The Twilight Saga 3: Eclipse Chapter 15. WAGER

I STARED AT HIM FOR A LONG MINUTE, SPEECHLESS. I could not think of one thing to say to him. As he watched my dumbfounded expression, the seriousness left his face. â€Å"Okay,† he said, grinning. â€Å"That's all.† â€Å"Jake -† It felt like there was something big sticking in my throat. I tried to clear the obstruction. â€Å"I can't – I mean I don't . . . I have to go.† I turned, but he grabbed my shoulders and spun me around. â€Å"No, wait. I know that, Bella. But, look, answer me this, all right? Do you want me to go away and never see you again? Be honest.† It was hard to concentrate on his question, so it took a minute to answer. â€Å"No, I don't want that,† I finally admitted. Jacob grinned again. â€Å"See.† â€Å"But I don't want you around for the same reason that you want me around,† I objected. â€Å"Tell me exactly why you want me around, then.† I thought carefully. â€Å"I miss you when you're not there. When you're happy,† I qualified carefully, â€Å"it makes me happy. But I could say the same thing about Charlie, Jacob. You're family. I love you, but I'm not in love with you.† He nodded, unruffled. â€Å"But you do want me around.† â€Å"Yes.† I sighed. He was impossible to discourage. â€Å"Then I'll stick around.† â€Å"You're a glutton for punishment,† I grumbled. â€Å"Yep.† He stroked the tips of his fingers across my right cheek. I slapped his hand away. â€Å"Do you think you could behave yourself a little better, at least?† I asked, irritated. â€Å"No, I don't. You decide, Bella. You can have me the way I am – bad behavior included – or not at all.† I stared at him, frustrated. â€Å"That's mean.† â€Å"So are you.† That pulled me up short, and I took an involuntary step back. He was right. If I wasn't mean – and greedy, too – I would tell him I didn't want to be friends and walk away. It was wrong to try to keep my friend when that would hurt him. I didn't know what I was doing here, but I was suddenly sure that it wasn't good. â€Å"You're right,† I whispered. He laughed. â€Å"I forgive you. Just try not to get too mad at me. Because I recently decided that I'm not giving up. There really is something irresistible about a lost cause.† â€Å"Jacob.† I stared into his dark eyes, trying to make him take me seriously. â€Å"I love him, Jacob. He's my whole life.† â€Å"You love me, too,† he reminded me. He held up his hand when I started to protest. â€Å"Not the same way, I know. But he's not your whole life, either. Not anymore. Maybe he was once, but he left. And now he's just going to have to deal with the consequence of that choice – me.† I shook my head. â€Å"You're impossible.† Suddenly, he was serious. He took my chin in his hand, holding it firmly so that I couldn't look away from his intent gaze. â€Å"Until your heart stops beating, Bella,† he said. â€Å"I'll be here – fighting. Don't forget that you have options.† â€Å"I don't want options,† I disagreed, trying to yank my chin free unsuccessfully. â€Å"And my heartbeats are numbered, Jacob. The time is almost gone.† His eyes narrowed. â€Å"All the more reason to fight – fight harder now, while I can,† he whispered. He still had my chin – his fingers holding too tight, till it hurt – and I saw the resolve form abruptly in his eyes. â€Å"N -† I started to object, but it was too late. His lips crushed mine, stopping my protest. He kissed me angrily, roughly, his other hand gripping tight around the back of my neck, making escape impossible. I shoved against his chest with all my strength, but he didn't even seem to notice. His mouth was soft, despite the anger, his lips molding to mine in a warm, unfamiliar way. I grabbed at his face, trying to push it away, failing again. He seemed to notice this time, though, and it aggravated him. His lips forced mine open, and I could feel his hot breath in my mouth. Acting on instinct, I let my hands drop to my side, and shut down. I opened my eyes and didn't fight, didn't feel . . . just waited for him to stop. It worked. The anger seemed to evaporate, and he pulled back to look at me. He pressed his lips softly to mine again, once, twice . . . a third time. I pretended I was a statue and waited. Finally, he let go of my face and leaned away. â€Å"Are you done now?† I asked in an expressionless voice. â€Å"Yes,† he sighed. He started to smile, closing his eyes. I pulled my arm back and then let it snap forward, punching him in the mouth with as much power as I could force out of my body. There was a crunching sound. â€Å"Ow! OW!† I screamed, frantically hopping up and down in agony while I clutched my hand to my chest. It was broken, I could feel it. Jacob stared at me in shock. â€Å"Are you all right?† â€Å"No, dammit! You broke my hand!† â€Å"Bella, you broke your hand. Now stop dancing around and let me look at it.† â€Å"Don't touch me! I'm going home right now!† â€Å"I'll get my car,† he said calmly. He wasn't even rubbing his jaw like they did in the movies. How pathetic. â€Å"No, thanks,† I hissed. â€Å"I'd rather walk.† I turned toward the road. It was only a few miles to the border. As soon as I got away from him, Alice would see me. She'd send somebody to pick me up. â€Å"Just let me drive you home,† Jacob insisted. Unbelievably, he had the nerve to wrap his arm around my waist. I jerked away from him. â€Å"Fine!† I growled. â€Å"Do! I can't wait to see what Edward does to you! I hope he snaps your neck, you pushy, obnoxious, moronic DOG!† Jacob rolled his eyes. He walked me to the passenger side of his car and helped me in. When he got in the driver's side, he was whistling. â€Å"Didn't I hurt you at all?† I asked, furious and annoyed. â€Å"Are you kidding? If you hadn't started screaming, I might not have figured out that you were trying to punch me. I may not be made out of stone, but I'm not that soft.† â€Å"I hate you, Jacob Black.† â€Å"That's good. Hate is a passionate emotion.† â€Å"I'll give you passionate,† I muttered under my breath. â€Å"Murder, the ultimate crime of passion.† â€Å"Oh, c'mon,† he said, all cheery and looking like he was about to start whistling again. â€Å"That had to be better than kissing a rock.† â€Å"Not even remotely close,† I told him coldly. He pursed his lips. â€Å"You could just be saying that.† â€Å"But I'm not.† That seemed to bother him for a second, but then he perked up. â€Å"You're just mad. I don't have any experience with this kind of thing, but I thought it was pretty incredible myself.† â€Å"Ugh,† I groaned. â€Å"You're going to think about it tonight. When he thinks you're asleep, you'll be thinking about your options.† â€Å"If I think about you tonight, it will be because I'm having a nightmare.† He slowed the car to a crawl, turning to stare at me with his dark eyes wide and earnest. â€Å"Just think about how it could be, Bella,† he urged in a soft, eager voice. â€Å"You wouldn't have to change anything for me. You know Charlie would be happy if you picked me. I could protect you just as well as your vampire can – maybe better. And I would make you happy, Bella. There's so much I could give you that he can't. I'll bet he couldn't even kiss you like that – because he would hurt you. I would never, never hurt you, Bella.† I held up my injured hand. He sighed. â€Å"That wasn't my fault. You should have known better.† â€Å"Jacob, I can't be happy without him.† â€Å"You've never tried,† he disagreed. â€Å"When he left, you spent all your energy holding on to him. You could be happy if you let go. You could be happy with me.† â€Å"I don't want to be happy with anyone but him,† I insisted. â€Å"You'll never be able to be as sure of him as you are of me. He left you once, he could do it again.† â€Å"No, he will not,† I said through my teeth. The pain of the memory bit into me like the lash of a whip. It made me want to hurt him back. â€Å"You left me once,† I reminded him in a cold voice, thinking of the weeks he'd hidden from me, the words he'd said to me in the woods beside his home. . . . â€Å"I never did,† he argued hotly. â€Å"They told me I couldn't tell you – that it wasn't safe for you if we were together. But I never left, never! I used to run around your house at night – like I do now. Just making sure you were okay.† I wasn't about to let him make me feel bad for him now. â€Å"Take me home. My hand hurts.† He sighed, and started driving at a normal speed, watching the road. â€Å"Just think about it, Bella.† â€Å"No,† I said stubbornly. â€Å"You will. Tonight. And I'll be thinking about you while you're thinking about me.† â€Å"Like I said, a nightmare.† He grinned over at me. â€Å"You kissed me back.† I gasped, unthinkingly balling my hands up into fists again, hissing when my broken hand reacted. â€Å"Are you okay?† he asked. â€Å"I did not.† â€Å"I think I can tell the difference.† â€Å"Obviously you can't – that was not kissing back, that was trying to get you the hell off of me, you idiot.† He laughed a low, throaty laugh. â€Å"Touchy. Almost overly defensive, I would say.† I took a deep breath. There was no point in arguing with him; he would twist anything I said. I concentrated on my hand, trying to stretch out my fingers, to ascertain where the broken parts were. Sharp pains stabbed along my knuckles. I groaned. â€Å"I'm really sorry about your hand,† Jacob said, sounding almost sincere. â€Å"Next time you want to hit me, use a baseball bat or a crowbar, okay?† â€Å"Don't think I'll forget that,† I muttered. I didn't realize where we were going until we were on my road. â€Å"Why are you taking me here?† I demanded. He looked at me blankly. â€Å"I thought you said you were going home?† â€Å"Ugh. I guess you can't take me to Edward's house, can you?† I ground my teeth in frustration. Pain twisted across his face, and I could see that this affected him more than anything else I'd said. â€Å"This is your home, Bella,† he said quietly. â€Å"Yes, but do any doctors live here?† I asked, holding up my hand again. â€Å"Oh.† He thought about that for a minute. â€Å"I'll take you to the hospital. Or Charlie can.† â€Å"I don't want to go to the hospital. It's embarrassing and unnecessary.† He let the Rabbit idle in front of the house, deliberating with an unsure expression. Charlie's cruiser was in the driveway. I sighed. â€Å"Go home, Jacob.† I climbed out of the car awkwardly, heading for the house. The engine cut off behind me, and I was less surprised than annoyed to find Jacob beside me again. â€Å"What are you going to do?† he asked. â€Å"I am going to get some ice on my hand, and then I am going to call Edward and tell him to come and get me and take me to Carlisle so that he can fix my hand. Then, if you're still here, I am going to go hunt up a crowbar.† He didn't answer. He opened the front door and held it for me. We walked silently past the front room where Charlie was lying on the sofa. â€Å"Hey, kids,† he said, sitting forward. â€Å"Nice to see you here, Jake.† â€Å"Hey, Charlie,† Jacob answered casually, pausing. I stalked on to the kitchen. â€Å"What's wrong with her?† Charlie wondered. â€Å"She thinks she broke her hand,† I heard Jacob tell him. I went to the freezer and pulled out a tray of ice cubes. â€Å"How did she do that?† As my father, I thought Charlie ought to sound a bit less amused and a bit more concerned. Jacob laughed. â€Å"She hit me.† Charlie laughed, too, and I scowled while I beat the tray against the edge of the sink. The ice scattered inside the basin, and I grabbed a handful with my good hand and wrapped the cubes in the dishcloth on the counter. â€Å"Why did she hit you?† â€Å"Because I kissed her,† Jacob said, unashamed. â€Å"Good for you, kid,† Charlie congratulated him. I ground my teeth and went for the phone. I dialed Edward's cell. â€Å"Bella?† he answered on the first ring. He sounded more than relieved – he was delighted. I could hear the Volvo's engine in the background; he was already in the car – that was good. â€Å"You left the phone . . . I'm sorry, did Jacob drive you home?† â€Å"Yes,† I grumbled. â€Å"Will you come and get me, please?† â€Å"I'm on my way,† he said at once. â€Å"What's wrong?† â€Å"I want Carlisle to look at my hand. I think it's broken.† It had gone quiet in the front room, and I wondered when Jacob would bolt. I smiled a grim smile, imagining his discomfort. â€Å"What happened?† Edward demanded, his voice going flat. â€Å"I punched Jacob,† I admitted. â€Å"Good,† Edward said bleakly. â€Å"Though I'm sorry you're hurt.† I laughed once, because he sounded as pleased as Charlie had. â€Å"I wish I'd hurt him.† I sighed in frustration. â€Å"I didn't do any damage at all.† â€Å"I can fix that,† he offered. â€Å"I was hoping you would say that.† There was a slight pause. â€Å"That doesn't sound like you,† he said, wary now. â€Å"What did he do?† â€Å"He kissed me,† I growled. All I heard on the other end of the line was the sound of an engine accelerating. In the other room, Charlie spoke again. â€Å"Maybe you ought to take off, Jake,† he suggested. â€Å"I think I'll hang out here, if you don't mind.† â€Å"Your funeral,† Charlie muttered. â€Å"Is the dog still there?† Edward finally spoke again. â€Å"Yes.† â€Å"I'm around the corner,† he said darkly, and the line disconnected. As I hung up the phone, smiling, I heard the sound of his car racing down the street. The brakes protested loudly as he slammed to a stop out front. I went to get the door. â€Å"How's your hand?† Charlie asked as I walked by. Charlie looked uncomfortable. Jacob lolled next to him on the sofa, perfectly at ease. I lifted the ice pack to show it off. â€Å"It's swelling.† â€Å"Maybe you should pick on people your own size,† Charlie suggested. â€Å"Maybe,† I agreed. I walked on to open the door. Edward was waiting. â€Å"Let me see,† he murmured. He examined my hand gently, so carefully that it caused me no pain at all. His hands were almost as cold as the ice, and they felt good against my skin. â€Å"I think you're right about the break,† he said. â€Å"I'm proud of you. You must have put some force behind this.† â€Å"As much as I have.† I sighed. â€Å"Not enough, apparently.† He kissed my hand softly. â€Å"I'll take care of it,† he promised. And then he called, â€Å"Jacob,† his voice still quiet and even. â€Å"Now, now,† Charlie cautioned. I heard Charlie heave himself off of the sofa. Jacob got to the hall first, and much more quietly, but Charlie was not far behind him. Jacob's expression was alert and eager. â€Å"I don't want any fighting, do you understand?† Charlie looked only at Edward when he spoke. â€Å"I can go put my badge on if that makes my request more official.† â€Å"That won't be necessary,† Edward said in a restrained tone. â€Å"Why don't you arrest me, Dad?† I suggested. â€Å"I'm the one throwing punches.† Charlie raised an eyebrow. â€Å"Do you want to press charges, Jake?† â€Å"No.† Jacob grinned, incorrigible. â€Å"I'll take the trade any day.† Edward grimaced. â€Å"Dad, don't you have a baseball bat somewhere in your room? I want to borrow it for a minute.† Charlie looked at me evenly. â€Å"Enough, Bella.† â€Å"Let's go have Carlisle look at your hand before you wind up in a jail cell,† Edward said. He put his arm around me and pulled me toward the door. â€Å"Fine,† I said, leaning against him. I wasn't so angry anymore, now that Edward was with me. I felt comforted, and my hand didn't bother me as much. We were walking down the sidewalk when I heard Charlie whispering anxiously behind me. â€Å"What are you doing? Are you crazy?† â€Å"Give me a minute, Charlie,† Jacob answered. â€Å"Don't worry, I'll be right back.† I looked back and Jacob was following us, stopping to close the door in Charlie's surprised and uneasy face. Edward ignored him at first, leading me to the car. He helped me inside, shut the door, and then turned to face Jacob on the sidewalk. I leaned anxiously through the open window. Charlie was visible in the house, peeking through the drapes in the front room. Jacob's stance was casual, his arms folded across his chest, but the muscles in his jaw were tight. Edward spoke in a voice so peaceful and gentle that it made the words strangely more threatening. â€Å"I'm not going to kill you now, because it would upset Bella.† â€Å"Hmph,† I grumbled. Edward turned slightly to throw me a quick smile. His face was still calm. â€Å"It would bother you in the morning,† he said, brushing his fingers across my cheek. Then he turned back to Jacob. â€Å"But if you ever bring her back damaged again – and I don't care whose fault it is; I don't care if she merely trips, or if a meteor falls out of the sky and hits her in the head – if you return her to me in less than the perfect condition that I left her in, you will be running with three legs. Do you understand that, mongrel?† Jacob rolled his eyes. â€Å"Who's going back?† I muttered. Edward continued as if he hadn't heard me. â€Å"And if you ever kiss her again, I will break your jaw for her,† he promised, his voice still gentle and velvet and deadly. â€Å"What if she wants me to?† Jacob drawled, arrogant. â€Å"Hah!† I snorted. â€Å"If that's what she wants, then I won't object.† Edward shrugged, untroubled. â€Å"You might want to wait for her to say it, rather than trust your interpretation of body language – but it's your face.† Jacob grinned. â€Å"You wish,† I grumbled. â€Å"Yes, he does,† Edward murmured. â€Å"Well, if you're done rummaging through my head,† Jacob said with a thick edge of annoyance, â€Å"why don't you go take care of her hand?† â€Å"One more thing,† Edward said slowly. â€Å"I'll be fighting for her, too. You should know that. I'm not taking anything for granted, and I'll be fighting twice as hard as you will.† â€Å"Good,† Jacob growled. â€Å"It's no fun beating someone who forfeits.† â€Å"She is mine.† Edward's low voice was suddenly dark, not as composed as before. â€Å"I didn't say I would fightfair.† â€Å"Neither did I.† â€Å"Best of luck.† Jacob nodded. â€Å"Yes, may the best man win.† â€Å"That sounds about right . . . pup.† Jacob grimaced briefly, then he composed his face and leaned around Edward to smile at me. I glowered back. â€Å"I hope your hand feels better soon. I'm really sorry you're hurt.† Childishly, I turned my face away from him. I didn't look up again as Edward walked around the car and climbed into the driver's side, so I didn't know if Jacob went back into the house or continued to stand there, watching me. â€Å"How do you feel?† Edward asked as we drove away. â€Å"Irritated.† He chuckled. â€Å"I meant your hand.† I shrugged. â€Å"I've had worse.† â€Å"True,† he agreed, and frowned. Edward drove around the house to the garage. Emmett and Rosalie were there, Rosalie's perfect legs, recognizable even sheathed in jeans, were sticking out from under the bottom of Emmett's huge Jeep. Emmett was sitting beside her, one hand reached under the Jeep toward her. It took me a moment to realize that he was acting as the jack. Emmett watched curiously as Edward helped me carefully out of the car. His eyes zeroed in on the hand I cradled against my chest. Emmett grinned. â€Å"Fall down again, Bella?† I glared at him fiercely. â€Å"No, Emmett. I punched a werewolf in the face.† Emmett blinked, and then burst into a roar of laughter. As Edward led me past them, Rosalie spoke from under the car. â€Å"Jasper's going to win the bet,† she said smugly. Emmett's laughter stopped at once, and he studied me with appraising eyes. â€Å"What bet?† I demanded, pausing. â€Å"Let's get you to Carlisle,† Edward urged. He was staring at Emmett. His head shook infinitesimally. â€Å"What bet?† I insisted as I turned on him. â€Å"Thanks, Rosalie,† he muttered as he tightened his arm around my waist and pulled me toward the house. â€Å"Edward . . . ,† I grumbled. â€Å"It's infantile,† he shrugged. â€Å"Emmett and Jasper like to gamble.† â€Å"Emmett will tell me.† I tried to turn, but his arm was like iron around me. He sighed. â€Å"They're betting on how many times you . . . slip up in the first year.† â€Å"Oh.† I grimaced, trying to hide my sudden horror as I realized what he meant. â€Å"They have a bet about how many people I'll kill?† â€Å"Yes,† he admitted unwillingly. â€Å"Rosalie thinks your temper will turn the odds in Jasper's favor.† I felt a little high. â€Å"Jasper's betting high.† â€Å"It will make him feel better if you have a hard time adjusting. He's tired of being the weakest link.† â€Å"Sure. Of course it will. I guess I could throw in a few extra homicides, if it makes Jasper happy. Why not?† I was babbling, my voice a blank monotone. In my head, I was seeing newspaper headlines, lists of names. . . . He squeezed me. â€Å"You don't need to worry about it now. In fact, you don't have to worry about it ever, if you don't want to.† I groaned, and Edward, thinking it was the pain in my hand that bothered me, pulled me faster toward the house. My hand was broken, but there wasn't any serious damage, just a tiny fissure in one knuckle. I didn't want a cast, and Carlisle said I'd be fine in a brace if I promised to keep it on. I promised. Edward could tell I was out of it as Carlisle worked to fit a brace carefully to my hand. He worried aloud a few times that I was in pain, but I assured him that that wasn't it. As if I needed – or even had room for – one more thing to worry about. All of Jasper's stories about newly created vampires had been percolating in my head since he'd explained his past. Now those stories jumped into sharp focus with the news of his and Emmett's wager. I wondered randomly what they were betting. What was a motivating prize when you had everything? I'd always known that I would be different. I hoped that I would be as strong as Edward said I would be. Strong and fast and, most of all, beautiful. Someone who could stand next to Edward and feel like she belonged there. I'd been trying not to think too much about the other things that I would be. Wild. Bloodthirsty. Maybe I would not be able to stop myself from killing people. Strangers, people who had never harmed me. People like the growing number of victims in Seattle, who'd had families and friends and futures. People who'd had lives. And I could be the monster who took that away from them. But, in truth, I could handle that part – because I trusted Edward, trusted him absolutely, to keep me from doing anything I would regret. I knew he'd take me to Antarctica and hunt penguins if I asked him to. And I would do whatever it took to be a good person. A good vampire. That thought would have made me giggle, if not for this new worry. Because, if I really were somehow like that – like the nightmarish images of newborns that Jasper had painted in my head – could I possibly be me? And if all I wanted was to kill people, what would happen to the things I wanted now? Edward was so obsessed with me not missing anything while I was human. Usually, it seemed kind of silly. There weren't many human experiences that I worried about missing. As long as I got to be with Edward, what else could I ask for? I stared at his face while he watched Carlisle fix my hand. There was nothing in this world that I wanted more than him. Would that, could that, change? Was there a human experience that I was not willing to give up?

The Fight Against Cyber Crime

Running head: THE FIGHT AGAINST CYBER CRIME The Fight Against Cyber Crime: What Can We Do? Abstract Cyber crime is on the rise and every organization must recognize the danger and take necessary steps to help mitigate the threat. While many institutions worry more about hackers than cyber criminals, it is cyber crime that can cause the most damage. A hacker is more easily detected while a cyber criminal may already be in your network undetected. While a hacker may try to breach a network for the thrill or to annoy, a cyber criminal will breach a network for monetary gain.This paper is intended to point out some of the risks of cyber crime and what a financial institute can do to help mitigate the threat of attack. Keywords: cyber crime, cyber attack, Information Technology Information Sharing and Analysis Center, IT-ISAC, Financial Services Information Sharing and Analysis Center, FS-ISAC The Fight Against Cyber Crime: What Can We Do? While many institutions worry more about hackers than cyber criminals, it is cyber criminals that should make us more wary.A hacker is more easily detected while a cyber criminal may already be in your network undetected. While a hacker may try to breach a network for the thrill value or to annoy their victim, a cyber criminal will breach a network for monetary gain. This may include â€Å"data acquisition and storage, stealthy access to systems, identity collection and theft, misdirection of communications, keystroke identification, identity authentication, and botnets, among others† (Deloitte, 2010).According to a survey conducted in August 2011 by Ponemon Institute, for the 50 participating companies (see chart 1), the average time it takes an organization to resolve a cyber attack is 18 days with an average cost of $23,000 a day. An insider attack can average 45 days to contain. This does not include the value of any data lost, modified, or stolen in the process. This survey also showed the average annualized cost of cy ber crime to financial institutions was $14,700,000 for 2011, up from $12,370,000 the previous year (see Chart 2).Chart 3 summarizes the types of attack methods experienced by the companies that participated in the survey (Ponemon, 2011). According to security firm Imperva, â€Å"The average large business sees 27 attacks per minute hitting its Website. Attackers can use automation technologies to generate up to seven attacks per second, or 25,000 attacks per hour† (Rashid, 2011). To build a sufficient IT security posture, it is important to assume that an unauthorized user can gain access to the network, and then structure the network to best protect the most valuable data.The valuable data can then â€Å"be tagged and monitored so that the organization knows where it is, where it is going, where it has gone, and on whose authority† (Deloitte, 2010). The organization also needs to understand that they need to not only monitor what is coming into their network but also what is leaving their network. This will help â€Å"detect activities enabled by techniques and technologies that mimic, exploit, or piggyback on the access of authorized users† (Deloitte, 2010).Using standard firewalls and anti-virus programs alone will not accomplish this. The organization must take a more proactive approach to protect its financial data. Now that we know what we need to do, how do we accomplish this? Some very basic steps include employee screening, employee training to help mitigate against social engineering, disabling account access of terminated employees, ensuring software updates and patches are properly implemented, and ensuring firewalls are properly configured.More advanced steps include, but are not limited to, setting up a demilitarized zone to help block the network from outside access, installing a honeynet system to look like an authentic part of the network to entice and trap intrusion attempts for further analysis, installing hard drive en cryption and remote data wipe capability on all laptops and other mobile devices, and requiring smart card and pin number authentication (or some other form of multifactor authentication) to access sensitive data.The Ponemon survey revealed companies utilizing security information and event management (SIEM) solutions such as these average 24 percent less expense in dealing with cyber crime attacks (see chart 5). This reduction in cost is because companies that use SIEM solutions are better able to detect and contain, and therefore recover, from such attacks (see chart 6). Another important step for a financial institute to take is to become a member of the FS-ISAC (Financial Services Information Sharing and Analysis Center).The FS-ISAC was founded in 1999 and led the way for the IT-ISAC (Information Technology Information Sharing and Analysis Center) which was founded in 2001. The purpose of these groups is for organizations to have the opportunity to share the security attacks and vulnerabilities they have experienced with other organizations in their field of industry. Given the sophistication, complexity, and evolution of cyber crime technologies and techniques, no sizable organization can plan and implement the necessary response alone. CIOs, CSOs, CROs, and cyber security rofessionals should share information, techniques, and technologies in their battle against cyber crime. (Deloitte, 2010) The importance of FS-ISAC was proven in 2000 when member companies where saved from a major denial-of-service attack that many other companies experienced (Hurley, 2001). As shown in chart 4, a denial-of-service attack can be costly. A more recent example of FS-ISAC at work is the August 23, 2011 report of the Help Net Security (International) Ramnit worm which uses Zeus Trojan tactics for banking fraud.As the FS-ISAC points out, â€Å"When attacks occur, early warning and expert advice can mean the difference between business continuity and widespread business cata strophe† (FS-ISAC, 2011). Knowing and having the chance to combat against these attacks can save an institute millions. In conclusion, financial institutions must stay vigilant to current and new cyber threats. Table 1 through 3 gives a breakdown of cyber threats and controls that can help reduce the impact if these threats become reality. It is important for an organization to enroll in its respective ISAC and to share in the lessons learned from previous attacks.While it would be almost impossible to learn about and prevent every type of attack, staying vigilant will help reduce the likelihood and the impact. References Deloitte Development LLC. (2010). Cyber Crime: A Clear and Present Danger. Retrieved December 23, 2011, from the World Wide Web: http://eclearning. excelsior. edu/webct/RelativeResourceManager/Template/pdf/M7_Deloitte_CyberCrime. pdf FS-ISAC. (2011). Current Banking and Finance Report, Retrieved 24 December, 2011, from the World Wide Web: http://www. fsisac. com/ Hurley, E. (2001, January 29).IT-ISAC: A Matter of Trust. Retrieved 24 December, 2011, from the World Wide Web: http://searchsecurity. techtarget. com/news/517824/IT-ISAC-A matter-of-trust Ponemon Institute LLC. (2011, August). Second Annual Cost of Cyber Crime Study. Retrieved December 24, 2011, from the World Wide Web: http://www. arcsight. com/collateral/whitepapers/2011_Cost_of_Cyber_Crime_Study_August. pdf Rashid, F. (2011, July 25). Cyber-Criminals Use Botnets, Automation to Launch Multiple Blended Attacks. Retrieved December 24, 2011, from the World Wide Web: http://www. week. com/c/a/Security/CyberCriminals-Use-Botnets-Automation-to-Launch-Multiple-Blended-Attacks-656032/ Chart 1. Sample of Participating Companies by Industry (Ponemon, 2011) Average annualized cost by industry sector ($1M) *Industry was not represented in the FY2010 benchmark sample. Chart 2. Average annualized cost by industry sector (Ponemon, 2011) Types of Attack Methods Experienced Chart 3. Types of Attack Methods Experienced (Ponemon, 2011)Average annualized cyber crime cost weighted by attack frequency *The FY 2010 benchmark sample did not contain a DoS attack. Chart 4. Average annualized cyber crime cost (Ponemon, 2011) Comparison of SIEM and non-SIEM sub-sample of average cost of cyber crime Chart 5. Comparison cost of SIEM and non-SIEM companies (Ponemon, 2011) Chart 6 Percentage cost for recovery, detection & containment (Ponemon, 2011) categoryFinancial Impact Regulatory ComplianceIndustry Reputation 4CriticalIncrease in costs greater than $1MFines in excess of $1MSignificant, sustained negative media exposure.Significant loss of business due to blemish on public image. 3MajorIncrease in costs $100K to $1MFines between $100K and $1MNegative media exposure. Loss of business due to blemish on public image. 2ModerateIncrease in costs less than $100KFines under $100KSome negative media exposure. Slight loss of business due to blemish on public image. 1MinorNo significant co st increase expectedNo fines expectedNo media exposure or loss of business expected. Table 1. Impact 4Imminent 3Highly Likely 2Possible 1Unlikely Table 2. Probability PxI (before controls / after controls)Financial Impact Regulatory Compliance Industry Reputation Controls Denial of service1x3=3 / 1Ãâ€"2=21Ãâ€"3=3 / 1Ãâ€"1=11Ãâ€"4=4 / 1Ãâ€"2=2Implement router filters, install patches to guard against SYC flooding, disable unused services Web-based attack2x3=6 / 2Ãâ€"2=42Ãâ€"3=6 / 2Ãâ€"2=42Ãâ€"4=8 / 2Ãâ€"2=4Restrict website access to only what customer needs, disable account log-in after 3 failed log-in attempts, require multifactor authentication to access sensitive data Malicious code2x4=8 / 2Ãâ€"2=42Ãâ€"4=8 / 2Ãâ€"2=42Ãâ€"4=8 / 2Ãâ€"2=4Software updates and patches, anti-virus and anti-spam software pdates, firewall configuration, employee training Malicious insider1x4=4 / 1Ãâ€"2=21Ãâ€"4=4 / 1Ãâ€"2=21Ãâ€"4=4 / 1Ãâ€"2=2Employee screening, disable account access fo r terminated employees, require multifactor authentication for access to data servers, least privilege, separation of duty Phishing & social engineering 2Ãâ€"3=6 / 1Ãâ€"3=32Ãâ€"3=6 / 1Ãâ€"3=32Ãâ€"3=6 / 1Ãâ€"3=3Employee training, least privilege, separation of duty Stolen devices2x4=8 / 2Ãâ€"1=22Ãâ€"4=8 / 2Ãâ€"1=22Ãâ€"4=8 / 2Ãâ€"1=2Hard drive encryption, remote data wipe capability Botnets 3Ãâ€"3=9 / 3Ãâ€"1=33Ãâ€"3=9 / 3Ãâ€"1=33Ãâ€"3=9 / 3Ãâ€"1=3Software updates and patches, anti-virus and anti-spam software updates, firewall configuration, employee training Malware3x3=9 / 3Ãâ€"1=33Ãâ€"3=9 / 3Ãâ€"1=33Ãâ€"3=9 / 3Ãâ€"1=3Software updates and patches, anti-virus and anti-spam software updates, firewall configuration, employee training Viruses, worms, trojans4x3=12 / 4Ãâ€"1=44Ãâ€"3=12 / 4Ãâ€"1=44Ãâ€"3=12 / 4Ãâ€"1=4Software updates and patches, anti-virus and anti-spam software updates, firewall configuration, employee training Table 3. Risk Analysis

Challenges of Teachers in Decision Making Essay

1.1 STATEMENT OF PURPOSE The purpose of this study is to investigate the extent to which teachers participate in Decision-making at Government Secondary school Omala, Omala L.G.A. argues that purposeful planning depends on effective decision-making. Teachers and educational managers make decisions on a daily basis. These decisions may influence pupils, teachers and the future of the school. Dawn of new Education system has seen a proliferation of Educational policy and legislation specifying and advocating full participation by stakeholders in the governance and management of schools. The education policy documents continuously refer to the democratisation of schools and the education system as a whole. The documents that have made this call, include the National Education Policy Investigation Report, A policy framework for education and training, the White Paper on Education and Training which all culminated in Kogi State Schools that is currently the driving force behind the operation of all schools in Kogi State. The report of task Team on Education Management Development suggested that, in line with similar trends in several other States, has placed Kogi State schools firmly on the road to a school based system of management where schools will increasingly come to manage themselves. The report suggests further that effective self-management must be accompanied by an internal devolution of power within the school and greater participation of all decision-making processes. The work on self-managing schools is strongly influencing later developments that devolution of power to school must be m atched by an empowerment of people within the school. In this research, it has been suggested that the notion of participative approaches, which has become enriched in the â€Å"folklore† of education management, is the most appropriate way to run schools, it has become closely associated with school effectiveness and improvement. 1.2 STATEMENT OF THE PROBLEM It is important to look closely at the Secondary school education system with the view of determining how decisions are taken at school. Prior to the introduction of Teachers participation in decision making, teachers did not have a say in decisions that affected them in their daily lives. The problem which is the main focus in this research is to determine to what extent the teachers participate in decision-making in secondary schools at Government Secondary School Omala, Omala Local government Area of Kogi State, in order to ensure their satisfaction as well as the achievement of the schools’ goals. 1.3 OBJECTIVES OF THE STUDY âž ¢ To determine what is the current situation regarding participative decision-making at Government Secondary School Omala, Omala Local government Area of Kogi State. âž ¢ To determine what effect the implementation of current participative decision-making has on secondary schools at Government Secondary School Omala,OmalaLocal government Area of Kogi State âž ¢ To determine how participative decision-making affects teachers’ morale. âž ¢ To determine what changes are desirable to teachers in the management approach. 1.4 LIMITATION OF THE STUDY This study is a focused case study of teacher participation in decision-making at Government Secondary School Omala, Omala Local government Area of Kogi State. 1.5 DEFINITION OF CONCEPTS 1.5.1 Decision – making: Decision-making can be seen as the process of consciously choosing the most suitable way of action to solve or handle a particular problem after various alternatives have been considered to achieve the set goals or objectives. 1.5.2 School Management Team: Is a group of teachers who are involved in the task of leading and managing schools Example; Head of Department (HOD), deputy principal and principal. CHAPTER 2: LITERATURE REVIEW 2.1 INTRODUCTION The Decision-making is a continual management function which plays an important part in the management process and which is vital to all the cyclical management functions. Some scholars like Kruger and Van (1996:19) argue that when the principal allows teachers to participate in certain aspects of the management of the school, she/he gives an opportunity to teachers to experience responsibility. By so doing, the principal does not relinquish his/her authority but his/her authority is enhanced. Pretorius (2010) believes that clinical leadership increases a position relationship between principals and teachers. Therefore, teachers become committed to teaching, because they are participating in decisions that affect them. According to Professor Aturata (2008), in the light of trend towards the decentralized school Management in Kogi State, research indicates that teachers need to be empowered to participate fully in decision-making. Also argues that the concept of educator empowerment in decision-making needs to be closely studied in terms of its effect on educator participation in decision-making at school.Professor Soyinka : states that an effective schooling can only occur when both the principal and teachers are involved in the decision-making process. Non-involvement of teachers in decision-making may result in conflict, as there is no consultation between principal and educators on policy matters and operational procedures at school. However probable only one way to democratize schools. To practice democracy means learning to be responsible for freedom, to make long term strategic decisions and most importantly, to accept the fact that democracy is possible when all participants in the educational process share it. Sule Maitama et al. (2009) cite the following from the educational system, â€Å"The government’s effective educational programmes depend on a process of consultation and negotiation among those vitally affected†. So the policies adopted will reflect their values and goals, thus increasing the prospect of wholehearted support. 2.2 DECISION-MAKING Decision-making has never been easy and it is especially challenging for the educational managers of today. The Decisions can be made by the Principal as an individual or in a group where the entire staff or a select group of staff members will be present. The two contexts of decision-making differ significantly. Educational managers should evaluate the nature of the problems and decisions to be made and then decide if participative or group decision-making is called for. Decision-making can be seen as a process of consciously. Choosing the most suitable way of action to solve or handle a particular problem after various alternatives have been considered to achieve the set goals and objectives. This implies that decision-making must be converted into action. The decision-making process involves a series of complex interactions of events. These interactions constitute the following stages, namely: (i) Study the existing situation carefully. (ii) Recognize and define the problem. (iii) Examine the detailed make-up of the problem in the existing situation. (iv) Decide on the criteria for resolving the problem. (v) Develop a plan for action. (vi) Initiate the plan of action. 2.3 MODELS FOR DECISION-MAKING 2.3.1 The classical model: The classical decision theory assumes that decisions should be completely rational. This model employs an optimsing strategy by seeking the best possible alternative to maximize the achievement of goals and objectives. According to the classical model, the decision-making process is a series of sequential steps as follows: (i) A problem is identified. (ii) Goals and objectives are established. (iii) All the possible alternatives are generated. (iv) The consequences of each alternative are considered. (v) All the alternatives are evaluated in terms of the goals and objectives. (vi) The best alternative is selected, that is, the one that maximizes the goals and Objectives. (vii) Finally, the decision is implemented and evaluated. 2.3.2 The administrative model Hoy and Miskel (2006:317) say that this is the strategy of satisficing in an attempt to provide a more accurate description of the way administrators both do and should make organisational decisions. This model rests upon the basic assumption that: The decision-making Process is a cycle of events that includes identification and diagnosis of a difficulty, the reflective development of a plan to alleviate the difficulty, the initiation of the plan, and the appraisal of its success.† This model relies on both experience and theory to guide decision-making. 2.4 PARTICIPATIVE APPROACH TO DECISION-MAKING AT SCHOOL Since participative management has become popular, an increasing number of decisions have been made by groups rather than individuals. In the group decision-making process, decisions are the product of interpersonal decision-making processes and group dynamics. According to Merry Parker people who have been allowed a voice in decisions that affect them are more likely to be accepted and adhere to the decisions and quality of a decision refers to the extent to which the decision is ultimately successful in meeting the goals and objectives of the decision makers. 2.4.1 Collegial model of management:The collegial model includes all those theories which emphasise that power and decision-making should be shared among some or all members of the organization. These approaches range from a restricted collegiality where the leader shares power with a limited number of senior colleagues to a pure collegiality where all members have an equal voice in determining policy. Collegial models assume that Organizations determine policy and make decisions through a process of discussion leading to consensus. Power is shared among some or all members of the organization who are thought to have a mutual understanding about the objectives of the schools. 2.4.2 Application of collegiality in a secondary school situation: The introduction of the collegial model in secondary schools has been slower than in higher education. The tradition of all powerful heads with authority over staff and accountable to external bodies has stifled several attempts to develop participative models on management. The formal position is that heads alone are responsible for the organization and management of schools. This consideration has acted as a brake on some heads that wish to share their power and as a convenient justification for those reluctant to share power. In large schools, there is a need for sub-units like committees in order for staff to have formal representation on decision-making bodies, and there is the assumption that staff has formal representation on such bodies. Research was conducted by different researchers at different schools in Kogi state, where the principal was committed in collegiality and introduced several participative elem ents, Several collegial features were found in the school. Staff had ample formal representation within the decision-making structure and decisions were usually reached by consensus. Despite his good intentions, the principal recognized that the school was not collegial. 2.4.3 Advantages of collegiality There are three main advantages of collegiality: †¢ The evidence that teachers wish to participate more fully in the management of their schools. T †¢ The quality of decision-making is likely to be better when staff participates in the process as it increases the experience and expertise brought in to solve the problem. †¢ Staff participation is important as it usually has the responsibility of implementing any changes. Collegiality does not require confrontation or conforming behaviours, but allows for open discussion and consensus. It employs personal power, not positional power. Positional power is temporally set aside, since the group member communicates and co-operates in the spirit of caring for one another and the vision of the organization. It changes interaction from those that arouse distrust and disrespect to those that are based on mutual trust, support and feeling of personal worth. With collaboration, people do not try to defeat one another and the organisation, but work with colleagues towards success. 2.4.4 Limitations of collegiality: The main limitations of collegiality are: †¢ It is so normative, it hides reality. †¢ Decision-making is slow and cumbersome. Meetings are often lengthy with issues often ending unresolved. Time and patience needs to be invested, and this is usually after hours when staff is tired as noted †¢ There is no guarantee of unanimity of outcomes after participation and debate. It is unrealistic to assume that consensus can be reached as the model undermines the significance of conflict. †¢ Tension that exists between different styles of management, as positional authority often surpasses the authority of expertise in reality. †¢ The accountability of leaders to external bodies or councils often leads to conflict as it is difficult to defend policies that have emerged but do not enjoy the support of the leader, and difficult to establish who is responsible for policy. There is also the possibility of conflict between internal and external bodies. †¢ Staff participation needs to be an adequate level for collegiality to be effective. When staff attitudes are not supportive, it will fail. .†¢ The heads play a vital role and collegiality depends ultimately on them. If they so choose, they can limit the scope of collegiality as diminishing their power, and perhaps ultimately their identity). The quality of management depends on personal and professional qualities of those that lead and manage . 2.4.5 Collegial relationship The building of effective teams is a major responsibility of the other senior staff. Effective teams are necessary for the continued growth, development and day-to-day management of an organization. The School Management Team (SMT) should create the environment where people feel they want to give extra discretionary effort. The school needs to develop a sense of identity. The sense of direction, belonging and identity are central to every team and participants enter a group with many highly developed perspectives and talents. Through collegiality, the team learns how to respect, appreciate and foster the individual identities of group members. Building a collegial group composed of diverse talents and perspectives which require a special sensitivity to each person feel like a value and appreciated contributor. The group should develop a sense of mutual and share responsibility. Team members cannot work towards a desired outcome until they have formed a sense of team spirit and learne d to trust and support one another .The trust is the foundation upon which school effectiveness is built. An effective work culture cannot develop unless trust exists within the organization. Trust allows a rich culture to develop, and allows individuals to achieve their full potential. Trust develops as people expose themselves, share and take risks together. Trust tends to reduce fear of dependency on others and eliminates the potentially negative effects of conflicts. The trust is also fundamental cement that bonds an organization together, facilitating good communication rectifying badly timed actions, making goal attainment possible and creating the conditions for organizational success. Effective collegial relations develop within the organization only when all levels within an organization have opportunities to come together at the beginning of the project. The principal is expected to ensure that a collegial relation prevails within the school. 2.4.6 Collaboration power sharing: According to Dludla (2001: 27), collaborative power arises as staff members learn to make most of their collective capacity to run the day-to-day affairs of their school and solve problems. If teachers are involved in the running of the school, they are challenged in a number of ways, such as learning new ways of doing things and even values and attitudes. Lack of involvement results in fear and uncertainty which induce reluctance to change even if the fruits of change may be somehow desired. Collaborative power is of utmost significance if the school must succeed. He further comments that this form of power is unlimited because it enhances the productivity of the school on behalf of the students. His other view is that whereas top-down leadership may have a role in managing a school, a principal as collaborative leader has to find the right balance between the top-down and bottom-up so that the school meets it challenges. But participation and power sharing does not mean that a scho ol needs to get together every time a decision is made. The main objective in participative decision-making is to reach consensus. Staff needs to be educated in the consensus-based management process. This education will corporate an understanding that each individual cannot unilaterally determine the solution to decisions but can contribute to consensus being reached. It would also need to develop an understanding that shared participation leads to shared responsibility. Principals need to know that the principal who shares power with teachers is still a leader. This principal is a more effective instructional leader because empowered teachers are more likely to maximize their potential. 2.4.7 Teacher empowerment: Good relations are essential for effective change and it is important that relations with teachers, who have the responsibility to implement these changes, Teachers need to have a sense of empowerment and need to be encouraged to participate in the changes. Empowering involves releasing the potential of individuals, allowing them to flourish and grow, to release their capacity for infinite improvement and teacher as a critical factor in student education. The conviction is that developing teachers as classroom instructors and giving them a greater voice in the decisions that affect the school will make teaching more effective. Teachers are empowered in a number of ways, one of which is staff development. Needless to say, for teachers to be successful educators during transformation, they need to undergo some kind of development and training. 2.4.8 Open information system The effectiveness of communication between group and individuals is crucial in this regard and claims that under present day conditions, information has to be shared much more widely. In the context of the school, changes with regard to National and State policy documents, the school procedures, role and resource allocation are all aspects of change that need to be communicated to the necessary constituencies. This may be done through regular meetings, workshops, and rotation of policy documents to members of staff. These are important procedures to enhance open communication system where people can express their feelings freely. By working together in this way, the principles of transparency, accountability and trust are promoted. In collegial group, flexible patterns of communication are used so that all members feel free to participate equally and at will. Minority opinions are encouraged and understood. Individuals know and understand one another, and are sensitive to each other’s ideas and reactions. There is a level of trust and mutual respect that results in members dealing candidly with one another without fear of harmful effects. Resistance to change flourishes where there is poor communication, little or no active participation and involvement in decisions and where tensions are allowed to simmer unchecked. To overcome such resistance, it is necessary that there be open lines of communication participation and involvement of all stakeholders, an atmosphere of facilitation, support, negotiation and agreement. 2.5 WHO SHOULD PARTICIPATE IN DECISION-MAKING AT SCHOOL? According to Van der Bank (2007:150), participative decision-making does not mean that all staff members must participate in all decisions. There are two criteria, which could be used to determine which staff members should participate in which decisions. The first of these criteria is ‘relevancy’ and the second has to do with ‘expertise’. ‘Relevancy’-refers to the interest a specific person has concerning the problem and the subsequent decision. ‘Expertise’-refers to the extent to which participants to decision-making are qualified by means of training and experience. 2.6 STEPS FOR EFFECTIVE PARTICIPATIVE DECISION-MAKING There are nine steps in an effective participative decision-making process which comprised the following: (i) Identify the problem (ii) Clarify the problem (iii) Analyze the cause (iv) Search for alternative solutions (v) Select alternatives (vi) Plan for implementation (vii) Clarify the contract (viii) Develop an action plan (ix) Provide evaluation and accountability 2.7 THEORY ON PARTICIPATIVE DECISION-MAKING According to Nzimande (2001:06), the assumption that individuals have expectations about outcomes that may manifest as a result of what they do, underlies the expectancy theory. This means that individuals are regarded as thinking and reasoning beings that are to participate in future events, so as the teachers at school. This is the anticipation of the greater performance and the greater outcome. This is the strength of an individual’s preference for an outcome. If teachers are motivated through rewards, they may be good participators in decision-making at school. The guidelines on participative decision-making at schools are: †¢ .Participation is more appropriate when the principal does not possess enough information to solve a problem. †¢ Participation of teachers is more appropriate when the nature and dimensions of the problems are not clear. †¢ Participation is more appropriate when decisions are important and relevant to teacher. 2.8 ADVANTAGES OF PARTICIPATIVE DECISION-MAKING AT SCHOOL †¢ Groups provide a larger sum of knowledge than would be accessible to individual members, thus leading to informed decisions. †¢ Participation in decision-making increases the acceptance of decisions, which improves the motivation to implement the decision. †¢ Groups are willing to take greater risks than individuals, which leads to aggressive solutions to problems. 2.9 BENEFITS OF PARTICIPATIVE DECISION-MAKING AT SCHOOL This research has indicated that participative decision-making results in a number of benefits for example: †¢ Increased decision quality †¢ Decision creativity †¢ Decision acceptance †¢ Decision understanding †¢ Decision judgment †¢ Participation results in teacher satisfaction with the profession of teaching. †¢ Teachers prefer principals who involve them in decisions-making. †¢ Teachers neither nor want to be involved in every decision-making; in fact too much involvement can be as detrimental as too little . 2.10 POSSIBLE CONSEQUENCES IF TEACHERS DO NOT PARTICIPATE IN DECISION-MAKING AT SCHOOL There are some problems that teachers face when they not involved in decision-making at school, namely: †¢ Behavior changes †¢ Psychological withdrawal †¢ Influence on mental health for example stress, burnout, etc. CHAPTER THREE: 3.0 EARLIER METHOD OF DECISION MAKING IN SECONDARY SCHOOLS In the olden days, it was deemed necessary to instruct the conquered people in the doctrines of the Homes, and transform them into loyal subjects. They began re-educating the native adults and providing instruction to the children and youth, indoctrinating and educating them in the rudiments of social life to use them to benefit the School. One piece of information that is never controversial in educational discourse is the pattern of initial recruitment into schools in Nigeria. Several studies: Wise (1956); Ikejiani, Hansen, Okeke & Anowi (196†²;), Fafunwa (1979) and Taiwo (1981), for instance, show that in southern Nigerian, often the first pupils in the secondary schools were drawn from groups who were to some extent marginal or subordinate within the traditional status hierarchies. In Northern Nigeria, however there were numerous cases according to Hisket (1975) and Ibrahim (1979) where member of the traditional elite’s were the first to be recruited. The initial scho ols in northern Nigeria for instance were â€Å"Native administration† in the sense that they were supported from local kinds and were very much the concern of the ‘Native Authority’ â€Å"Indeed in northern Nigeria the emirs being the heads of the Native Authori ty bui l t these schools† (Wise 1956, p. 43) Ibrahim (1979) asser ts that in Kano State, the f ragmentary data that exist suggest that the students in governments schools at the initial period of western education in 1903 were disproportionately drawn from high socio-political elite’s of Kano citizens. Even within the immerse growth in educational opportunities that has occurred, it can be observed that the low socio-economic status people in northern Nigeria are still largely under represented within the upper reaches of northern educational system and attempts to increase proportional representation of lower status grouping conceived in terms of traditional criteria of status have been only moderately successful. In gross terms, it is possible to point to variant patterns of response to the introduction of secondary education in the country. Unlike in southern Nigeria, where the most usual result of the introduction of secondary education is a process of status reserved, in northern Nigeria, the process of status reinforcement is assumed to ensure a guaranteed degree of continuity in the recruitment of dominant groups. Of course, concepts derived in terms of this may do injustice to empirical realities since in practice the emergent pattern of social differentiation in the less developed world represents a complex inter-weaving between traditional and emergent concepts of status. This theory may seven further be argued to be largely an academic exercise as the emergence of a modern type of urban centre has largely eroded the traditional criteria of status and authority in Africa. Influence of Commissions and Educational Laws on Secondar y Education The early, schools functioned with scarcely any involvement by the colonial government and as such there were no reasonable attempts to co-ordinate education system organized by the various missions. In this regard, there was no novelty as such in educational practice, all missions owned common allegiance to Christianity and they operated curriculum centered on English, Religion, and Arithmetic commonly called 3Rs. This system however changed in early 1880s particularly by the Education Ordinance of 1882 when colonial government assumed a measure of control of mission education. Significant improvement was made when the Ordinance No. 3 of 1887 was enacted to consolidate and amend the laws relating to the promotion of education in the colony of Lagos. Concerning secondary education, in 1879 there were three secondary schools namely the CMS Grammar school, built in 1859. Wesleyan Boys High School built in 1976 and St. Gregory’s School 1879. The trend of the secondar y school from 1897 to 1992 was a gradual increase in enrolment from 172 to 206. With the amalgamation of Southern and Northern Protectorates. Lord Lugard proposed three types of secondary education with the aim of adapting the needs of education of the children in both protectorates to the man-power needs. The schools are the provincial schools, the rural and the non-government schools. The provinces, and located three to four kilometers away from the residential areas under a British Headmaster. The Resident and the paramount chiefs in the areas where these schools were located were to assist in the supervision of the schools. The entrants were between 12-14 years of age. The rural school were meant for rural children who ultimately would remain in rural environments The rural school policy was not accepted particularly by people in the Southern provinces and a grammar school â€Å"policy was not accepted particularly by people in the Southern provinces and a grammar school policy was favored initially in the main urban areas. CHAPTER FOUR: 4.0 DATA ANALYSIS INTRODUCTION The purpose of this study is to investigate through the perceptions of staff, the extent to which teachers participate in decision-making at Government secondary schools Omala, and as necessary, to make practical recommendations as to whom in the management arrangements of the secondary schools may be modified or enhanced to promote teacher participation in decision-making more effectively. 4.1 Data analysis entails bringing order, structure and meaning to the mass of time consuming, creative and fascinating process. Analysis of data about individual interviews was done through identifying common themes from the respondents’ description of their experiences. Irrelevant information was separated from the relevant information in the interviews. The relevant information was broken into phrases or sentences, which reflect a single, specific thought. The phrases or sentences were further be grouped into categories that reflect various aspects of meanings. The various meanings identified will be used to develop description as seen by the respondents. 4.2 Analysis of quantitative information: The researcher used descriptive statistics to analyse quantitative data. Descriptive statistics is a mathematical technique for organizing, summarising and displaying a set of numerical data. 5.0 SUMMARY AND CONCLUSIONS. This Research serves as a mechanism to identify and evaluate management practices that are consistent with the current call for a participative mode of education management and governance. The research questions form the essentials and the value of this study. The structure of the research provides the reader with what to expect in the ensuing assignment. This research has reviewed about participative management and the transformation role of the principal. The approach described requires an involvement and commitment from staff in order to bring about effective change. Also suggests that a collegial model is difficult to implement even when staff is committed to it. The school management functions remain dominantly in the hands of the principals and School Management Team (SMT). The extent of teacher involvement in management of the school is limited to the classroom. Principals do not motivate staff to be united. Team -work in schools is regarded as poor. Involving teachers in decision- making allows staff and management to work as a team. When teachers are involved in decision-making, they tend to own decisions, by ensuring the implementation of those decisions. A staff perception to the way in which participative management operates currently at Government secondary schools Omola is that teachers are not adequately involved in decision-making in schools. Teachers in this study accept the responsibility of becoming the role players in managerial decision-making. CONCLUSIVELY, The principal should promote an atmosphere of trust by displaying fair treatment and proper management skills to the teachers. It is important for the principal to model attitude behaviour on the principles of democracy. Fair treatment of teachers is a prerequisite for building an atmosphere of trust and accountability. In the climate of transformation, it becomes imperative for a principal to display proper management skills so that his/her credibility as a leader is not brought into disrepute. Recommendations to teachers: †¢ Teachers should take positive steps to become partners in managing their schools Teachers must not be complacent, but be active participants in terms of self – education and managing school affairs beyond the boundaries of the classroom. However, it becomes necessary for teachers to respect the positional power of the principal, which grants him / her authority to make certain decisions unilaterally. This requires involvement and commitment from staff in order to bring about effective change. Assess the principals’ understanding of their role REFERENCES âž ¢ Kogi Education Congress 1994. A Policy Framework for Education and Training Education desk.Omala Town:Omala L.G.A. in promoting teacher participation in decision-making within these schools. âž ¢ Adeyinka, A.A. (1971): The development of grammar school education in the Westernstates of Nigeria 1908 – 1968. Unpublished M.Ed. Dissertation Submitted toUniversity of Ibadan. Ibadan âž ¢ Fafunwa, A. B. (1974): History of education in Nigeria. London. George Allen And Unwin Ltd. Federal Republic of Nigeria (1981). National Policy on Education. Lagos: NERC. âž ¢ Ibrahim, Y.Y. (1979): Oral and socialization process: A socio-folkloric Perspective of initiation from childhood to adulthood Hausa Community. Unpublished Ph. D. Thesis submitted to Bayero University Kano. âž ¢ Ikojani, O. (Ed ): Nigerian education. Bristol; Western Printing Ltd. Taiwo. C.O. (1981): The Nigerian education system. Past Present and Future: France and London: Buller tanner Ltd. âž ¢ Wise, C.W (1956): History of education in British West Africa. Toronto: Longman Green & Co.

The Seminar Log Comprises Three Sections Coursework

The Seminar Log Comprises Three Sections - Coursework Example Public diplomacy aimed at the United States part of the United States soviet trading’s, as well as giving compelling grievances and remarks concerning the soviet policy (Critchlow, 2004, p. 75). This diplomacy drew on newly restricted materials from the former soviet records. The transactions, data programs, and additional operations undertaken by the United States information and agency and the department of state played a vital part in increasing self-governing philosophies and principles within the soviet alliance. Candid and balanced were far more productive than the uncoordinated advertising that was utilized originally. The documentation of public diplomacy in the course of the cold war gives a number of significant lessons for the United States foreign legislators in the period following the cold war (Critchlow, 2004, p. 75). America’s informational crusades were active in escalating the fall of the Soviet Union and the scattering of the communist universe. Prote cted in a heroic philosophical strive for more than forty years, corporations like Radio Free Europe/Radio Lib ­erty (RFE/RL), the voice of America (VOA), and the United States Information Agency (USIA) interconnected the principles of democracy, personal liberties, and the liberated market. Eventually the advertisement of these principles added mainly to the closely cruel disbanding of the soviet empire (Critchlow, 2004, p. 75). Week 5 seminar question: PCD (public diplomacy) in the contemporary world order The committee assigned by the United States to investigate the incidence gave a 3D approach for fighting international terrorism that apparently included factors of public democracy (Critchlow, 2004, p. 78). It claimed the need for communication and defense of American standards in the Islam community, all the way through much resilient public democracy to arrive at more individuals. The efforts of the committee at this point ought to be as robust as they were in fighting clos ed communities in the course of the cold war. All this is extreme, and the advertisement of American values following the significantly detested choice to invade Iraq in 2003 is debatably an unbelievably hard determination, and a highly duplicitous one at that. One approach in which an individual can argue that the United States has made developmental advancement in its public democracy is the election and actions of its present president, (Barack Obama). He made the choice of pulling battle groups out of Iraq, redeploying Taliban in Afghanistan and making multiple speeches indicating his aspiration on arriving at and authorizing the Muslim community (Critchlow, 2004, p. 79). Whether the United States has advanced suitable public diplomacy, approaches made to handle the risk from the terrorists groups are available. Nevertheless, I would argue incidences as 9/11, the London bombings of July 7th 2005, and the following perspectives and Iraq apparently depict the requirement for effec tual community diplomacy on the part of the United States and its supporters (Critchlow, 2004, p. 78). Week 6 seminar question: Nation branding: opportunities and limitations There exist a number of outstanding overall geographic arrangements in the performance of nationwide brands utilizing a vast longitudinal scanner databank that extents numerous consumer-packed commodities criteria and United States marketplaces (Dinnie, 2007, p. 127). Across marketplaces, they

Buddhism Research Paper Example | Topics and Well Written Essays - 1000 words

Buddhism - Research Paper Example Darwin’s theory of evolution erupted a great deal of debate as it challenged traditional religious explanations of the world and nature (Boeree). His work encouraged further research into the concept of evolution and other unsolved mysteries of life at the time. Therefore, it is important to explore the evolutionary theory from various religious perspectives in order to understand how the theory fits in, and this paper focuses on the Christian and Buddhist view of the evolution theory. It is a popular belief in the world that man and all of nature was created by a sacred deity for whom all mankind ought to be grateful. This is evidenced in Christianity with enormous reference to the story of creation in the Bible. However, the evolution theory serves to upset this belief at the expense of most believers who find it imperative to defend and preserve it. Among Christian scholars and believers, the evolution theory denies the role by God as the sole creator of the world while mos t scientific research ignore divine activity. This is achieved by the proposition of antitheist theories by renowned naturalists who suggest the existence of the world is due to a less explored scientific phenomenon. As such, Christians have always voiced their concerns on scientific theories that contradict the creation theory. The clergy and the Christian community have always united to call for the rejection of the naturalism theories based on philosophical, theological, and historical grounds. As a result, Christianity and the scientific community have always being at loggerheads with each other. Universally, Christians fail to understand how God’s involvement in creation is recognized in events that lack scientific explanations while His overall role is ignored. This illustrates how meaningful divine action is shelved only do be adopted where gaps in human knowledge prevail and a scientific description is lacking (Miller 8). As such, naturalistic proposals such as the ev olution theory serves to belittle divine action thus fuel conflict between science and the Christian faith. For instance, Christians and scientists differ on the role of pain, suffering, and death in the world. Among Christians, it is widely accepted that God exercises His sovereignty, transcendence, and providence with regard to natural evil that creates pain and suffering. On the hand, the scientific community readily accepts the theory of natural selection in which Darwin believed that all species had a common ancestor, but evolved to survive due to the process of natural selection. Organisms that fail to adapt to their habitat do not prevail under the new environmental conditions and hence, cannot survive, which explains natural selection where only the strong and mighty thrive effectively. While the scriptures present the evidence of God’s work, scientific theories, in their capacity cast doubts among believers who find themselves convinced by scientific evidence. It is evident that those who profess Christianity have no problem in adopting various concepts and exploits in science, as seen in the adoration given to the laws of science and physics. For this reason, most Christians tend to believe in some aspects of the evolution theory, leaving a majority of them confused since they fail to integrate scientific concepts to their religious beliefs. The

Employability Portfolio Assignment Example | Topics and Well Written Essays - 1500 words

Employability Portfolio - Assignment Example MS Work I have used this program for general word processing. In the Office, it was very useful in producing office documents. MS Excel I have used this program in simple data analysis such as analyzing market data to find median, mode and mean. MS Project This software is very useful in project management. I have used it in the past to plan projects for efficient time and resource management. MS Access This is a database management system. I have used it in the past to create and manage databases QUESTIONS Please answer all of the following questions using examples from either university or your work experience. 1. Tell us about yourself. What are you passionate about? a.) Related to your education or studies/degree? I have a passion for making things work, especially with people. I believe that the best resources that an organisation has. In this regard, I feel that I can be able to make big and important contributions. Human resource is a field that has a lot to be learnt and to b e investigated and there are issues and these interests me. b.) In your personal life? I believe in people development and I also believe that any person can be turned into an efficient and effective person. I always look around myself and see a lot of human resource, not only in companies but in every day lives, being wasted. This makes want to do something that will change this and that will help in making sure that they are able to reach their potential. When I see organisations using too much money trying o buy talent, I feel that there are better ways of getting talent, that is, by develop the talent in house. 2. Can you give us an example of a successful team that you have been a member of? In my neighbourhood, we created a voluntary group that that was intended at helping disadvantaged children in getting education. This team was successful in making sure that all these children were given a second chance. We saw most of the children improving their grades and also having a b etter attitude towards education. Why was it successful? I can attribute the success of the team to two major issues, both of which have to do with human motivation. The first factor is that the team members were highly motivated. I founded the team on a noble cause and the only motivation was to see these children getting better lives. The fact that we saw these children having better lives made it easier for the team to have ht energy and will to go on even with the numerous challenges. The second factor was the factor that the team focused on motivating the children to learn on their own. The team did not only try to offer the children knowledge, focused on making the students to be able to look at knowledge seeking as a fun activity. This was my idea which I introduce to the team and asked them to discuss on how to motivate the children to like reading on their own. After discussion with the team, we developed a method of encouraging the students to learn in their selves. What w as your role in the team? I was the founder in the team and after the team was founded, used to be the coordinator, albeit not in an official way. The main challenge of that the team was facing was the fact that most of the students who was

Food Customs in Saudi Arabia and Differences in the U.S Essay

Food Customs in Saudi Arabia and Differences in the U.S - Essay Example In lunchtime, they usually take a plate of rice with side dishes of vegetables and salads (Advameg 1). The most common beverage is light roasted Arabic Coffee without sugar. However, the coffee is usually spiced (Advameg 1). On the other hand, there are prohibited food items. They include pork, wine, and alcoholic beverages. The other unique thing is food during ceremonies. The arrival of guest is taken seriously with slaughter of sheep, goat, or camel. In other social events, mainly there is sacrificial slaughter of sheep (Advameg 1). In these events, meat is boiled in huge pots. Soup is given to guest while the rest is poured in large trays of rice on top (Advameg 1). The male members and guest surround the tray in which they eat using hands instead of spoons or forks. Women and girls usually eat separately. However, there is a difference in United States. The country heavily relies on processed food and fast foods (Advameg 1). The diet is rich in salt, fat, and refined carbohydrates. Others have begun to adopt organic foods (Advameg 1). In most of the ceremonies such as weddings, funerals large tired cakes are usually served. In the morning, they usually take coffee. In most social occasions, beer is common. In other social occasions such as sports, beer, hot dogs, popcorn, and candy are common (Advameg 1). Moreover, food is usually taken using spoons and forks with all family members

Pop And Jazz Report Guidelines Essay Example | Topics and Well Written Essays - 750 words

Pop And Jazz Report Guidelines - Essay Example Saturday, the 25th day of June was the date when Darius Jones trio took to the podium to dazzle the crowd with their jazz pieces (Lavelle 12). The scene for the Undead Jazz Festival was spread across different venues throughout New York City. This was not a brilliant idea as there was confusion on where and when the individuals and groups would play with some missing out on the action due to this. Over fifty jazz groups braced the event much to the surprise of the organizers and eleven venues were picked for each night during this year’s festival. Le Poisson Rounge, Kenny‘s Castaways, Sullivan Hall was picked as the opening venue in Manhattan scheduled for June 23rd. The Bell House in Park Slope, Brooklyn hosted the events of June the 24th and Public Assembly, Cubana Social, Cameo Gallery in Williamsburg, Brooklyn hosted the events of June the 26th.Darius Jones trio was scheduled to perform at Littlefield, Homage Skate Park and cross fit gym in Gowanus, Brooklyn (Lavelle 23). The stage at Homage Skate Park training facility was improvised and the acoustics were not as brilliant as expected. Plenty of unwarranted reverb was experienced with an occasional echo and feedback. This did not stop the 3,500 people in attendance from enjoying the music. Both the young and old were in attendance here and the audience was multi disciplinary, with a little bit of everybody being present, from aspiring jazz musicians to renowned performers from different generations (Lavelle 67). Jazz was obviously the group’s music genre of choice, with a contemporary feel and I must say they did not disappoint. The group is made up of three musicians with Darius Jones on the saxophone, Jason Nazary on drums and Adam Lane on bass who are all professional musicians. Voice was not an instrument of choice during this performance (Lavelle 45). These musicians seemed to know their instruments pretty well as they showed considerable expertise and skill both in the music playe d and especially in the improvisation. Darius played a series of runs and drills flowing through the blue scale. The fact that he included modulation, crescendo and diminuendo in his play portrayed him as a gifted jazz musician and the audience seemed to agree (Lavelle 47). The bass player, Adam Lane was the backbone of the trio, playing the underlying bass ling that guided the improvisation, though he would wonder off at times before swiftly and accurately going back to his part. The drums were played almost perfectly with Jason Nazary dictating the tempo and incorporating different speeds in the music. The drums created the beginning of all the songs and picked turns in ending them with the alto saxophone creating the ending melody at times (Lavelle 36). The music was really enjoyable and had a complex groove though I still feel more could have been done to incorporate and create a cool mix of classical and contemporary jazz. The set became surprising due to the group’s wid e range of creativity. Jones playing the alto saxophone gave the enthusiastic audience a taste of firm, earth bound music while exploring different feels in it too. Jones’ music had a clear cut intense sound flowing through the notes from the high ones to the low ones (Lavelle 58). The music played involved gradual crescendo and intensity. It slowly picked up pace and became louder. Rubato melodies characterized the first two songs but according to me,

Opinion for a case Essay Example | Topics and Well Written Essays - 2000 words

Opinion for a case - Essay Example The City of Ontario received 22 pagers from Arch Wireless in late 2001 and 2002. The method by which the text message are sent are as follows: the text message leaves the originating pager through a radio frequency transmission, which is then received by any one of many receiving stations, owned by Arch Wireless. The message is then entered into the Arch Wireless computer network by wire transmission or satellite. Once the message is in the Arch Wireless computer network, it is then relayed to the Arch Wireless computer server, where it is archived and stored for up to 72 hours, until the receiving pager can receive the text message. Once the message is archived and delivered in an Arch Wireless service area, the recipient pager is ready to receive delivery, at which point the Arch Wireless server retrieves the message and sends it to a transmitting station close to the recipient pager. Arch Wireless owns the transmitting stations. The City of Ontario, while having no official policy regarding text-messaging by use of its pagers, did not have a general policy regarding computer usage, internet and e-mail, and this policy is that â€Å"[t]he use of City-owned computers and all associated equipment, software, programs, networks, Internet, e-mail and other systems operating on these computers is limited to City of Ontario related business. The use of these tools for personal benefit is a significant violation of the City of Ontario Policy.† In addition, the City of Ontario reserved the right to review all Internet sites that the employees visited and log all e-mail and Internet use, with and without notice. Access to the Internet and e-mail was not confidential, and all information produced is considered City property. Appellant signed an â€Å"Employee Acknowledgement† in 2000 in which he acknowledged that he had read the company policy regarding computer usage, Internet and E-mail. On April 18, 2002, Appellant attended a meeting with

Museum of Islamic Art in Qatar Assignment Example | Topics and Well Written Essays - 250 words

Museum of Islamic Art in Qatar - Assignment Example Collection of Islamic artifacts is exceptional. Museum showcases collection of metal work, ceramics, woodwork, jewelry, glass work, six hundred artifacts of ivory and silk inscribed with Arabic inscriptions, imperial tents of Iran decorated with gold thread, curtains decorated with calligraphy, collections of ancient Quran and Christian calligraphy. Audio tours in different languages are also exhibited. To make it operations highly professional museum consults British Museum. A museum has a staff of approximately 160. Apart from epic artwork Museum of Islamic Art, Doha also has an excellent bookshop and children art workshop. It’s also planning to provide research activities, support local education, auditorium and five star restaurants. Outside the museum people can also enjoy boating. Museum is surrounded by large park with well-maintained gardens that increases its external scenic beauty. In short, Museum of Islamic Art is pretty beneficial for the arts.

The Great Gatsby Essay Example for Free

The Great Gatsby Essay They say that money is â€Å"the root of all evil. This novel exemplifies how the characters live for money and are controlled by it. Love and happiness cannot be bought, no matter how much money was spent. Tom and Daisy were married and even had a child, but they both still committed adultery. Daisy was with Gatsby and Tom was with Myrtle. They tried to find happiness with their lovers, but the risk of changing their lifestyles was not worth it. They were not happy with their spouses but could not find happiness with their lovers. Happiness cannot be found or bought. Daisy lost her love and respect for Gatsby when she found out he was a bootlegger. The important thing was not just having money, but where they money came from. In F. Scott Fitzgerald’s novel, The Great Gatsby, money is a prominent theme. The author shows that money is earned and spent in very specific ways. Each character’s relationship with money allows the reader to see their personalities more clearly. In the beginning of Chapter Two, Nick and Tom Buchanon have just met Tom’s girlfriend Myrtle. The three of them are on their way to Tom and Myrtles apartment when an elderly man selling puppies on the side of the street catches Myrtle’s eye. The author explains, â€Å"I want to get one those dogs, she said earnestly. I want to get one for the apartment. They’re nice to have- a dog-I think its cute†¦Is it a boy or a girl? She asked delicately. † â€Å"It’s a bitch,† said Tom decisively. † Here’s your money. Go and buy ten more dogs with it† (pages 27-28). Tom’s actions and choice of words when he is buying the puppy for his girlfriend Myrtle show the reader that he does not have respect for women. The way Tom throws his money around illustrates that he believes he, because he has money, is better than the person selling the puppies. Fitzgerald uses the money theme again when he writes about the parties that his characters attend. He notes â€Å"I like your dress, â€Å" remarked Mrs. McKee, â€Å"I think it’s adorable. †Ã¢â‚¬  Mrs. Wilson rejected the compliment by raising her eye brow in disdain. † â€Å"It’s just a crazy old thing,† she said. † I just slip it on sometimes when I don’t care what I look like† (page 31). Myrtle rejects the compliment on her dress because she wants to portray herself as a woman who wears extravagant clothing. When in reality, the dress that she is wearing was a dress that Tom had bought for her. It is actually the most expensive dress that she owns. Prestige and money are so important that she lies to impress those around her. In the 1920s money was very abundant. This was known as the golden age. People were very materialistic during this time period. The wealthy families in the novel such as Gatsby or the Buchanons were always trying to impress rather than trying to be themselves. This was a period of drinking, partying, and spending which was best portrayed by the Buchanons. They seem to be very self-centered people who couldnt give up a bit of the ritzy life to take care of their own child. Nick Carrows, the narrator of the novel differentiates and alternates between the two different types of money in the novel. East Egg and West Egg. The West Egg is the less fashionable side of Long Island where Gatsby and Nick live. The East Egg is the fashionable side of Long Island where the Buchanons and other old money people live. Those living in West Egg have wealth, but they have earned it themselves, but the people in East Egg have had money in their families for generations. People from East Egg only associate themselves with other people from East Egg and are rather ashamed of people of a lower status. The author explains a situation with Tom on the train, â€Å"Mrs. Wilson sat discreetly in another car. Tom deferred that much to the sensibilities of those East Eggers who might be on the train† (page 26). Tom is dating a girl named Myrtle who is from the Valley of Ashes; The Valley of Ashes is a very poor area. She has no money to her name whatsoever, and that is why Tom will not sit in the same car with her on the train. He will not allow people to see that he associates with someone of her station in life. Nick sees firsthand how different people from West Egg act compared to those from the East Egg. The author writes, â€Å"Come along, â€Å"he said- â€Å"but to her only. † Gatsby looked at me questioningly. He wanted to go, and he didn’t see that Mr. Sloane had determined he shouldn’t†¦My Go, I believe that man’s coming,† said Tom. â€Å"Doesn’t he know she doesn’t want him? (page 103). Gatsby was invited to a party at the East Egg as a form of an apology for having to leave Gatsby’s house. Gatsby is from West Egg; he completely missed the apology and took it as an invitation. The authors point is that even though people from West Egg and East Egg both have money, they live completely different lifestyles and behave complet ely differently. The author uses money to reveal several different traits in the novel. All of the characters personality traits in the novel are based off of wealth. Without the money, these characters would be nothing. Gatsby is known for his money and attitude. The author writes, â€Å"I heard the familiar â€Å"jug-jug-sput† of a motorcycle, and a frantic policeman rode alongside. † All right, old sport, called Gatsby. Taking a white card from his wallet, he waved it before the man’s eyes. † â€Å"Right you are,† agreed the policeman, tipping his cap. â€Å"Know you next time, Mr. Gatsby. Excuse me! † (page 68). Because of Gatsby’s past he has been able to meet popular people in his lifetime and acquire special privileges over the years. The only reason Gatsby can act this way and get away with it is because of his wealth. Another important character who portrays that her personality is shaped by money and wealth is Daisy. She lives a rich lifestyle but is forced to live with a man she can’t stand. The author explains, â€Å"Everybody thinks so-the most advanced people†¦The instant her voice broke off ceasing to compile my attention, my belief, I felt the basic insincerity of what she had said† (page17). Daisy is talking about how she knows so much because she has traveled the world and talked to interesting people through out her life. The author uses Daisy as a prime example to show that while money may provide opportunities in life, it is what you do with those opportunities that matter. If Daisy didn’t have money, she wouldn’t be considered smart or sophisticated; she would just be another boring person. New money and old money represents the way in which people are criticized, judged or understood. Old money has a tendency to seclude themselves from lower classes but do not discriminate. While new money tends to show off their wealth to the lower classes by throwing spectacular parties and get togethers. A new money party is portrayed as if it were the time of your and a night that no one will ever forget. The author says, â€Å"The groups change more swiftly, well with new arrivals†¦confident girls who weave here and there among the stouter and more stable†¦excited with triumph, glide on through the sea-change of faces and voices and color under the constantly changing light† (page 40-41). New money parties are exciting and extravagant but the only reason these parties exist is because people with new money become selfish and proud. They pride themselves on where their wealth has brought them. Newly acquired wealth causes people to change, to become someone they really aren’t, and to do things or be with people they normally would spend time with. An old money party is more like a get together. People must be invited and old old money is expected. The author explains, â€Å"People disappeared, reappeared, made plans to go somewhere and then lost each other, searched for each other found each other a few feet away† (page 37). The author describes the old money parties in a relaxing manor because parties are not new to people who have had money all their lives. It is not difficult to see the importance that money played not only in the novel, but apparently in the 1920’s. The author crafted each character around their social station in life, which was determined by where their money came from. It was apparent that despite the fact that Jay Gatsby worked and earned his money, that it didn’t change the fact that he was from the â€Å"wrong side of the tracks†. And while being from the â€Å"right† side of those same tracks, having money didn’t really give Daisy what she wanted or needed to be happy. In the end, Gatsby died a lonely death, remembered by few.

The history of art Essay Example for Free

The history of art Essay The history of art is closely related with the common history. With this statement I’d like to highlight the close connection between â€Å"culture wars† and the history of civil rights, especially in the USA. After the struggle for equal treatment for people of any gender or race it was time to start struggle for equal treatment for people of different sexuality. The issue of norm and perversion in the human sexuality is always under debate in the society. Jonathan Katz made some researches of the social aspect of homosexuality, in particular he observed the relationship between the art and â€Å"culture wars†, but I’d like to point out his other observation. In his article â€Å"The Invention of Heterosexuality† Katz tells that the very term â€Å"heterosexuality† has the medical origin, and it gained the meaning of social norm only after the World War II. The term â€Å"heterosexuality† as the sexual norm has, according to Katz, social not biological nature. Thus, the taboo on open homosexuality had not natural but social origin and thus it could be lifted. In 1980s the struggle against the taboo on open homosexuality reflected in the different forms of postmodernism art. Thus, Robert Mapplethorpe created a series of black-and white photography with the homosexual thematic. He proclaimed the aesthetics of naked male bodies including genitals and the homosexual erotic. His works as well the works of other artist, who proclaimed homosexuality, had a wide social resonance. Some influential Senators started the campaign against the homosexuality, contrasting it with Christian moral and family values and linking homosexuality with the AIDS epidemic. The role of art in the â€Å"culture wars† was to convince the society to change the attitude to homosexuals. For now it is possible to say that the attitude really changed to more tolerant. The art proclaiming homosexuality undoubtedly was one of the influential factors in changing the situation. References Jonathan Ned Katz. The Invention of Heterosexuality. 1995. Retrieved July 11 2010 from http://kasamaproject. org/2008/06/27/katz-the-invention-of-heterosexuality/ Robert Mapplethorpe Foundation website. Retrieved July 11 2010 from http://www. mapplethorpe. org/foundation. html Robert Summers, Art History Visual Culture. http://ospace. otis. edu/robtsum/Contemporary_Video_and_Body_Art_Practices, accessed 09 July 2010