of Practice fulfills that requirement. We intend to be used in two main ways: †¢ By our staff, to set out how we will work and to provide a point of reference against which our practice can be judged. The Code will help us to continually develop policies, processes and training. These will, in turn, generate detailed guidance to our staff on issues relating to confidential personal information. As a senior care worker what we should and allowed to do Our functions (the jobs we were set up to do) include the registration of health and social care providers to ensure that essential standards of quality and safety are being met; reviewing and investigating the quality of the services we provide; and protecting the interests of people whose rights are restricted under the Mental Health Act 1983. Our main objective in performing our functions is to protect and promote the health, safety and welfare of people who use health and social care services. Schedule 9 of the Health and Social Care Act 2008 allows us to help other public authorities to carry out their functions. This may include sharing confidential personal information with them where we think it is appropriate and in the public interest to do so. The Data protection Act 1998 sets out eight principles which are in essence a code of good practice for processing personal data. Our workplace policies and procedures will be based around those principles. The Human Rights Act 1998 details the right to a private life. There is also the GSCC code of practice for social care workers, which provides a clear guide for all those who work in social work, Failure to comply with conditions. A person who— (A) Is registered under this Chapter in respect of a regulated activity (whether as a service provider or manager), and. (B) Fails, without reasonable excuse, to comply with any condition for the time being in force by virtue of this Chapter in relation to the registration. Is guilty of an offence and liable on summary conviction to a fine not exceeding  £50,000. Now I am describing the purpose of the Code of Practice The Health and Social Care Act 2008 requires us to publish a code that sets  out the practice we will follow in obtaining, handling, using and disclosing confidential personal information. This Code of Practice fulfills that requirement. We intend it to be used in two main ways: By our staff, to set out how we will work and to provide a point of reference against which our practice can be judged. The Code will help us to continually develop policies, processes and training. These will, in turn, generate detailed guidance to our staff on issues relating to confidential personal information. By our stakeholders (people who use services, careers, the public, providers of health and social care, and other regulatory bodies), to find out about the principles that they can expect us to follow, and to be reassured about our use of confidential personal information. The Office of the Health Professions Judge. (1)There is to be a body corporate known as the Office of the Health Professions Adjudicator (referred to in this Part as â€Å"the OHPA†). . (2)The OHPA is to have functions in relation to the professions regulated by— . (a)the Medical Act 1983 (c. 54), and . (b)the Opticians Act 1989 (c. 44). . (3)Schedule 6 (which makes further provision about the OHPA) has effect. Now I am explain a my life history about health and social care I just didn’t realize how important reading and keeping good records was until I started to support my son. When his support workers follow the information in him records he has a good day and keeps healthy. Following his detailed support plan around morning and evening care means that he starts and finishes the day well. Each day we write down what we have done and how things went. Because of my son’s medical needs we also keep daily records of him medication and seizures? This helps my son, his mum, and the doctors notice any changes in his health. My son’s keeps her own health records in his room for when he goes to the doctor’s and also in case there is an emergency. We explain to him each day about the other records we fill in. my son can see all of the records about him when he wants to; he has given permission for his mum to see most of the records too. We keep the records in a locked cabinet in the sleep-over room. My suggestion as a senior care givers we  will be dealing day to day with service users confidential information so it is very important and one our job roles is to understand the legislation and bring into practice especially, when we are handling or passing others the confidential information of our service users so therefore, Continue on a separate page if necessary QUESTION- ( 1.2 ) Summarise the main points of legal requirements and codes of practice for handling information in health and social care ANSWER In this question of the question I am going to Summarised the main points of legal requirements and codes of practice for handling information in health and social care under the DATA PROTECTION ACT 1998. The data protection act sets out 8 principles governing the use of personal information; Personal data shall be processed fairly and lawfully Personal data shall be obtained only for one or more specified and lawful purposes Personal data shall be adequate, relevant and not excessive Personal data shall be accurate and, where necessary, kept up to date. Appropriate technical and organizational measures shall be taken against unauthorized or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data. Personal data shall not be transferred to a country or territory outside the European Economic Area, unless that country or territory ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data. GSCC Code of practice The code of practice states social worker should/not respecting confidential information and clearly explaining agency policies about confidentiality to service users and carers Abuse the trust of service users and careers or the access, we have to personal information about them or to their property,  home or workplace Maintaining clear and accurate records as required by procedures established for your work. FREEDOM OF INFORMATION ACT (2000) The Act provides a general right of access to information held by Public Authorities (PA). Anyone can request information from a PA and has the right to be told whether the PA holds the information, and if it does, to be provided with the information. Human Rights Act 1998 (HRA98) Article 8 of the European Convention on Human Rights establishes a right to ‘respect for private and family life’. This underscores the duty to protect individual privacy and preserve the confidentiality of health and social care records. Current understanding is that compliance with the Data Protection Act 1998 and the common law of confidentiality should satisfy Human Rights requirements. For more information please visit or Google it The legislation and the codes of practice that relate to handling of information in social care settings include; Date protection Act 1998 This law protects privacy of personal data unless a criminal offence arises that requires disclosure of certain information Caldecott standard This governs the sharing of information based on data protection amended in 2006 and 2008 Freedom of information Act 200 The Health and Social Care Act 1998 Mental capacity Act 2005 The Access to medical Reports Act 1988 The Care quality Commission Act (CQC) Standards of Quality and Safety The General Social Care Council (GSCC) These act gives authority to the Secretary of State for Health; the power to regulations, to authorize or require health services to disclose patient information, including data which is patient identifiable to support NHS activity in the interest of improving patient care or wider public interest. In addition the data may be used; To monitor diseases including communicate diseases or; For occupational purposes on medical research o as to improve the quality  of care or treatment or; To improve /monitor diseases or medical research; Promote good practice in handling information in health and social care settings Continue on a separate page if necessary QUESTION- ( 2.1 ) Describe features of manual and electronic information storage systems that help ensure security ANSWER I am describing below the features of manual and electronic information storage systems that help ensure security. Manual data: When not in use, files containing personal data should be kept in locked stores or cabinets to which only authorized staffs have access. Procedures for booking files in and out of storage should be developed, so that file movements can be tracked. Files should be put away in secure storage at the end of the working day, and should not be left on desks overnight. Electrical and others data Log out of computer when not working at desk Any discs containing data are securely kept in office Filing cabinets are protected when not in use Ensure telephone calls remain private, in office, door shut Ensure files are stored in the right order e.g. numerical/alphabetical Never discuss service users in front of others and only on a need to know basis Care plans are stored in secure office areas Personal data keeping with the help of electric A database is another example of a storage system: it enables large amounts of information to be kept in a series of records. These records will sort the information according to a set of values. For example, a database which contains employee information will have individual records of each employee. This will show their name, age, sex, date of birth etc. The most common form of database is the ‘relational’ database: as the name suggest, this is where records are grouped together because they share the same attributes. In other words, they have a relationship with each other. Information is also stored on the Internet. There are over 80 million web sites on the Internet at present and the number is growing. This information is held on large servers and when information is requested by a user it is retrieved either from a database or a server and sent to the user. This is called a ‘client-server’ relationship. Data Protection Principles (1) Personal data shall be processed fairly and lawfully. SOAS will ensure that data are obtained fairly, and will make reasonable efforts to ensure that data subjects are told who the data controller is, what the data will be used for, for how long the data will be kept and any third parties to whom the data will be disclosed. In order for processing to be fair and lawful, data which is not sensitive personal data will only be processed by SOAS if at least one of the following conditions, set down in the Data Protection Act, has been met: The data subject has given his/her consent to the processing. The processing is necessary for the performance of a contract with the data subject, or for taking steps with a view towards entering into a contract. The processing is required under a legal obligation other than a contract. The processing is necessary to pursue the legitimate interests of SOAS or of third parties, and does not prejudice the rights, freedoms or legitimate interests of the data subject. My suggestion to all, keep in mind all the time about the data protection which I have mention above in order to safeguard yourselves and as well as others failure to do so may result being prosecuted.

A Cultural Encounter :: Personal Narrative Papers

A Cultural Encounter I met this "different person" at the periodical section of the Good Library of State College. After asking the person for my article that I had requested I ask his name, he answers with his Indian accent, "Ajai Ahulalia." I say, "What?s that?" "Ajai Sanhi," he responds back. "What?" I say, being embarrassed because I cannot understand his name. "Ajai Ahulalia" he tries for the third time. "Oh Ajai," finally I understand. I ask, "Were do you live?" "Yoder First" he answers, then I fell a fool again, "Really, me too." What has happened to Ajai?s life when he lived in India and now here in the U.S.? Ajai lived in the same floor as I did but I did not notice him. I knew that there were some Indians on my floor but I had a hard time knowing Americans names, since I grew up in Israel, so I could not even pronounce Indian names. For example, the name BJ, what is BJ for? It stands for Bijayendra, how about Rishi, and Kashif? At least now after a year I know their names and can pronounce them correctly. Since then I have joined Ajai, Business double major of State College, for an Indian meal at Chicago, which was five guys into this little car of Ajai?s going to Chicago for Indian meal then a walk on the beach. I have joined their conversations even when I just understand ratarata lara a shara and put some more of this ai;u,mnbaiuet;lkmv; into the conversation. Currently I would see Ajai as a person that can be found mostly in the computer lab making money, since I would say he is a money machine or known as the varsitybooks.com. Maybe he can make our bookstore go bankrupt or at leas t force the prices down. Ajai has not been always the person described. According to friends Ajai has changed his physical looks since the first time he came to State College; an Indian with very long hair, and a beard, but now with short hair and no beard. These physical characteristics were part of his Sikh religion. To be a Sikh it is not necessary to have long hair, a beard and wear traditional forms according to him. The needs of such differences are just to distinguish a Sikh from others. Ajai has dropped his costumes of his religion for the lack of time to maintain his hair and beard and the need to keep explaining why he is different from others.

New labour’s rights policies on inclusive education and rights Essay

To realize advantages and shortcomings of inclusive education in practice we have to consider as well whether children’s rights are observed within the context of inclusion as well as to analyse the main provisions of legislative instruments and governmental documents regarding this sphere. This will give us a better insight of what forces act in the process of transition to inclusive education intensively promoted by New Labour government and what effect they have upon children-recipients. Internationally, the UN Convention on the Rights of a Child has established a near global consensus concerning the minimum necessary rights for children: rights to provision, protection and participation – the 3 â€Å"Ps† (Pugh 2005, p. 4). The UK does not stand apart in international processes of providing all children, including the most vulnerable children wit SEN, with the opportunity to exercise these rights. Many observers admit that the election and re-election of more ‘children friendly’ New Labour governments in 1997 and 2001 resulted in significant political development for children’s rights, as an extensive range of new policies and laws affecting the lives of children both directly and indirectly have been promulgated (Foley et al. 2003, p. 38). They include Health Action Zones, The Children’s Taskforce, The Children’s National Service Framework, The National Childcare Strategy, Early Years and Development and Child Care Partnerships, Quality Protects, Removing Barriers to Achievement, Sure Start, Every Child Matters etc. (Pugh 2005, p. 1). Besides, a very important document was adopted in 2001 – a new statutory guidance from New Labour Government â€Å"Inclusive Schooling: Children with Special Educational Needs† (DfES 2001) which sets out the main principles of inclusive education: – with the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education; – an inclusive education service offers excellence and choice and incorporates the views of parents and children; – the interests of children must be safeguarded; – schools, local education authorities and others should actively seek to remove barriers to learning and participation; – all children should have access to an appropriate education that affords them the opportunity to achieve their personal potential; – mainstream education will not always be right for every child all of the time. Equally, just because mainstream education may not be right at a particular stage it does not prevent the child from being included successfully at a later stage. This document stipulates that schools’ and local education authorities’ ability to refuse a mainstream place for a child with special educational needs is severely restricted. They are able to refuse a mainstream school place to a child if it would be incompatible with the efficient education of others; however, reasonable steps must be taken to prevent that incompatibility (DfES 2001). The Green Paper Every Child Matters further illustrates New Labour’s commitment to reform services delivered to children, especially those with SEN, with the purpose to provide all of them with the opportunity to be healthy, to stay safe, to have high academic attainments, to participate in life of community, enjoy and develop, and to achieve financial well-being. The focus of this document is on early intervention, removing the barriers to learning – both physical and social, preventative work and integrated services for children (DFES 2003). The latter provision reasonably stresses importance of transagency collaboration and coordination to achieve better quality of services delivered to children in need. The use of collaborative teaming among professionals, agencies, the child, and family members, the use of the curriculum that focuses on the interactions between the pupil and his/her environments as well as the establishment and use of interagency linkages to facilitate the smooth integration of the child in mainstream school are the most important components of this cooperation (Cheminais 2006, p.19). A crucial motif in such policies is the idea of equal worth and recognition for people deemed to be disadvantaged, marginalised and excluded. Notions of children locked in cycles of personal and social deprivation, excluded, but also self-excluding, emotionally damaged and lacking confidence and skills permeate these initiatives (Rieser 2000, p. 148). These legal instruments, in actual fact, established broad social investment programmes focusing on attaining such major outcomes for all children, including those with SEN, as to assure them to be healthy, to live in safe environment, to improve their academic achievements, to participate in full measure in social life, enjoy and develop, and to attain financial well-being (DFES 2003). The government has raised family incomes by introducing a national minimum wage and through policies such as the working families’ tax credit (Pugh 2005, p.8). The establishment of a Cabinet Committee on Children and Young People’s Services, and a Children and Young People’s Unit in the Department for Education and Skills (DfES), with a remit to develop a cross-departmental approach to policy as well as administering the Children Fund with ? 450 million to help to alleviate child poverty and social exclusion (DfES 2003), offer further testament to government commitments to children. The introduction of the National Childcare Strategy and Quality Protects with its strong recommendation that local authorities appoint a Children’s Rights Officer for looked after children, combined with the establishment of the Social Exclusion Unit and a number of community initiatives such as Sure Start designed to help preschool children, have increased assistance to children and their families, especially in severely disadvantaged areas (Pugh 2005). But any review of the Labour government’s record must include brickbats alongside bouquets. New Labour has reduced the number of children in poverty in recent years but the figures remain substantial for a country which ranks among the seven most industrialised nations in the world (Corbett 2001, p. 67). Young people under the age of 22, moreover, are exempted from the adult minimum wage of ? 4. 10 (Rieser 2000, p. 154). The centralisation of education, the imposition of national curricula and league tables and the privatising of certain aspects of education, are unlikely to promote children’s participation rights or provide them with a voice in the running of their ‘inclusive’ schools. Perhaps most significantly, New Labour’s election has regressed into a populist and authoritarian series of measures, such as curfews and electronic tagging. The Home Office, moreover, encouraged public perceptions of young people as unruly, out of control and requiring policies which stress containment (Robertson 2003). Indeed, children must be subject to the necessary guidance and discipline of adults, but they have to be partners in this process – not just passive recipients, if we talk about real inclusive schooling. In actual fact, legally, the paternalistic notion that the ‘best interests of the child’ must be protected has increasingly come to be supplemented by the principle that children have a right to express their views and have their wishes taken into account in legal decisions which concern them (Cheminais 2006, p. 23). In particular, the Children Act 2004 carefully straddles the divide between protectionist or paternalist and participatory rights. Its guiding principle is that the child’s welfare is paramount, but the legislation also supports the principle that, where possible and appropriate, the ascertainable wishes and feelings of the child concerned should inform decisions (HMSO 2004, Part 2). In truth the judiciary continue to interpret this latter requirement conservatively falling back on paternalistic assumptions of children’s incompetence (Robertson 2003). Thus, it comes as no surprise that Armstrong (2005, p.138) argues that â€Å"a transformatory agenda [of New Labour government] may be characterized by the rhetoric of change rather than by any substantive transformation of values and practices†. Moreover, contradicting to its own declared values concerning inclusive education New Labour government sees special schools at the front position of the wider education agenda and emphasises the need to recognise and value their contribution within a framework of inclusion (DfES 2003). It is obvious that continuation of segregated special schools is contravening human rights – real inclusion cannot happen in the special school. As recent studies on the trends in the UK educational system show that he formalisation of relationships in education has been encouraged by the growing tendency towards extending the scope of bureaucratic intervention in the everyday life of schools (Atkinson et al. 2002). Increasingly, every aspect of education is subjected to rule-making and regulated through inspection and auditing. As a result of a highly centralised system of education managed by an interventionist bureaucracy little is left to chance (Foley et al. 2003, p. 112). It has been noted that even primary school teachers are allowed little initiative to exercise their professional judgment. The national curriculum dominates the classroom and teachers’ activity is regulated by the need to respond to the demands of standardised tests and inspections (Thomas & Vaughan 2004, p. 63). The expansion of bureaucratic control is justified on the grounds that it ensures the maintenance of standards of education (Armstrong 2005, p.141). While the impact of the standardisation of teaching on the quality of education is debatable, its consequences on the relationship between the different parties – teachers, students, local authorities, parents – are strikingly clear. New Labour government declared that its top priority is raising educational standards – it is a great target, but what is troubling that the government’s purpose has also been clearly signalled – education is valued less for its intrinsic qualities of self-development and more for its contribution to creating a new kind of society (Armstrong 2005, p.136). In that way, future prosperity of the UK rests with its capacity to develop and harness the skills required to be a significant player in the new knowledge-based international economy. Here it is evident that New Labour government sees the role of education explicitly in terms of social engineering. It means that the inclusion agenda in the UK has a moral and rhetorical appeal, while its conceptual vagueness can be seen after closer analysis. Conclusion. The conducted study demonstrated that there are no simple solutions to the task of inclusive thinking, relations and practice, that here is no room for complacency in the pursuit of understanding and implementing inclusive education. Without a doubt, inclusion can make great contribution to maximising the participation of all learners and the removal of discriminatory and exclusionary assumptions and practices in schools. Fortunately, recently society has shifted from a sentimental approach to disability to one which concerns entitlement. Inclusive education theorists and practitioners have moved distinctly on from a preoccupation with mere physical location in a school or college and a campaigning for civil rights issues. Physical access and disability rights continue to be ongoing struggles and theoretical concerns but the overriding practical priority in schools is that of coping with difficult behaviour and with learning difficulties. Here it is important not to see inclusion as the concern of special educators but of concern to all those involved in the school or college settings. While the earlier integration focus tended to be on physical access and specialist resources, inclusive education implies a shared responsibility and a joint concern. In such a way, now SEN is at the core of educational agenda, and it is seen as the business of mainstream schools to address basic skills and to meet individual needs. If successfully implemented inclusive schooling can give the opportunity for children with a disability to participate fully in all the educational, employment, consumer, leisure, community and domestic activities that characterize everyday society. But to advance an agenda for inclusion and to make the ideals represented in New Labour government policies a meaningful reality in schools, the society has much to do. Our study proves rightfulness of Armstrong’ arguments that even if being ambitious and extensive New Labour’s policies promulgating inclusive education do not yielded in practical results for children with SEN. To date they remain in many aspects just a declaration of what changes in education would be implemented, but the rhetoric of change has not been followed by substantive transformation of values and practices towards inclusion. Many children come to school with problems. Recognition of this and sensitivity to it is part of inclusive education as we revealed in our study. A responsive school climate, which views problems as challenges and not obstacles, is a key factor in successful movement to really inclusive education. The focus in it has to be on institutional systems, attitudes, flexibility and responsiveness rather than on the special needs child. In order to provide such a highly developed level of inclusiveness, schools have to be willing to work consistently on improving and adapting both their curriculum and social climate. It has to be a school which relates to individual needs, institutional resources and to community values. Today inclusion in school settings, for all the political rhetoric, remains the cause of a good deal of anxiety with the vast majority of teachers, parents and children. To work to advance an agenda for inclusion, in the target-driven and achievement-oriented market place that education has become, requires placing emphasis on breaking down the barriers which create exclusion. It means that we have to work on the attainment of a more inclusive society, which is not solely the responsibility of teachers in schools, and which is most likely to be achieved only when we will be able to develop a more equitable educational system. References Ainscow, M. , Booth, T. , Dyson, A. , with Farrell, P. , Frankham, J. , Gallannaugh, F. , Howes, A. & Smith, R. 2006, Improving Schools, Developing Inclusion, Routledge, London. HMSO 2004, The Children Act 2004, HMSO, London. Armstrong, D. 2005, ‘Reinventing ‘Inclusion’: New Labour and the Cultural Politics of Special Education’, Oxford Review of Education, vol. 31, no. 1, pp. 135–151. Atkinson, T. , Cantillon, B. , Marlier, E. , & Nolan, B. 2002, Social Indicators: The EU and Social Inclusion, Oxford University Press, Oxford. Booth, T. , & Ainscow, M. 1998, ‘From Them to Us: Setting up the Study’, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth & M. Ainscow, Routledge, London, pp. 1-20. Booth, T. , Ainscow, M. , & Dyson, A. 1998, ‘England: Inclusion and Exclusion in a Competitive System’, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth & M. Ainscow, Routledge, London, pp. 193-225. Clark, C. , Dyson, A.& Millward, A. 1998, ‘Introducing the Issue of Theorising’, in Theorising Special Education, eds. C. Clark, A. Dyson & A. Millward, Routledge, London, pp. 1-6. Cheminais, R. 2006, Every Child Matters: New Role for SENCOs, David Fulton Publishers, London. Clough, P. , & Corbett, J. 2000, Theories of Inclusive Education: A Students’ Guide, Chapman, London. Corbett, J. 2001, Supporting Inclusive Education: A Connective Pedagogy, RoutledgeFalmer, London. DfES 2001, Inclusive Schooling: Children with Special Educational Needs, DfES Publications, Nottingham. DfES 2003, Every Child Matters, DfES Publications, London. Farrell, M. 2006, Celebrating the Special School, David Fulton Publishers, London. Foley, P. , Parton, N. , Roche, J. & Tucker, S. 2003, ‘Contradictory and Convergent Trends in Law and Policy Affecting Children in England’, in Hearing the Voices of Children: Social Policy for a New Century, eds. C. Hallett & A. Prout, Routledge, London, pp. 106-120. Mittler, P. 2000, Working Towards Inclusive Education: Social Contexts, David Fulton Publishers, London. Pugh, R. , 2005. Whose Children? The State and Child Welfare [online]. Phoenix, Arizona State University. Available from: http://www. asu.edu/xed/lectures/images/Pugh05. pdf [Accessed 25 April 2007]. Rieser, R. 2000, ‘Special Educational Needs or Inclusive Education: The Challenge of Disability Discrimination in Schooling’, in Education, Equality and Human Rights, ed. M. Cole, Falmer Press, London, pp. 141-161. Rose, R. 2003, ‘Ideology, Reality and Pragmatics: Towards an Informed Policy for Inclusion’, in Strategies to Promote Inclusive Practice, eds. R. Rose & C. Tilstone, RoutledgeFalmer, London, pp. 7-17. Robertson, C. 2003, ‘Towards Inclusive Therapy: Policies and the Transformation of Practice’, in Strategies to Promote Inclusive Practice, eds.R. Rose & C. Tilstone, RoutledgeFalmer, London, pp. 97-116. Skrtic, T. M. 1995, ‘Special Education and Student Disability as Organizational Pathologies: Toward a Metatheory of School Organization and Change’, in Disability and Democracy: Reconstructing (Special) Education for Postmodernity, ed. T. M. Skrtic, Teachers College Press, New York, pp. 190-232. Thomas, G. , & Loxley, A. 2001, Deconstructing Special Education and Constructing Inclusion, Open University Press, Buckingham. Thomas, G. , & Vaughan, M. 2004, Inclusive Education: Readings and Reflections, Open University Press, London.

Inseparable Companion

The main character of this book is a St. Bernard and Scotch Shepherd mix, named Buck. As I read the book, I found out that Buck can be very loyal and trustworthy to his master, if his master is loyal to him. Also, at times I found that Buck could turn into an enraged beast very easily. At home, which was a large house called Judge Miller†s Place, in the sun kissed Santa Clara Valley in California, Buck ruled over all of the dogs that were there. Buck was Judge Miller†s inseparable companion, until a man named Manuel, who was one the gardener†s helpers, committed a treacherous act. In order to cover his Chinese lottery gambling debts, he stole Buck from his sound sleep and brought him to a flag station called College Park. There, the exchanging of money took place. Buck was loaded onto an express car to Seattle. On his way to Seattle, he found that a man in a red sweater repeatedly beat him. From then on, I knew that Buck would never forget that experience. In that part of the book, I found out that Buck was now an enraged animal and could only be tamed by repeatedly being hit with a club or a whip. At this point of the book, I was thinking about Judge Miller. He would†ve sent out a message or an investigation in order to find Buck. Because Judge Miller had a big house to live in, the book implied that he was wealthy. The trip to Seattle must of taken days and by then, Judge Miller would†ve been worried sick about his inseparable companion. As the story goes on, Buck†s first experience of snow left him feeling pretty stupid. When the train got to the station in Seattle, two men named Perrault and Francois bought him. Then, they put him on a ship called the Narwhal. At this point of the book, I was thinking about the cruelty of animals and how the humans treated them. It was cruel, but I guess they didn†t care. The Narwhal took Buck to the Yukon where he was trained to be a sled dog. There were other dogs that Buck had grown to know well during his training. In a matter of time, Buck became a great sled dog. Francois and Perrault took the huskies and mix breeds from Dyea Beach to the town of Dawson. There were many conflicts with Buck and Spitz, who was the leader of the dogs. From then on, Buck†s motivation was to survive the freezing cold weather of the arctic. Buck was very ambitious to be the leader. In some ways, I find that Buck can be satanic. To become the lead dog of the sled team, he would fight to the bloody death of the lead dog, and that was what he did later on in the book. When I was reading, I noticed something in the writing of Jack London. Francois and Perrault must of came from France or something. Their English was really bad. It took me a while before I could really understand what they were saying. An example of this was when Francois was talking about how there was no other dog like Buck. â€Å"Nevaire such a dog as dat Buck!† he cried. â€Å"No nevaire! Heem worth one t†ousan† dollair, by Gar! Eh? Wot you say, Perrault?† When Spitz was killed, Francois and Perrault didn†t even make Buck the leader of the pack. Buck became enraged and pushed himself harder than ever to achieve the roll of being the leader. As days past, Francois and Perrault made the trip to Dawson. By the time they got there, most of the dogs were severely wounded. Some of them had broken legs and some of them were severely sick. The dog that was in best condition was Buck, although he had many wounds and bruises. When Francois and Perrault got to Dawson, Buck was traded to a family who knew absolutely nothing about managing a sled team. This part of the plot didn†t seem right. There was a rich family who could†ve taken a train to their destination instead of risking their lives in the freezing cold; meanwhile, taking a crew of dogs and having to feed them and having to stop each night can kill the dogs if not treated right. The plot continues when the family packed too much on the sled. It was too much for the dogs to pull and it was mostly unnecessary baggage. The driver told the dogs to start. They pulled as hard as they could but the sled didn†t budge. Luckily, a local came along and told the family to throw away their tent. They started and finally got somewhere. As the sled made a sharp turn, some of the access baggage tipped over and the trip was barely completed because of the harsh weather, inadequate supplies, and poop management skills of the dog handlers. This was a beginning of a bad start of Buck and the family. Perhaps the only sane one in the group was John Thortnon. When the family started to repeatedly beat on Buck, Thornton became enraged and threatened to kill the man. Shortly after, Thornton unhooked Buck from the sled, nonetheless the rest of the family left John Thornton. As the sled took off, it slid on a lake and then began to sink. This situation left me to think about what it would feel like to be a dog in those days. It leaves a horrible scene in my mind because seeing a whole crew of sled dogs sink in freezing cold water is very hard to imagine. This situation left John and Buck to fend for themselves. As time pasted, John and Buck became the best of friends. The rest of the book concludes all of the good times that John and Buck have together. In this book, Jack London makes Buck look like a human being instead of a dog. It is not that realistic because Jack London makes the dog feel human emotions. An example of this is at the end of the book when Buck discovers that John Thornton is dead because of the Indians. It said in the book that Buck felt and remembered all of the times that they have spent together. I think that Jack London uses a writing style that everyone can understand. Overall, I think that The Call of the Wild is an exhilarating and an exciting novel. It is packed with drama and adventure. Throughout the chapters, this book takes you through many stages of a dog†s life. I would recommend this book to anybody who is interested in reading about dogs and the arctic. I think that this book has to do with the love from a dog to a man than anything else in the book. Overall, I think that this is a great book and I recommend that you read it.