We're having the first computer-generated comic strip in the United States.
We Turn To The United States
When your country comes under attack
By nature or evil forces
Who do you turn to for help?
Which country do you think is going
To swiftly come to your aid? America
In the midst of plenty, they give
In the midst of downturn in their economy; they give
You feel secure knowing they are strong
What country could that be? America
They spread their wings far and wide
They stand in the path of justice for the weak
They warn those whose might envelope others
A voice of resolution and conviction
Deliver to the world by them
They will not be defeated
Like them or not, they are brave and ready
They will defend their nation with blood
Sweat, love and missiles
They will stand with their friends and foes
Bold, courageous, adventurous, trusting,
Giving, carrying the torch of justice
To new horizon, for God's light shines on them
They are citizens of the United States of America
- quotes about justice
- quotes about countries
- quotes about abundance
- quotes about nations
- quotes about nature
- quotes about voice
- quotes about strength
- quotes about friendship
The United Conference of Hemispheres
The United States?
That's what we're called now! '
The United Federation of Americas?
Now that does have a ring.
With Canada, Mexico...
And the current United States.
I like the sound of it! '
The United Western Hemisphere?
We'll have a meeting this weekend,
To discuss it!
But we must go slowly with this.
The people are already going nuts over the economy!
But I do love this idea.
We'll have the United Northern Hemisphere.
The United Eastern Hemisphere.
And the United Southern Hemisphere.
Whenever we come to meet...
We'll call ourselves,
The United Conference of Hemispheres!
Pass that by President Obama.
See if he approves before the announcement is made!
We must consolidate all nations as soon as possible.'
To the United States Senate
And must the Senator from Illinois
Be this squat thing, with blinking, half-closed eyes?
This brazen gutter idol, reared to power
Upon a leering pyramid of lies?
And must the Senator from Illinois
Be the world's proverb of successful shame,
Dazzling all State house flies that steal and steal,
Who, when the sad State spares them, count it fame?
If once or twice within his new won hall
His vote had counted for the broken men;
If in his early days he wrought some good —
We might a great soul's sins forgive him then.
But must the Senator from Illinois
Be vindicated by fat kings of gold?
And must he be belauded by the smirched,
The sleek, uncanny chiefs in lies grown old?
Be warned, O wanton ones, who shielded him —
Black wrath awaits. You all shall eat the dust.
You dare not say: "To-morrow will bring peace;
Let us make merry, and go forth in lust."
What will you trading frogs do on a day
When Armageddon thunders thro' the land;
When each sad patriot rises, mad with shame,
His ballot or his musket in his hand?
In the distracted states from which you came
The day is big with war hopes fierce and strange;
Our iron Chicagos and our grimy mines
Rumble with hate and love and solemn change.
Too many weary men shed honest tears,
Ground by machines that give the Senate ease.
Too many little babes with bleeding hands
Have heaped the fruits of empire on your knees.
And swine within the Senate in this day,
When all the smothering by-streets weep and wail;
When wisdom breaks the hearts of her best sons;
When kingly men, voting for truth, may fail: —
These are a portent and a call to arms.
Our protest turns into a battle cry:
"Our shame must end, our States be free and clean;
And in this war we choose to live and die."
- quotes about patriotism
- quotes about war
- quotes about blood
- quotes about violence
- quotes about sadness
- quotes about men
- quotes about time
- quotes about forgiveness
Having The Nerve to Excuse Thoughtlessness
When something treasured is given.
And it is disrespected and given back...
Do not expect warm greetings to flow,
From the one who felt slighted by that!
Can be excused for this lapse.
Those who wear grown up clothes,
Are 'suppose' to use far more tact!
And when they don't...
They are the first to pretend,
They don't know 'why' or 'what'
Has happened to them.
Proving by their actions...
They are as self centered as children.
Getting what they deserve.
And having the nerve to excuse thoughtlessness.
One mature would not accept this to dismiss.
Being an adult can be a painful process...
Especially when the playground,
Has been abandoned...
By those no longer seeking,
Childish games at recess!
There is a seriousness of life that develops...
That one should achieve to aspire and expect!
Who Is Having The Fun Here?
What are you doing?
'Give me a few seconds.
Someone has me on hold.'
I've been waiting for a couple of minutes,
For someone to explain to me...
Why they believe I am not qualified.'
To do what?
'Qualified to have intelligence.
Because of my...
Why don't you hang up the telephone?
You don't have to prove that to anyone.
'I know this.
I just want to know how long it takes them,
To respond with an answer.'
Don't you know what that response will be?
'Of course I do.
But who is having the fun here? '
I suggest you concentrate on the game.
It is no fun beating you when you are distracted.
I didn't realize they had me on hold that long.
You are right.
I should hang up before I prove my stupidity.'
You're too intelligent.
Having the Best
Having the best may mean,
Having less than someone else.
Or having more to digest!
Leaving many despondent,
And overwhelmed by despair.
Since comparisons between others,
Keeps that suggested everywhere!
'I am going to have the best! '
Many publicly announce...
As if they have entered a contest.
Or their point of view is being tested.
One's quality of life is at its best,
When one experiences good health.
And has happiness.
With a freedom felt no one expects,
Is not on credit.
Or anticipating a loan one waits to get...
To stretch and compensate,
Before depression arrives at Sunset.
Having the best may mean,
Being away from others...
Who have nothing to express but regret.
For not having 'things' in their lives that sparkle,
To impress and widen another's eyes.
Especially someone new,
One has just met.
And not getting a bit of sleep at night...
Thinking of different ways to disguise,
Excuses and alibis from deceit and familiar lies!
Having The Experience
Knowledge of realms beyond this reality is non-
verifiable, used in creating mental universes, not
useful for constructing inter-subjective consensus,
diversity is great for its own sake, the eccentric and
unique are assets only when they are original, never
made into a norm to be enforced
Unique experiences are individual possessions, we
are free to refuse anything disseminated in a quest
for sameness - I sometimes succumb to the desire
for acceptance by joining a group, it ends in disaster,
innate distrust of forcing one will on others prevents
me from playing charades for happiness’ sake
Unique experience seems too precious to be made
subservient to another, the personal mental world
is to be treasured, not elevated and disseminated
as gospel rules, proselytizing militates against all
I passionately defend and so I remain alone,
neither leader nor follower, enjoying the
Illusions of collective reality; accepting only sensory
information for universal communication, keeping
feelings and thoughts for unlimited possibility,
excitingly mysterious, valid only for the
individual having the experience…
Not Having the Power
What has been done...
I took it personal.
Thinking of myself too much at times.
Wanting more to give...
With less I have prejudged,
That you will from me accept.
And not caring at all,
If you need sometimes to step away.
Not only from me.
But all the chaos, confusion and hypocrisy.
It's all over the place.
And I find myself wishing I could erase it!
What has been done...
I took it personal.
Believing I'm some God's gift to the World.
Like a Mother Teresa,
With patience to listen to everyone...
From Alaska to Bangladesh!
Hugging those I meet,
As I trek from Juno...
To rowboat alone across the Bay of Bengal.
Arriving to find I have not enough to give,
To those in Chittagong.
Awaiting the treasures I have promised.
And my eyes fill with tears.
I get upset,
Regretting that it shows.
What has been done...
I took it personal.
Thinking of myself too much at times.
Wanting more to give...
With less I have prejudged,
That you will from me accept.
Not caring at all,
If you need sometimes to step away.
Not only from me.
But all the chaos, confusion and hypocrisy.
And that has to disturb you...
As much as it does me.
And I apologize...
For not having the power,
To remove that from your heart,
Or your eyes...
Or the lives of those I love!
Casebook Of Oliver Cyriax - Case 1# The Burning Bush (Part 3)
As the news, spread about the burning bush
visitors began to flock to Little Pebblebury.
They were amazed at the sight that greeted them.
Rumours soon began to spread
that someone had heard a voice
coming from the bush.
This prompted speculation
that Christ was warning of his return.
The locals were by now
used to the sight and paid little
or no attention to it,
except to direct visitors to it.
After my lengthy discussions
with several of the locals,
I returned to my room
and began to plan what I was going to do the next day.
I decided the best course of action
was to start where the phenomena first began.
The next morning after having a good English breakfast,
I started out with my camera to the farm
where the first of the ghost fire was first noticed.
The farmer was a very obliging fellow.
He took time away from his duties
to show me the barn in which the ghost fire was
and explained in detail everything that went on that night.
I took a number of photographs
and thanked him for his time.
My next stop was to see the local Constable.
I explained to him what I was doing
and he was happy to help me
in every way he could.
He said the mystery of the fires
had baffled him
and any assistance in solving their cause
was more than welcome.
He took me out to the field
where the fire he was involved in
and showed me where the tramp had fallen asleep.
I examined the area quite thoroughly
and found a small black box
wedged in the bark of one of the trees.
I slipped it in my pocket to examine it later.
I thanked the Constable for his time
and told him I would let him know if I found out anything.
Getting back to the Inn,
the night clouds were beginning
to start closing in.
I had something to eat at the bar
before retiring to my room.
I no sooner got into it
when there was a knock on the door.
Moving to the door, I answered it.
I opened it and was astounded
at the person who was standing there
It was and old friend Martin West and fellow colleague
from the United States.
We had met about twenty years previous
while I was investigating a mystery
over in his country.
It was through that investigation
that he took up researching the world of phenomena.
He has even written
and published several books on the subject.
He explained that he had heard
about the Burning Bush and had come to investigate
it was just after it had started.
He had taken samples of the soil and the bush.
The tests all came back normal.
There were no abnormalities in the bush or earth
to suggest anything neither.
He told me he was completely stumped too.
We talked until eleven
catching up on what we had both been doing.
Finally, he left and I lifted out the small metal box
I had found earlier.
I examined it thoroughly
and opened it to find a small battery inside.
As luck would have it,
the battery was the same size as the one in my torch.
I inserted my battery in it
and what happened next made me shudder.
To be concluded…
25 November 2007
Why Do Children Of The Poor
Why do children of the poor die so readily?
By the age of five
they're already disarmed for life.
Is money a gene they're missing?
Or is their suffering
just a diminished immunity to the rest of us?
The gluttons of knowledge
discuss James Joyce in a loud voice
in well-lit universities.
With great nuance and finesse
they enumerate the seven kinds of ambiguity
and the mean diameter of the vowel O
in the context of neo-Chicago Aristotelianism
in the latter plays of Shakespeare
where the commas fall like worms
out of every page of his art
as if he couldn't punctuate
the death-rage in his heart
with the subtler points
of the neo-critical literati.
I think Shakespeare would have seen
the sterling irony
of debating proto-Nostratic linguistics
while living children all around him
can't read their names in their own mother-tongue.
If the same word for oak
was the word we used for door
when we all learned to speak the same language
it's not hard to imagine
given modern advances in communication
that the word for child
that we used way back then
is the root of the word we use for atrocity today.
Why do the children of the poor die so readily?
Nature or nurture?
Is it because the children of the rich
are taught that wealth is longevity
and the children of the poor
who can't read the fine print
bleed to death like expired medical plans?
Why do the rich think that the poor
are the reason their children suffer
and the best thing to do is make orphans of them
by sending the poor of one nation
to war against another
to keep the economy growing
and cut back on the unemployed
like deer culled from a budget in hunting season?
If you're a child born from this womb
and you grow up fat and cuddly
you've still got
a back-up heart transplant in the bank
but if you're a child born from this one
to thrive on nothing
you look for lifeboats
and see nothing but rocks.
You reach out to the watching world
like a camera
with big questions
in your unaccusing eyes
about what is happening to you
in the arms of your helpless mother
and the world looks back at your tiny corpse
swollen with hunger
like the uninhabitable planet
of your empty stomach
as if it were all just part of your bad luck
that you were born at the mercy of flies
clustering like first world pharmaceuticals
on the black market
of your third world eyelids.
Why are the children of the rich
born into health and favour
and the children of the poor
are slaves to sex and labour?
Have you ever thought about
how many children had to die
to make your running shoes?
Like all those who died
giving birth to the blues
so you could put your suffering
to their music
like the lyrics of the squeamish rich
to the heart-sick voices of the poor?
Why do the children of the poor
die so readily in bad neighbourhoods
where the streets are named for strangers
who all live somewhere else like slumlords?
Insane waste of light and love.
Desecration of heart and mind
Of genius and compassion.
Of cures for cancer
and violins that can play
like willows by a river in the wind.
There's nothing unfinished about a child
as if the green apple
were any less than a ripe one.
Growing up among the living means
that at every moment of your life
you've reached your full potential
and you realize that nothing's ever missing.
Everything is whole and beyond perfect just as it is.
That's innocence from the inside out.
And then someone steps in
and teaches the child
how much it must suffer like the rest of us
just to be itself.
That's the beginning of a rich man's religion
from the outside in.
This child's afraid of losing face
and this child's not allowed to have one.
Why do the children of the poor die so readily?
Why do some children go to summer camp
the way others go to prison
to earn their tats like scout badges?
Why are the children of the poor
turned into baby rattlesnakes
like seven year olds with AK-47s
that are as poisonous as the adult ones?
Why do the children of the poor go to war
while the children of the rich go to college?
There's nothing in the world
a poor child can take for granted.
Life is a wound
that deadens the mind in time
if you're alive enough to endure it.
There are young girls in Afghanistan
who are risking their lives every day
just to learn to read.
Omar Khayyam says
The moving finger writes
and having writ moves on
nor all thy piety nor wit
can lure it back to cancel half a line
nor all thy tears wash out a word of it.
So the Taliban are resorting
to splashing acid in the eyes
of their sisters and daughters
to see if that works better than water.
And the National Rifle Association
inside the classroom
and outside the hospital
is defending the right
by force of the second amendment
as it's written in the Constitution
for every child to pack a lunch
the way their teachers pack guns to school
in pursuit of American happiness
and higher learning
with a competitive edge.
Why do the lean children of the poor die so readily
like one of the seven plagues of Egypt
in back alleys and abandoned buildings
with needles stuck in their arms
while the obese children of the rich
are having the fat of the land removed surgically?
Why do the rich spend twenty million dollars
on a painting of a child
with impressionist skin by Renoir
while a real child lies torn at their feet
in a surrealistic abattoir
signed in its own blood
like the masterpiece of an unknown genius?
Why is so much squandered on the rarity of things
than on their commonality
like children and green oxygen?
Why are movie-stars and football players
paid more on a yearly basis
to live out our fantasies of sex and violence
than it would take
to keep all the children in the Sudan
healthy and alive for a year?
Is it better in this world
to be born a corrupt politician
with a command of words like maggots
than it is to be born innocent
and have nothing to say for yourself
because you're too young
to speak for anyone else
even when you're murdered?
Why do the children of the poor die so readily?
How does it come about
that the United States Supreme Court
accords an oil corporation
all the rights and privileges
of a genuine bigger-than-life individual
backed up by a birth certificate
from a lapwing government
though it's a succubus among humans
and twenty-five million children a year
die anonymously in misery
right at the peak of their suffering
like the fame of the nameless logos
on a generic death
where one size fits all?
Why do the children of the poor die so readily?
Is it because the poor are waiting for lung transplants
that have been inflated into footballs
to score political points
for a ghoul in a governor's office
to balance the budget like death
in favour of the rich
who are waiting for yachts?
Is it because the road we were on
just suddenly got up one day
like human evolution
and walked away from us in disgust
to go look for the lost children
we left like the wings on our heels in the dust?
Is it because as Basho says in a haiku
for those who say
they have no time for children
there are no flowers
and we're so blind to the peach blossoms
we can't see the depth of the curse in this
that we give so little mind
to what we have uprooted from the garden
as if the children of agrarian Adam
scratching for a living in the dirt
weren't as legitimate as those
that were sired
by an industrial
Is it because the children of the poor
are born first
to be thrown into the mouths
of corporate Moloch and Wall Street Baal
like a blood sacrifice to a cosmic monstrosity
just so Carthage doesn't fall again
to the venture capital
of down-to-earth Romans
like the price of salt on a sterile market
or the soil of the Love Canal?
Is it because the children of the poor
are the expression of a death-wish
to raise our own assassins
as the only way of finding forgiveness
for what we did to them
before during and after they were born?
Why do the children of the poor die so readily?
Is it because we think of the children of the profligate poor
as the repeating decimals
of a future that goes on forever incommensurately
like one generation after another
or a clepshydra of blood
or a tiny thread of a mindstream
trickling down from the top of the world mountain
like a loose thread of life
that we think we can sever their lives anywhere
or pull down the pillars of pi
by cutting their legs out from under them
like the fundamentals of life
without drawing the knife across our own jugular
like the intestate balls of a castrated ram
or the throat of a wedding bell without a womb?
Why do the children of the poor die so readily?
Is it because...
Death Of The Middle Class
Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass
By Andrew Gavin Marshall - Global Research
We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.
At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.
In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.
In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:
'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'
In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.
In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.
When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.
It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.
In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.
In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.
The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.
To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.
In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.
At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.
Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.
No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.
So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.
In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.
Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .
A Map Of Culture
What is Culture?
The Importance of Culture
Culture is Critical
The Sociobiology Debate
Values, Norms, and Social Control
Signs and Symbols
Terms and Definitions
Approaches to the Study of Culture
Are We Prisoners of Our Culture?
What is Culture?
I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .
Back to Contents
The Importance of Culture
The concepts, culture and society are closely related. Culture is defined as all the products of society- material and nonmaterial; Society consists of interacting people living in the same territory who share a common culture. We really can't have one without the other (unless you want to call archaeological remains and historical records 'culture') . People in society create culture; culture shapes the way people interact and understand the world around them.
Culture determines what we know- the sum of all the angles in a triangle; what a screw driver is used for; how to use a computer to find out where Peloponnesians are...
Culture also determines what we don't know- how to catch a fish by hand; how to build a dugout canoe and navigate the South Seas without chart or compass.
Culture determines what we want to be- lawyer; dairy farmer; computer programmer; doctor; shaman; pearl diver
It varies with the physical setting or geography: (A good example here is music. Think of all the differences in music that are related to geography. We're a mixed society in the United States, but think of the regional origins of much of our our music: Clogging in Tennessee; Cajun music (Zydeko) in Louisiana; City music vs. Country/Western Music, etc.)
It also varies with time: Have you ever tried to read Beowulf; Shakespeare; work a slide rule; drive a buggy; understand Victorian morality and ethics? I asked my young daughter if she wanted to go to a record store. 'What's a record? ', she asked. (Her generation has been exposed only to tapes and CDs) .
Think of culture as a stream flowing down through the centuries from one generation to another. Each generation contributes something to this stream, but in each generation something is left behind, some sediment drops to the bottom and is lost to society, (Bierstedt) . Examples of things lost to society the art of stained glass window making, violin making (The greatest violins ever produced by man were made in Cremona, Northern Italy in the mid 16th century) . (Science 84 5: 2 pp 3643) .
Culture is Critical to the Survival of Human Race
Because of the nature of the animal that we are. Unlike most animals that are specially adapted to the environment in which they live, we lack special physical characteristics such as long fangs, sharp teeth, claws, fur, feathers, or scales; or even physiological behavior patterns such as hibernation, to enable us to survive in a hostile environment. But, like the higher primates, (which we are one type of) , we share a number of important characteristics:
Characteristics of all primates:
Sociable: (Primates are gregarious and like to be in groups)
Smart: (large brain/body weight ratio) Humans' brains are most complex.
Sensitive hands: (All primates have an opposing thumb) .
Sound: (Primates are extremely vocal) .
Stand: (All primates can assume an erect posture which frees the hands):
Biological characteristics possessed by humans, alone:
Sex and Mating: (Year around mating- Unlike other primates, we lack a special breeding season. This, has important implications for gender roles) .
Schooling: (The young have a long period of dependence on adults. This also has implications for gender roles) .
Symbolic Speech: (Although there are numerous examples of chimpanzees being taught to use symbols to communicate, humans alone have developed a highly complex system of symbolic speech) .
Locomotion: (Humans alone, walk erect) .
Humans possess a highly developed, complex brain, which allows us to communicate symbolically, to learn quickly, and to innovate. We lack instincts (or if they do exist they are not readily apparent) . It is our culture that enables us to survive as a species. Culture provides answers to such basic problems as finding shelter, food, and clothing. Culture provides guidance for our every day lives; social organization which keeps us from tearing each other apart.
Every generation has to learn from scratch the culture of its society or it will perish. All the basic institutions of society that we discussed earlier; the economy, education, religion, recreation, politics represent needs that society must meet. Ways of meeting these needs are handed down from one generation to the next. They represent our culture. What we lack in physical attributes and strength, we make up for in our ability to communicate and learn culture from one generation to the next.
This, in my opinion, is precisely why Sociology is so important. It's humankind's almost total reliance upon socially transmitted patterns of behavior that enable it to survive. Society and culture are the subject matter of Sociology.
The Sociobiology Debate
There is a school of thought, Sociobiology, which sees much of human behavior as being instinctual. Sociologists generally hold that culture evolved (or developed) due to the influence of values (ideas) or due to changes in the material base of society (technology fire, the wheel, the computer) . They usually argue that biology (genetic programming) has a limited role. Sociobiologists, claim that human culture and social behavior derive from a process of natural selection and genetic transmission. Our genes predispose us to certain patterns of behavior unique from other animals. Sociobiologists support their argument by citing a number of 'cultural universals' found in all societies. They say that this is evidence of the influence of genetic factors. Examples have been drawn from the work of anthropologist, George Murdock (1945) who argued that all societies demonstrated some form of the following:
cooking (meal preparation)
Sociobiologists argue that human behavior ultimately is derived from our biology rather than learning. According to Murdock, all societies have incest taboos. Why? One biological argument would be that in-breeding can produce genetic defects, or that it may reinforce undesirable traits (such as hemophilia or mental instability) . Incest taboos force a group to broaden its gene pool which reduces the probability of passing along 'dysfunctional' traits. One could apply this argument to the Catholic Church: By forbidding priests and nuns to marry, it forced the recruitment of individuals from outside the church to keep the gene pool fresh. (This would prevent the formation of 'religious royal families' and the decline of the faith when a feeble minded monarch emerged) .
But there are problems with this argument. Referring to incest: Why is incest defined differently from one society to another? The range of variation is tremendous! Some societies have allowed marriage between brothers and sisters. Others forbid it between relatives closer than first cousins. Still others have restrictions going out even further; requiring individuals to marry outside the tribe. If there is a genetic basis for the incest taboo, why is there so much variation? Another point is that just as 'dysfunctional traits' can be reinforced through inbreeding; so can 'desirable' characteristics. (Dog breeders and horse breeders do this very thing) .
If everything were programmed genetically, we would expect to see little variation across societies in the way people handled the affairs of their everyday lives. But there are tremendous differences in...
the sports that we play and the way we play them
the families that we form and the ways we form them
the various ways in which we court our spouses
the friends we make and the way we make them
the tools we make and how we use them
the languages we invent and the way we speak them
the food we eat and how we eat it
the religions we form and how we practice them
the laws and customs we make and how we observe them.
The key point is that this behavior is learned. Humans can change culture without changing genes. Biology sets the stage by giving us unique capabilities that distinguish us from other species; culture determines how we use those unique capabilities.
Values, Norms, and Social Control
Values are socially shared ideas about what is 'right' and 'wrong; ' 'good' and 'bad' in society. Values are general ideas- broad and abstract. They vary from one society to another and one way to study society is to examine the values held by its members. Values are important because it is from them that we derive the norms or rules that govern our everyday lives. Values help guide conduct in unfamiliar situations and may lead to the formation of specific norms. Generally speaking, we tend to hold on to our values and are unlikely to compromise them. American values have been intensively studied by numerous scholars:
American values (Robin Williams) :
achievement and success
activity and work
American values (Talcott Parsons) :
maximization of opportunity for individuals and sub collectives
pragmatic acceptance of authority
objection to pretensions of generalized superiority of status
technology and science
Individuals as well as entire societies may experience value conflict. A great example of value conflict at the individual level is provided by the 1941 movie, 'Sergeant York, ' (starring Gary Cooper) . The movie tells the story of Alvin Cullum York, regarded as one of the outstanding heroes of World War I, who was awarded the Congressional Medal of Honor for killing 20 enemy soldiers and capturing over 100 prisoners. At first, York was a conscientious objector who held deep religions convictions against killing. The value conflict in this case involved the Sixth Commandment's prohibition against killing and what he felt were his duties as a patriotic American- to answer his country's call. Cooper, who won an Oscar for his portrayal of Sgt. York, did a wonderful job showing how individuals 'freeze up' and are unable to do anything until they resolve these kinds of internal value conflicts.
One very powerful example of a value conflict at the societal level is the current debate over abortion. Values are not readily compromised and it is often impossible to find 'common ground' in these kinds of disputes. The debate over slavery and states' rights in the 1850s is an example of a value conflict that was eventually resolved through war- the bloodiest war in this nation's history. The deplorable state of affairs we are now observing in what was formerly Yugoslavia, is essentially another value conflict.
Norms are derived from a society's overall values. Values determine norms. Remember, norms are classified into several types.
Folkways (weak norms customs, etiquette; three meals a day, wearing shoes to class, tipping after a meal, taking same seat in class)
Mores (strong norms considered vital to our well-being, values, morals; cheating on spouse, child abuse and murder)
Laws (Norms established and punished by the state with punishments fixed in advance: written or encoded mores, folkways, and taboos; from traffic laws to laws against rape and murder) .
Taboos (Very strong norms whose violation is considered loathsome and disgusting)
Social Control is the means by which society ensures that its members follow approved norms. Norms are supported by sanctions- positive and negative; formal and informal; which are used to bring people into line.
Positive (informal) sanction: give child a candy bar for behaving
Negative (informal) sanction: give a child a stern look for talking in church
Positive (formal) sanction: combat soldier gets Congressional Medal of Honor for heroism
Negative (formal) sanction: person gets speeding ticket for doing 56 mph in a 55 mph zone
Back to Contents
Signs and Symbols
There is an important difference between signs and symbols that you should know. Symbols set man apart from animals. Animals use signs.
Signs are representational: There is a direct connection between the sign and the reality it refers to. The meaning is clear and unambiguous. Sort of like stimulus and response. There is no need to interpret meanings.
Smoke indicates that fire is present (or will soon be present)
The family dog scratches the door to the back yard- It wants to go outside. It gets its bowl- It wants food. (The bowl is directly related to food) . It lays down belly-up- It displays submission.
Symbols are interpretative:
A symbol is an object, gesture, sound, color, or design which stands for something other than itself. We humans give meaning to these things. Examples- wedding band; leather jacket; sports car; the length and color of a person's hair; (punk rockers; T.V. ministries where people are neatly dressed; flag burnings) . Symbols may have multiple meanings. Example- the cross on a church steeple; a burning cross; a red cross on the side of an ambulance. (A smile can take on many different meanings) . Symbols can change meaning over time. Example- 'V' sign was once obscene. It stood for victory in World War II. During the Vietnam War it meant peace. Symbols are capable of stirring up deep emotions. In the debate over abortion, individuals don't classify themselves as 'pro' or 'anti' abortion. Rather, they use the terms 'pro-choice', or 'pro-life'- 'choice' and 'life' are two important values in U.S. society. People often disagree over whether or not a symbol is appropriate for a given place or circumstance. Several years ago, there was much debate over whether or not McDonalds' 'golden arches, ' an internationally recognized symbol in its own right, should be displayed so prominently over the VCU Student Commons' entrances. Eventually, the arches were taken down.
Most people feel that language is unique to human beings. Other species use signs with genetically fixed meanings and can learn to respond to specified stimuli- (Pavlov's dogs salivating at the ring of a bell) - but only humans can be said to have language. Language consists primarily of verbal and written symbols with rules for putting them together. (Language also consists of the nonverbal expressions which accompany speech in face-to-face interaction. Raising an eyebrow or winking an eye often relays more meaning than a hundred words. We can therefore modify our definition to include 'verbal, visual, and written symbols and their associated rules for putting them together.'
Is language really unique to humans? There are a number of very interesting studies that suggest that certain animals have a highly developed capacity for language. Click on the links, below for some serious and scholarly references on animal communication.
This next site has some interesting material on
§ Dolphins and Whales
Language is truly the 'keystone to culture' for without it, we could not pass on the collective experience of society and the lessons it teaches for survival. It is the primary way that we pass on our culture from one generation to the next. It enables us to store meanings so we don't have to relearn everything with each generation.
Language allows us to create worlds we've never seen and develop new ideas to explain the world around us. A good example is atomic theory. Before the advent of the scanning electron microscope men had predicted the existence of atoms and molecules using the symbols of language. Language also allows us to develop new ideas to apply to the future.
George Orwell realized the importance of language in his epic work,1984. Why did the rulers of Oceania develop 'Newspeak'? They wanted to restrict the creative ability of humankind so they wouldn't have the concepts of freedom, free enterprise, individuality. 'The purpose of newspeak was not only to provide a medium of expression for the worldview and mental habits proper to devotees of Ingsoc, but to make all other modes of thought impossible.' (Orwell, p.246)
The SapirWhorf Hypothesis states that language not only reproduces our ideas, but it also shapes the way we think. It orders our reality. It may prevent people from being aware of things in the environment and focuses our attention on certain things. Examples:
Sexist language shapes our thinking about women. Coaches who ridiculed male players when they weren't playing well by calling them ladies? Language that treats women as objects; 'chick, fox, babe, hot cakes, skirts, etc. will tend to make us think of women as objects, not people.
Racist language, ethnic language; Micks, Spicks, Whops, Pollocks, Degos, Ollies, etc. tend to lower our image of people.
Color: The human eye can discern thousands of different shades of color, yet in our society we identify only 6 to 8 particular ones. A tribe in New Guinea breaks colors into categories of 'warm' and 'cold' (so much for the science of spectroscopy in that society) !
The Eskimos have many different words for snow. Unless we ski a lot, most of us use one- 'snow.'
Christian missionaries in Hawaii were shocked to find no word or concept for sin.
In (North) American society, we tend to treat physical objects as if they had wills of their own. If a pen rolls off a table, we'll say 'It fell off.' or 'It rolled off the table and fell on the floor.' The Russian culture works differently. Their response would be something like 'They did it.' or 'They caused it to fall on the floor.'
Are we slaves to our language? The language we speak predisposes us to see the world in certain ways, but language is extremely flexible. As we find ourselves lacking words to describe new ideas, machines, processes, and technologies, we coin new terms and phrases. 'Black holes, ' 'Quarks, ' and even 'Supply side economics, ' are all creations of the mind and examples showing where language has lagged behind conceptual ideas in the mind.
Terms and Definitions
Related terms and definitions:
Cultural universals: These imply practices common to every culture. We've already discussed the Anthropologist, George Murdock's proposed list of general traits found in every culture. It seems that there are a large number of very general traits common to all cultures, but no specific ones like what, exactly, defines murder, incest, etc. in a society?
Ethnocentrism: This is the tendency to judge other cultures by the standards of our own. ('Body Ritual Among the Nacirema') .
Cultural relativism: The recognition that one culture cannot be arbitrarily judged by the standards of another. We need to adopt this stance when studying other cultures.
Cultural Integration: Culture is not a random assemblage of skills, customs, values, and beliefs. These elements are woven into a definite pattern and are somehow related to one another.
Cultural Diversity: Common culture gives us a sense of identity but there is a great deal of variation among groups. We witness cultural diversity on both the international and national levels. We've already talked about regional differences when we compared the North with the South in the United States.
Subcultures: Within a culture there may exist groups of people who have their own distinct sets of values, customs, and lifestyles. (Italian Americans, African Americans, Catholics, Protestants, Jews, the young, the middle-aged, the old, etc.) . We can even say that there is a subculture of college life.
Countercultures: a counterculture that is fundamentally at odds with the dominant culture. (The youth movement of the 1960's, for example) .
Real and Ideal culture: Ideal culture is what the values say we believe in, what we should practice, while real culture is what actually exists. Often there is a discrepancy between the two resulting in cultural strain.
Approaches to the Study of Culture
There are several approaches to the study of culture. Here are two examples:
Functionalism looks at the roles that components of culture play in maintaining the social order as a whole. What are the consequences for a society if we remove or change one element of its culture? (i.e. in America, the computer) . The problem with this approach is that it tends to overlook change when stressing the functional relationships between variables. It also has a pejorative or negative view of unbalance in the system, even when such unbalance may mean social improvement.
The Ecological approach examines the culture of a given society in relation to the total environment in which it exists. For example, why do people in India let sacred cows roam the streets by the millions (100 million) when so many people are hungry? One reason is that cows are needed to produce the oxen which Indian farmers must have to plow the fields. Without them, even more people will starve. Also, the cows produce over 700 million tons of manure each year. Half of it is used for fertilizer; the other half is used for fuel. When the cows die, they are eaten by the untouchables or outcasts who are the hungriest people in the population. The cows' hides are used in the leather industry.
Are we prisoners of our Culture?
No. Culture does make humans what they are, but humans also make culture. We constantly make changes to our culture. It guides us through life, but we also change and modify it to our needs and desires. If we could not do this, everything would be the same from generation to generation just like the bees and termites. It's hard for 2. Processes of cultural change: Cultural change is usually slow and deliberate. When changes occur in one cultural element (the economy) changes can be expected elsewhere (politics) . Things generally tend to be linked together.
There are three mechanisms by which cultural change occurs:
Discovery the perception or recognition of something that already exists- fire, the New World.
Invention combining old knowledge to produce something that did not exist before, the compass, for example.
Diffusion the spread of cultural elements from one culture to another. i.e. gun powder from China to the West. Most cultural change occurs in this manner- (Linton's 'One hundred Percent American' article) .
The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
Another problem comes when disadvantaged children are at school, they fail to understand why they do not have the same access to materials as their well to do friends. All of a sudden they start considering themselves failures and that there is little they can do about their destiny. Furthermore, if in class their friends or sometimes teachers seem not to care much about them, they get disturbed emotionally. Unable to cope with these psychological and physiological needs, they react by withdrawing out of school to be at home where friends and parents show interest in them. In some cases children living in poverty do not complete their education because they lack inspiration and support from parents. These children receive either little or no inspiration and support as compared to those who come from middle or high income earning families. This is so because their parents did not go far with their education, and are not fully aware of the crucial role education plays in their children’s future. This also happens because their parents are often absent leaving no one at home to supervise or assist their children with school work. As a result, this often affects children’s education and decreases the probability that they could go far with their studies (Weinstein,1999) .
This discussion has addressed to a greater extent problems encountered in the education sector due to poverty. While the elucidation pays more attention to the negative impacts of poverty on education, at some points it also highlights some of the positive impacts which are greatly outweighed in our discussion. Firstly, we discussed the positive impacts on education whereby; Poverty forces one to get educated by working hard, it helped in the introduction of free primary education system (in Malawi) , developed countries give funds to poor countries and poverty gets a person away from destructive ‘social pleasures’ of the world. Afterwards, we discussed the negative impacts whereby; poverty affects a person psychologically, poor people get limited resources (food and materials) , as a result, there is an increase in dropouts and lastly the personnel in the education systems are not fully equiped by the government. These findings are very vital to secondary schools as they enable us approach the problems in those schools squarely and well prepared. After the research we also look at poverty from a perspective that would not be taken by many. Thus, after reflecting on the positive impacts of poverty on education, we tend to look at poverty as a blessing in disguise. Our awareness of whatever findings we have on the table after the investigation, will help us see where things are not well and how or what should be done to address the problems. It is only from the findings that a way for our intervention is paved to minimize the negative impact of poverty on education.
These results can be used in Secondary schools in the following ways;
• Schools should identify those students who are needy to receive donations.
• Teachers should adjust their timetables or come up with make up classes to accommodate students who come from distance places.
• Teachers or social workers should provide psychological help to students who are affected psychologically by poverty.
• Government should provide some transport means like buses and enough learning materials.
• Those who need special diet on health grounds should be given food that suits their condition.
• Schools should encourage Parent-Teacher Association (PTA) meetings to discuss the welfare of the students.
LIST OF REFERENCES
Gausi, C. (September 12,2007) US NGOs refurbishes toilets for schools. The Nation. p4.
Muhaliwa, M. (August 9,2005) CRECCOM in new girl’s education program. Daily Times. p4.
Sobo. (May 22,2006) Coca-Cola serves katoto FP school. The Nation.p12.
Namangale, f. child labor shifts to small farms (Ecam) . CFSC press review.
October 2005, p.56
Nyirongo, E.H.K. poor education is by religion. CFSC press review. January 2005, p.52
Weinstein, G.1986. The disadvantaged: challenge to education. Harper & row: London
Nwomonoh, J. (1998) Education and development in Africa. London: I.S.P. Publications.
Sonani, B. (2002, Sept.21-27) .Temporary teachers’ programme collapses.Malawi News, p.3
Kadzamira, E.& Rose, P.(2001, January) .Education policy choice and policy practice in Malawi: Dilemmas and disjunctures. Institute of Development Studies working paper,124.
During the week that I arrived in the United States, I saw an airport, used a telephone, used a library, talked with a scientist, and was shown a computer for the first time in my life.
The United States
unity of purpose.
is a geographical
miscarriage of justice.
The first amendment
protects the rights
of citizens individuals
but not at the expense
of national security.
There is no greater
unity of purpose.
To the United States of America
Brothers in blood! They who this wrong began
To wreck our commonwealth, will rue the day
When first they challenged freeman to the fray,
And with the Briton dared the American.
Now are we pledged to win the Rights of man:
Labour and Justice now shall have their way,
And in a League of Peace -- God grant we may --
Transform the earth, not patch up the old plan.
Sure is our hope since he who led your nation
Spake for mankind, and ye arose in awe
Of that high call to work the world's salvation;
Clearing your minds of all estrangling blindness
In the vision of Beauty and the Spirit's law,
Freedom and Honour and sweet Lovingkindness.
On The Civil War On The East Coast Of The United States Of North America 1860-64
Because of the unaccountable spirit of the troops
oh we were marched as we were never marched before
and flanked them off from home. Stupid Meade
was after them, head on to tail, but we convinced
him, finally, to flank, flank, cut off their head.
He finally understood, the idiot, and got a fort
named after him, for wisdom. He probably thought
Lee would conquer Washington from Appomattox
if he, Meade, should march his infantry behind
him, Lee. Ah well, the unaccountable spirit of the troops
triumphed, Meade got his fort, Grant got his presidency,
Sherman got his motto, what was it? War is heck?, Lee got a military school
for the education of young Southern gentlemen, and the Union
Army was taken over by Southern noncommissioned officers
in the wars against the Indians to the west. I know all
about this, I know who won, I served under them
for three hundred and fifty years in World War II,
just long enough not to be called a rookie but a veteran,
and realized the rank and order of my enemies:
first, the West Point officers; second, the red-neck sergeants;
third, the Nazis and perhaps the Japanese. I won
all of these wars as a private soldier, for a while,
and am happy to have done so: without me
Hitler and Hirohito would he ruling the world
instead of America and Russia, but I still will not
drive through Georgia with New York license plates.
A Map Of The Western Part Of The County Of Essex In England
Something forgotten for twenty years: though my fathers
and mothers came from Cordova and Vitepsk and Caernarvon,
and though I am a citizen of the United States and less a
stranger here than anywhere else, perhaps,
I am Essex-born:
Cranbrook Wash called me into its dark tunnel,
the little streams of Valentines heard my resolves,
Roding held my head above water when I thought it was
drowning me; in Hainault only a haze of thin trees
stood between the red doubledecker buses and the boar-hunt,
the spirit of merciful Phillipa glimmered there.
Pergo Park knew me, and Clavering, and Havering-atte-Bower,
Stanford Rivers lost me in osier beds, Stapleford Abbots
sent me safe home on the dark road after Simeon-quiet evensong,
Wanstead drew me over and over into its basic poetry,
in its serpentine lake I saw bass-viols among the golden dead leaves,
through its trees the ghost of a great house. In
Ilford High Road I saw the multitudes passing pale under the
light of flaring sundown, seven kings
in somber starry robes gathered at Seven Kings
the place of law
where my birth and marriage are recorded
and the death of my father. Woodford Wells
where an old house was called The Naked Beauty (a white
statue forlorn in its garden)
saw the meeting and parting of two sisters,
(forgotten? and further away
the hill before Thaxted? where peace befell us? not once
but many times?).
All the Ivans dreaming of their villages
all the Marias dreaming of their walled cities,
picking up fragments of New World slowly,
not knowing how to put them together nor how to join
image with image, now I know how it was with you, an old map
made long before I was born shows ancient
rights of way where I walked when I was ten burning with desire
for the world's great splendors, a child who traced voyages
indelibly all over the atlas, who now in a far country
remembers the first river, the first
field, bricks and lumber dumped in it ready for building,
that new smell, and remembers
the walls of the garden, the first light.
'Who are you listening to?
How do you like this new guy.
The one that's coming to office.'
I'm listening to some old Devo stuff.
'The New Traditionalists'.
Had it since 1981.
Back then in the 'day'
They were calling this 'new wave' music.
I admit I was excited.
Just the thought of the President of The United States,
Actually 'playing' basketball.
Not golf or tennis...
He's coming in with a whole new set of rules.
And it may look easy,
But basketball is a rough and physical game!
'Michelle ain't no joke either.
She's already told the White House staff,
Her daughters will be making their own beds.
And with the mother-in-law moving in...
And Michelle's brother having introduced them?
They have 'already' chartered fresh territory! '
Those folks are 'too' disciplined.
You know what I'm sayin?
I don't know if this is a joke or not.
But I heard a rumor,
President Obama is divising a new physical fitness plan.
He's taking something old to add to fresh concepts he has.
'What is it.
What have you heard.'
Each community, nationally...
Will be required to set up H.A.F.T. Master Races.
I don't believe that.
He did not run his campaign on racism.'
NO! No...no, no!
Slice that thought!
This is his new physical fitness program.
It's both startling...and refreshing at the same time.
'H.A.F.T. Master Races?
I wonder what that's going to be about? '
The completed title should give everybody a clue!
'What is it? '
Who's the 'master'? '
I'll give you a hint...
Who's 'black' and 'white'
And gon' be sitting in the Oval Office?
Like my grandaddy use to say...
'I don't care who was 'suppose' to do sumthin'
That ain't done!
You see this belt?
I'm holdin' it 'cause somebody gonna get whipped!
And I'll 'Whip It' good.'
But he has such nice kind eyes.
And a warm inviting smile!
'My grandfather was about four feet and eleven inches tall.
But somehow he had us focused on other things.
And that never came up in our conversations then.'
Title, 'New Traditonalists'
the rock group, Devo-1981
The Sins Of President Obama
The first sin
Of this amazing man
Is his unconditional love for the American People,
The second, he saw the movie: Color Purple;
Help me count, he dared to dream and to hope,
He stayed away from booze and dope.
Black men were born to fail,
To linger, and to rot in jail;
This is unfortunately the popular belief
That Blacks should not be aspired to be chief
Executive Officer, Senator or President.
Brother Obama, who is not arrogant,
Proved the pelicans wrong;
They ought to change the tone of the old song.
They must allow the debt ceiling to be risen,
Other wise all of us will be facing a bad season.
It is business as usual; the rich will get richer,
And of course, the poor will be poorer.
Black men are strong
Guess what, Brother O comprehends their tongue,
He knows how to use the English language
Better than the pelicans, he is not the average
Folks, which unfortunately live in the ghetto.
Thanks be to God, America is not yesteryear’s Soweto;
This is the United States
Despite its past mistakes,
And its current economic disasters,
Which Obama inherited from the previous regime,
Mr. O handles himself with incredible manners,
Skills, patience, and wits. The giant beam,
That they put in front of him, is not there
To protect him, rather to destroy his dreams,
His aspirations and his administration. It seems
That the other folks, in this crazy atmosphere,
Are currently winning the skirmishes, however
If one were to go deep in the chamber of the cancer,
Which is ruining the country and its future,
One must realize that the American People
Are smarter that the media is willing to admit.
Brother Obama knows how to win; the color purple
Does not scare him, he has a thick skin, and an outfit
That few possess. Let them rant and go crazy now.
At the right or opportune time, the adversaries
Will step aside to sit on the sidelines, when Mr. O will
Tactically and gracefully conquer the goodwill,
And the mind of the common sense of the dignitaries
And of the average American People, whom he’s fighting for.
Brother O wants to put the country on the right paths and directions,
Toward prosperity, equality, and fairness. He is not like the one before
Him; he cleverly studies the problems to find appropriate solutions.
Let the pelicans rant and go crazy,
Brother O is a wiz,
A born warrior,
A natural fighter
Who will win the battles ahead.
You can bite or bet your bottom dollars
The American dream is not dead,
The dreams are alive in spite of the wars
At home and abroad.
The brother is smart, strong,
His shoulders are broad,
And lastly, President O can't go wrong.