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No matter how you cut it, this real debate on personal accounts is about the legitimacy of Social Security; it's not about the solvency of Social Security.

quote by Joe Biden
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Social Netowrking Of Robots

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poem by Rwetewrt Erwtwer
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Soboba

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poem by Rwetewrt Erwtwer
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Personal

Anything you want from me
Ill do
But first
Lets get personal
Personal
Personal
Personal
Lets get personal
Personal
Personal
Personal
Personal with you
Were sittin havin dinner at your parents home
Some of the finest food Ive ever known
But I need some sweetness on my tongue
And it aint a type of sugar oh no
So maybe we can go somewhere
Neighbour room girl I dont care
Wheres the bedroom
(its upstairs)
Ill meet you there in a minute
Girl so we can get
Lets get personal (ooh yeah)
Personal (tight baby)
Personal (maybe we can get)
Personal (just a little, just a little bit)
Lets get personal (ooh yay)
Personal (I wanna get personal)
Personal (come on baby, just trust me)
Personal (I wanna get)
Personal with you
Im behind you in your bedroom with your hands against the wall
But keeping one eye on the door
Got your t-shirt and your panties on
Ooh I feel so right, cant be wrong, no
I know you like it when I touch you there
Girl just keep it quiet or theyll hear
Feel the tremblin all down your leg
Id love to head to your bed
So that we can get
Personal
Shhh
Should I take off my clothes (no)
Put the lock on the door
Let go of your deepest inhibitions
Let me fulfil your fantasies girl
Like me touching you there (yeah)
The way that I play with your hair
Emotions running wild until we stop
Yeah

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song performed by Craig David
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Go Cut Creator Go

[LL Cool J]
1, 2, 3 'o' clock 4 'o' clock ROCK
5, 6, 7 'o' clock 8 'o' clock ROCK
9, 10, 11 'o' clock 12 'o' clock ROCK
Gonna ROCK (What?) ROCK, ROCK around the clock
Three years ago in St. Albans, Queens
I was rockin at a park called one eighteen
Little kids stood and watched as I rocked the spot
Didn't know that years later I'll be standin on top
Livin near Farmers Boulevard I was born and base-shaw
Stopped the rich and shaked hands with the poor
And this is a story about a brother I know
Cut Creator on the fader no watch him go
[Chorus]
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
[LL Cool J]
When back in the days before I clocked some dough
I used to go to the show and sit in the front row
Hopin and prayin one day I'll get on the road
So I had a feeler and a summer and I meet when I'm stoned
Not fearin a thought, got stung like a horse
Don't make fun of my posse, cause each man is a boss
When his only damn way to pull a jam out the crate
One time for your mind
Check out the guitar break
[Chorus]
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
[LL Cool J]
This jam just wasn't enough for Jimmy Hendrix to see
He could do lessons of mixin take you under his wing
Straight from the heart cause it ain't the money that we came here for
Ain't no thoughts in the room ain't breakin no roles
And in the Rock 'n' Roll land, a big strivin plan
Just my posse learn the vocals what little they had
It's all about us three: Eve, Phil & Jay
He heard Cut Creator cut now check it out to play

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song performed by LL Cool J
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Sobre Horizontes

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poem by Rwetewrt Erwtwer
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Cut You Down To Size

Dont you know theyre gonna cut you down to size
(they cut you down yeah theyll cut you down)
Youre gonna find out when you see it right in their eyes
(they cut you down yeah theyll cut you down)
How does it feel when you see through your disguise
(they cut you down yeah theyll cut you down)
And they cut you down, yeah they cut you down
They cut you down to size
How does it feel
Whatd you do with this fire inside
Where do you turn now that you realize
Where you go when you run out of alibis
Tell me
Dont you know theyre gonna cut you down to size
(they cut you down yeah theyll cut you down)
Youre gonna find out when you see it right in their eyes
(they cut you down yeah theyll cut you down)
How does it feel when you see through your disguise
(they cut you down yeah theyll cut you down)
And they cut you down to, they cut you down to
They cut you down to size
How does it feel
How does it feel
Youve been living with your own suspicion
Now youve got to believe
I know youve heard it said that only the strong survive
Dont you know theyre gonna cut you down to size
(they cut you down yeah theyll cut you down)
Youre gonna find out when you see it right in their eyes
(they cut you down yeah theyll cut you down)
How does it feel when you see through your disguise
(they cut you down yeah theyll cut you down)
And they cut you down to size
Dont you know theyre gonna
How does it feel when you see through your disguise
And they cut you down to, cut you down to
Cut you down to size
Get up stand up, come back for another round
And they cut you down to size
Cut you down to size

song performed by Starship
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

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

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poem by Nyein Way
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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poem by Talile Ali
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As A Matter Of Fact

Written by s. garrett & d. boyette
Blow daddy, aww, yeah
Here we are, standing at the hard line
We made it last this long
The two of us, together since the first time
And I believe our love is still strong
Seems love has a funny way
Well, it can come or go or it can choose to stay
But love says what it has to say
(chorus)
Matter of fact (ooh, as a matter of fact)
I love you (oh, as a matter of fact)
And I love that you love me back
As a matter of fact (ooh, as a matter, a matter)
Some said we wouldnt make it this far
But they dont talk no more (no more)
The love we share is precious as a big star
And what we haves what others hope for
Seems love has a funny way
Well, it can come or go or it can choose to stay
But love says what it has to say
(chorus)
Matter of fact (ooh, as a matter of fact)
I need you (oh, as a matter of fact)
And Im glad that you need me back
As a matter of fact (ooh, as a matter, a matter)
Mm, matter of fact, yeah (ooh as a matter of fact)
I want you (yeah, as a matter of fact)
And I cant tell you more than that
As a matter of fact, (ooh, as a matter) yeah (matter)
Aww, blow, daddy
Musical interlude
Yeah, yeah, yeah
Seems love has a funny way
Well, it can come and go or it can choose to stay
But love says what it has to say
(repeat chorus)
Matter of fact (ooh, as a matter of fact)
I love you (oh, as a matter of fact)
Yeah and I love that you love me back
As a matter of fact (ooh, as a matter of fact)
Ooh, ooh, baby
Matter of fact (ooh, as a matter of fact)
I need you (yeah, as a matter of fact)
And Im glad that you need me right back
As a matter of fact
(ooh, as a matter) yeah (a matter)

song performed by Natalie Cole
Added by Lucian Velea
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Bang Your Pans If You Wish

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

You're not the only one,
Who has loaded shoulders.
Today the young and older ones...
Have little to eat.

You're not the only one,
Whose shoulders are bent over.
Who needs to lay their head somewhere,
And get some sleep!

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

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poem by Lawrence S. Pertillar
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Cut It Out

Sitting in darwins theory
And youre down in the 48
Im practicing politics
Your practicing guitar and staying out late
Howd we get so turned around
Why did we make it so hard
Why cant we cut it out tender
Give us something good to remember
Hey my my my my rock star
Saw your feet leave the ground
You said all I wanted to be is loud
I was ushering your friends in
I was I was
I was trying to clear the aisles
Howd you get so turned around
Why did you make it so hard
Why cant you cut it out Im tender
Give me something good to remember
I said
Cut it out
Cut it all out
So its alaska in the summertime
In the wintertime Im free
The days are short cold and wasted
Nowhere is warm enough for me
Baby you tell me what happened
Why did I make it so hard
Cant I cut it our youre tender
Give you something good to remember
Baby you tell me what happened
(why did we make it so hard)
How did I make it so hard
(can you tell me what happened)
I wonder
Oh cut it out Im tender
(why did we make it so hard)
Give me something
Give me something good to remember
(why did we make it so hard)
(why did we make it so hard)
(can you tell me what happened)
(why did we make it so hard)
(can you tell me what happened)
(why did you make it so hard)
(can you tell me what happened)
(why did we make it so hard)
(can you tell me what happened)
I said
Cut it out
Cut it all out

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song performed by Indigo Girls
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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

ROTMS

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) .

poem by Ray Lucero
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Matterings

'All I want' she said' is to matter.'

'All I want' said the scientist 'is
to understand matter'.

'The problem of life' the philosopher said
'is figuring out what matters'

'The secret' the muse said 'to life
is figuring out what is to matter more
and to learn what matters less

The Lover said
'All that matters to me
is matters of the heart
and I did not matter to him enough.'

'What does it mean to matter
is an world of billions;
what tracings and scratchings
on the globe
can be identified
as mine engraved? ' said the nihilist.

'What if I matter to me and no one else? '
said the Lonely One

'We could all decide that we all matter
to one another in our community
and that would make mattering matter.'
said the preacher.

'Ideas matter' Plato said
'and they are the only thing real.'

'But alas' the writer said
'imagining is the only matter that matters
and besides what does mattering mean? '

Einstein thought all that mattered lived inside
the daydream and the thought experiment.

'What matters' the man of action said
'depends entirely upon circumstance'

What matters' she said 'is empathy
more even than love because the latter
is only inward looking toward The One:
empathy alone looks out to others.

[...] Read more

poem by Lonnie Hicks
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A Womans Worth

You could buy me diamonds , you could buy me pearls
Take me on a cruise around the world
Baby you know Im worth it
Dinner lit by candles, run my bubble bath
Make love tenderly to last and last
Baby you know Im worth it
Wanna please wanna keep wanna treat your woman right
Not just told but to show she is worth your time
You will lose if you choose to refuse to put her first
She will if she cant find a man who knows her worth, mhmn
Cuz a real man knows a real woman when he sees her
And a real woman knows a real man aint afraid to please her
And a real woman knows a real man always comes first
And a real man just cant deny a womans worth
If you treat me fairly Ill give you all my goods
Treat you like a real woman should
Baby I know your worth it
If you never play me , promise not to bluff
Ill hold it down when it gets ruff
Baby I know your worth it
She rolls the mile makes you smile all the while being true
Dont take for granted the passion that she has for you
You will lose if you choose to refuse to put her first
She will if she cant find a man who knows her worth. oh
Cuz a real man knows a real woman when he sees her
And a real woman knows a real man aint afraid to please her
And a real woman knows a real man always comes first
And a real man just cant deny a womans worth
No need to read between the lines, spell it out for you
Just hear this song cuz you cant go wrong when you value
A woman,woman,woman, a womans worth
Cuz a real man knows a real woman when he sees her
And a real woman knows a real man aint fraid to please her
And a real woman knows a real man always comes first
And a real man just cant deny a womans worth
Cuz a real man knows a real woman when he sees her
And a real woman knows a real man aint fraid to please her
And a real woman knows a real man always comes first
And a real man just cant deny a womans worth
Mhmn mhmn mhmn mhmn mhmn mhmn

song performed by Alicia Keys
Added by Lucian Velea
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Doesnt Really Matter

Doesnt really matter
Hmm, he-he
Oh, hey
Doesnt matter (it doesnt matter)
Doesnt matter at all
Doesnt matter what your friends are telling you
Doesnt matter what my familys saying too
It just matters that Im in love with you
It only matters that you love me too
It doesnt matter if they wont accept you
Im accepting of you and the things you do
Just as long as its you
Nobody but you, baby, baby
My love for you, unconditional love too
Gotta get up, get up
Get up, get up, get up and show you that it
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre in love with me
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre nutty-nutty-nutty for me
(youre so kind)
Just what I asked for, youre so loving and kind
(and youre mine)
And I cant believe youre mine
Doesnt matter if youre feeling insecure
Doesnt matter if youre feeling so unsure
Cause Ill take away the doubt within your heart
And show that my love will never hurt or harm
Doesnt matter what the pain we go through
Doesnt matter if the moneys gone too
Just as long as Im with you
Nobody but you, baby, baby
Youre love for me, unconditional I see
Gotta get up, get up
Get up, get up, get up and show you that it
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre in love with me
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre nutty-nutty-nutty for me
(youre so kind)
Just what I asked for, youre so loving and kind
(and youre mine)

[...] Read more

song performed by Janet Jackson
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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.

Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.

poem by Lee B. Mack
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Santas Beard

I wanna meet santa claus, the real real santa
I wanna meet santa claus, the real real santa
I wanna see santa claus, the real real santa
He wants to meet ol santa claus
I took my brother to the department store
He wanted to show santa his christmas list
He stood in line and he shook like a leaf
Hes only five and a half goin on six
He said, is that (that santa) really santa claus,
Really really (the real santa) santa claus?
Is that (that santa) really santa claus, really really santa?
(I hope he doesnt pull santas beard)
Is that (that santa) really santa claus,
Really really (the real santa) santa?
Hope he thinks thats santa claus
I picked him up and put him on santas lap
And then he pulled the pillow out of his shirt
He yanked the beard right on off of his chin
And in his eyes I could see he was hurt
He said, youre not (not santa) really santa claus,
Youre really not (the real santa) santa claus
Youre not (not santa) really santa claus,
Youre really not santa (he shouldnta pulled santas beard)
Youre not (not santa) santa claus,
Youre really not (the real santa) santa
Hes just helpin santa claus
Hes just helpin (helpin santa) santa claus,
The real (the real santa) real santa
Hes helpin (helpin santa) santa claus,
The real (the real santa) real santa
Hes just helpin (helpin santa) santa claus,
The real (the real santa) real santa
Hes just helpin santa claus
Hes just helpin (helpin santa) santa claus,
The real (the real santa) real santa
Hes just helpin (helpin santa) santa claus,
The real (he shouldnta pulled santas beard) real santa
Hes just helpin (helpin santa) santa claus,
The real (the real santa) real santa
Hes just helpin santa claus

song performed by Beach Boys
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Real Life

Certain, genuine, almost positive
Right definite, sincere
Broke vitality, truth humanity
That's not what's happening here
oooh, oooh, this is real life
oooh, oooh, this is real life
I'm sitting here waiting, wondering where you been
Don't you know you're late again?
Sitting here thinking, figuring you would call
The phone don't ring at all
I'm not a girl whose living in a fantasy world
So tell me are we fictional, fact
Cause right now I gotta know (gotta know)
I wanna know where we're at
Get a grip baby we're no rehearsal
It's not a game, we are not playing virtual
When are you going to wake up and realize
This is real life, this is real life
?Have honey? would never be true love
I can almost never be in love
I tell you straight up, not telling you twice (you twice)
This is real life, uh, this is real life (real life)
You're blowing hot and cold
And I don't know where you're coming from
What planet are you living on?
And I'm not the girl of a type who will forgive and forget
(Have I, Have I got you attention yet?)
I'm not a girl whose living in a big dream world
This time there's no compromise
So if you want me for good, you better open your eyes
Certain, genuine, almost positive
Right definite, sincere
Broke vitality, truth humanity
That's not what's happening here
oooh, oooh, this is real life
oooh, oooh, this is real life
Get a grip baby we're no rehearsal
It's not a game, we are not playing virtual
When are you going to wake up and realize
This is real life, this is real life
?Have honey? would never be true love
I can almost never be in love
I tell you straight up, not telling you twice (you twice)
This is real life, uh, this is real life (real life)
Get a grip baby we're no rehearsal
It's not a game, we are not playing virtual
When are you going to wake up and realize
This is real life, this is real life
?Have honey? would never be true love
I can almost never be in love

[...] Read more

song performed by Vitamin C
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