The major championships have always been a special focus in my career, and as a professional, I think Augusta is where I need to be.
quote by Tiger Woods
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Related quotes
Don't Only Focus On The Money
When you go for the money,
You'll be selling your soul.
And when one goes for just the money,
The heart turns cold.
So don't focus on the money,
Don't.
Don't only focus on the money,
Don't.
Bling is nice but there's more to life.
Don't focus on the money,
Don't.
Open your mind with bright wide eyes,
To take a ride that will excite you.
With a view to greater heights.
So...
Don't focus on the money,
Don't.
No don't you focus on the money,
Don't.
When you go for the money,
You'll be selling your soul.
Don't focus on the money,
Don't.
Don't let your heart grow old and cold.
Don't focus on the money,
Don't.
So...
Don't you focus on the money,
Don't.
No don't you focus on the money,
Don't.
So...
Don't you focus on the money,
Don't.
No don't you focus on the money,
Don't.
Don't only focus on the money,
Don't.
No don't you focus on the money,
Don't.
So you just don't focus on the money,
Don't.
So you just don't focus on the money,
Don't.
No don't you focus on the money,
Don't.
[...] Read more
poem by Lawrence S. Pertillar
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The Scout Toward Aldie
The cavalry-camp lies on the slope
Of what was late a vernal hill,
But now like a pavement bare-
An outpost in the perilous wilds
Which ever are lone and still;
But Mosby's men are there -
Of Mosby best beware.
Great trees the troopers felled, and leaned
In antlered walls about their tents;
Strict watch they kept; 'twas Hark! and Mark!
Unarmed none cared to stir abroad
For berries beyond their forest-fence:
As glides in seas the shark,
Rides Mosby through green dark.
All spake of him, but few had seen
Except the maimed ones or the low;
Yet rumor made him every thing-
A farmer-woodman-refugee-
The man who crossed the field but now;
A spell about his life did cling -
Who to the ground shall Mosby bring?
The morning-bugles lonely play,
Lonely the evening-bugle calls -
Unanswered voices in the wild;
The settled hush of birds in nest
Becharms, and all the wood enthralls:
Memory's self is so beguiled
That Mosby seems a satyr's child.
They lived as in the Eerie Land-
The fire-flies showed with fairy gleam;
And yet from pine-tops one might ken
The Capitol dome-hazy-sublime-
A vision breaking on a dream:
So strange it was that Mosby's men
Should dare to prowl where the Dome was seen.
A scout toward Aldie broke the spell. -
The Leader lies before his tent
Gazing at heaven's all-cheering lamp
Through blandness of a morning rare;
His thoughts on bitter-sweets are bent:
His sunny bride is in the camp -
But Mosby - graves are beds of damp!
The trumpet calls; he goes within;
But none the prayer and sob may know:
[...] Read more
poem by Herman Melville
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Man Is Especially Special!
Man is something special,
Man has something special!
Man thinks special,
And finds something special,
His smile and laugh are special
And this made him more social.
Man's heart is special,
And always feels special!
Man feels pain and happiness,
Not only of him, but also of others
Man acts and does something special!
So he learnt to fly high, live simple,
Think high
and dive deep
Man is potential,
as he is learner,
Man is potential and can be good teacher!
Man is inventor,
Man is discoverer!
Man is developer,
And man is engineer!
Man is special, as he is a dreamer,
Man is special because,
He can correct himself!
Man became more a man
As he more and more became human,
Man is special, as he is social and cultural,
Man is an artist,
as he able to express
Man is special, as he can understand,
Man can Play, plays and games,
Man is special, as man can be sportive!
Man is special, as man can discuss
Man can be channel
For flow of knowledge.
Man is special, always curious to learn,
Man is special in imaginations!
Man is special, he looked far into space,
Man is special, he looks deep into his own!
[...] Read more
poem by Ramdas Bhandarkar
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Focus Maintained
Gain!
All I have is love to give,
And gain!
I'm on a fast track to stay,
And to gain.
Nothing in my life...
Remains the same,
With my focus maintained!
And gain!
All I have is love to give,
And gain!
I'm on a fast track to stay,
And to gain.
Nothing in my life...
Remains the same,
With my focus maintained!
I've got to reach,
With my focus maintained.
And,
I've got to keep...
My focus maintained.
And,
I've got to seek...
With my focus maintained,
And prepared I am to change...
Keeping focus maintained.
Gain!
All I have is love to give,
And gain!
I'm on a fast track to stay,
And to gain.
Nothing in my life...
Remains the same,
With my focus maintained!
I've got to reach,
With my focus maintained.
And,
I've got to keep...
My focus maintained.
And,
I've got to seek...
With my focus maintained,
And prepared I am to change...
Keeping focus maintained.
I'm teased a lot!
[...] Read more
poem by Lawrence S. Pertillar
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The Ballad Of The Ice-Worm Cocktail
To Dawson Town came Percy Brown from London on the Thames.
A pane of glass was in his eye, and stockings on his stems.
Upon the shoulder of his coat a leather pad he wore,
To rest his deadly rifle when it wasn't seeking gore;
The which it must have often been, for Major Percy Brown,
According to his story was a hunter of renown,
Who in the Murrumbidgee wilds had stalked the kangaroo
And killed the cassowary on the plains of Timbuctoo.
And now the Arctic fox he meant to follow to its lair,
And it was also his intent to beard the Artic hare...
Which facts concerning Major Brown I merely tell because
I fain would have you know him for the Nimrod that he was.
Now Skipper Grey and Deacon White were sitting in the shack,
And sampling of the whisky that pertained to Sheriff Black.
Said Skipper Grey: "I want to say a word about this Brown:
The piker's sticking out his chest as if he owned the town."
Said Sheriff Black: "he has no lack of frigorated cheek;
He called himself a Sourdough when he'd just been here a week."
Said Deacon White: "Methinks you're right, and so I have a plan
By which I hope to prove to-night the mettle of the man.
Just meet me where the hooch-bird sings, and though our ways be rude
We'll make a proper Sourdough of this Piccadilly dude."
Within the Malamute Saloon were gathered all the gang;
The fun was fast and furious, and the loud hooch-bird sang.
In fact the night's hilarity had almost reached its crown,
When into its storm-centre breezed the gallant Major Brown.
And at the apparation, whith its glass eye and plus-fours,
From fifty alcoholic throats responded fifty roars.
With shouts of stark amazement and with whoops of sheer delight,
They surged around the stranger, but the first was Deacon White.
"We welcome you," he cried aloud, "to this the Great White Land.
The Artic Brotherhood is proud to grip you by the hand.
Yea, sportsman of the bull-dog breed, from trails of far away,
To Yukoners this is indeed a memorable day.
Our jubilation to express, vocabularies fail...
Boys, hail the Great Cheechako!" And the boys responded: "Hail!"
"And now," continued Deacon White to blushing Major Brown,
"Behold assembled the eelight and cream of Dawson Town,
And one ambition fills their hearts and makes their bosoms glow -
They want to make you, honoured sir, a bony feed Sourdough.
The same, some say, is one who's seen the Yukon ice go out,
But most profound authorities the definition doubt,
And to the genial notion of this meeting, Major Brown,
A Sourdough is a guy who drinks ... an ice-worm cocktail down."
"By Gad!" responded Major Brown, "that's ripping, don't you know.
I've always felt I'd like to be a certified Sourdough.
[...] Read more
poem by Robert William Service
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Focus
focus
focus on god
focus on freedom
focus on forgiveness
focus on sweet speech
focus on treasures
focus on humility
focus on commitment
focus on mind
focus on success
focus on health
focus on healthy transformation
focus on goodness
focus on laughter
focus on fun
focus on angel
focus on sweetness
focus on wealth
focus
poem by Johnny Walks
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Now I Need You
You parting words still echo clear on the day you left me
If you need me Ill be there, you said youd always help me
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
L cant seem to satisfy anyone around me
You hold my hand and see me through
All the things that bound me
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Im calling you now (oh now I need you)
Calling you now (oh how I need you)
Please come to me now
I need you
I need you (oh how l need you)
I need you (oh how I need you)
I need you (oh how I need you)
I need you (oh how I need you)
Oh how I need you, oh how I need you
Having learned to live with you
Its hard to live without you
You always said if I were down,
To cheer me you would be around
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Im calling you now
(oh how I need you)
Calling you now
(oh how I need you)
Please come to me now
(oh how I need you)
Please come to me now
(oh how I need you) I need you now
(oh how I need you)
song performed by Donna Summer
Added by Lucian Velea
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Keep It Focused
Focus,
You may never have a chance to start again.
Focus,
There's no promises to end what just begins.
Focus on the 'here' and 'now'.
Tomorrow is not here to borrow.
Don't be dragging baggage,
From a past.
Focus,
You may never have a chance to start again.
Focus,
There's no promises to end what just begins.
Focus on the 'here' and 'now'.
Tomorrow is not here to borrow.
Focus and participate.
Today do not procrastinate.
Focus and participate.
Today do not procrastinate.
Even yesterday,
May be too late.
Don't be dragging baggage,
From your past!
Keep it focused,
On the things you do...
Knowing what it is pursued.
Focus,
On the things you do...
Knowing what it is pursued.
Focus!
Just keep your focus.
Focus,
You may never have a chance to start again.
Focus,
There's no promises to end what just begins.
Focus on the 'here' and 'now'.
Tomorrow is not here to borrow.
Focus!
Just keep your focus.
Focus.
Keep it focused.
And don't get caught up dragging,
Lugging baggage from your past.
poem by Lawrence S. Pertillar
Added by Poetry Lover
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Soccer Rollback
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[...] Read more
poem by Rwetewrt Erwtwer
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Threnodia Augustalis: Overture - Pastorale
MAN SPEAKER.
FAST by that shore where Thames' translucent stream
Reflects new glories on his breast,
Where, splendid as the youthful poet's dream,
He forms a scene beyond Elysium blest --
Where sculptur'd elegance and native grace
Unite to stamp the beauties of the place,
While sweetly blending still are seen
The wavy lawn, the sloping green --
While novelty, with cautious cunning,
Through ev'ry maze of fancy running,
From China borrows aid to deck the scene --
There, sorrowing by the river's glassy bed,
Forlorn, a rural bard complain'd,
All whom Augusta's bounty fed,
All whom her clemency sustain'd;
The good old sire, unconscious of decay,
The modest matron, clad in homespun gray,
The military boy, the orphan'd maid,
The shatter'd veteran, now first dismay'd;
These sadly join beside the murmuring deep,
And, as they view
The towers of Kew,
Call on their mistress -- now no more -- and weep.
CHORUS. -- AFFETTUOSO. -- LARGO.
Ye shady walks, ye waving greens,
Ye nodding towers, ye fairy scenes --
Let all your echoes now deplore
That she who form'd your beauties is no more.
MAN SPEAKER.
First of the train the patient rustic came,
Whose callous hand had form'd the scene,
Bending at once with sorrow and with age,
With many a tear and many a sigh between;
'And where,' he cried, 'shall now my babes have bread,
Or how shall age support its feeble fire?
No lord will take me now, my vigour fled,
Nor can my strength perform what they require;
Each grudging master keeps the labourer bare --
A sleek and idle race is all their care.
My noble mistress thought not so:
Her bounty, like the morning dew,
Unseen, though constant, used to flow;
And as my strength decay'd, her bounty grew.'
WOMAN SPEAKER.
In decent dress, and coarsely clean,
The pious matron next was seen --
[...] Read more
poem by Oliver Goldsmith
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Need Ya
I used to be a very carefree man,
A loving man of the world.
Yeah, I would still be except for the time
When I met ya, little girl.
Say, I've tried and I've tried but I just can't.
You sure got a hold on me.
Ah, your good, good lovin' is makin' me faint,
Mama, please don't set me free.
Because I need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya)
Oh, need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya)
You got that kinda air that drives me insane
And sometime ya sure got me new.
Ah, sometimes I feel like knockin' you down,
But I would never pull that scene.
Though I get tired, I know that you know
That I'd never do you wrong.
'Cause when it's late and I feel down, turn the lights on low
And I will hold things in my soul.
'Cause I need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya)
I'm gonna need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya)
Yeah ... ooh yeah.
Ah, need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya, need ya, need ya)
You know I need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya, need ya, need ya)
Yeah, oh, oh, need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya, need ya, need ya)
Oh yeah, need ya, need ya, need ya, need ya, yeah.
Oh, ... (Need ya, need ya, need ya, need ya )
Oh, ... (Need ya, need ya, need ya , need ya)
song performed by Bob Seger
Added by Lucian Velea
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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
[...] Read more
poem by Innocent Masina Nkhonyo
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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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Something Special
SOMETHING SPECIAL
Chorus 1:
Theres something special about you
When it comes to you theres something special
Theres something special about love
I swear to God it comes from heaven up above
You make me feel like no one else before
You make me wonder how easy it is to love
You make me wonder how easy it is to love.
Theres something special about a kiss
It makes me want no other lover
Cause you make me feel like this
When youre away I want no other.
I never found what I was looking for
I got to wonder if no star would ever shine
I cant explain it but somehow deep inside
I always knew that when it did Id recognise you.
Chorus 2:
Theres something special about you
When it comes to you theres something special
Theres something special about love
I swear to God it comes from heaven up above.
Now I know what Ive been doing here
Now I know what its all about
Cause in your arms is where I wanna be
In your arms is where I always wanna be, cause.
Chorus 3:
Theres something special about you
When it comes to you theres something special
Theres something special about love
I swear to God it comes from heaven up above.
Theres something special about you
Theres something special about a kiss
Theres something special about love
I swear to God it comes from heaven up above
Theres something special about you
Theres something special about a kiss
Cause you make me feel like this
Something special Something special Special
song performed by Tina Turner
Added by Lucian Velea
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Special
I been trying for so long
To get you where I stand
Feel like I been climbing all my life
Everybody told me
I'd never ever get this far
I know I can make it if I try
There's the special things that come your way
?I'll be praying? no matter what they say
Special things that somehow come to you
(come to you, you too, to you, do to, be do, you)
Special things come to you
There's no sense in trying to fight it
When I want something so bad
No, it's not as easy as it seems
Simple things are the hardest
Of the things we do for love
And I won't give up cause I'm not just what it means
The special things you dream about
And the special things you're all about
Special things that somehow come to you
And it's the simple things to just believe
And the special things that you want to see
Special things somehow come to you
(come to you, doo doo doo, to you, doo doo doo)
Special things (doo, doo ahh, you doo)
Do do doo, on you, do do doo, to you
Do doo, ahh, do do doo, too
There's the special things that come your way
?I'll be praying? no matter what they say
Special things that somehow come to you
The special things you dream about
And the special things you're all about
Special things that somehow come to you
There's the special things that come your way
?I'll be praying? no matter what they say
Special things that somehow come to you
And it's the simple things to just believe
And the special things that you want to see
Special things somehow come to you
song performed by Vitamin C
Added by Lucian Velea
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Major Barbara
Major
Major barbara sits in the fields
And waits for her crops to grow
She sits in a chair
She made out of wood
So many, many years ago
Major, why dont they grow
Youve given them water and hope
Major, why wont they grow
She waits all day
And hopes through the night
For a new day that might show
A bright yellow sun
Thatll make the crops come
And let the old days go
Major, why wont they grow
Youve given them water and hope
Major, why wont they grow
Major
Look out in your fields
Tell me what do you see shinin through
Major
Look after your fields
And your fields will look after you
Yes they do
Yes they do
Yeah, yeah, yeah
Major, why wont they grow
Youve given them water and hope
Major, why wont they grow
song performed by Aerosmith
Added by Lucian Velea
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I Need Your Loving
I need your loving
I need your kissing, baby
I need your loving
I need your kissing, baby
Moonlit sky casts shadows down
Romance in the air is strong
Somethings telling me
I need your love
I need your loving
I need your kissing, baby
And thats a fact
I need your loving
I need your kissing, baby
Where are you at?
Looking glass reflects the moon
Your loves missing from this room
Baby, now I see
I need your love
I need your loving
I need your kissing, baby
And thats a fact
I need your loving
I need your kissing, baby
Where are you at?
I need your loving
I need your love
I need your kissing, baby
And thats a fact
I need your loving
I need your love
I need your kissing, baby
Where are you at?
Oh, I need your love
I need you tonight
Cant do without
Oh, I need your love
Oh, I need your love
So I can hug
And squeeze you tight
Oh, I need your love
Oh, I need your love
I need you tonight
Cant do without
Oh, I need your love
Oh, I need your love
So I can hug
And squeeze you tight
Oh, I need your love
Baby
Come on home to me
[...] Read more
song performed by Human League
Added by Lucian Velea
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To Have It And To Give
You need to feel it!
Everyday that special touch of love.
You should have it near...
Everyday that touch of love.
You need to feel it!
Everyday that special touch of love.
You should have it near...
Everyday that touch of love.
People need a benefit of it...
Everyday!
That touch of love.
To have it and to give,
That special touch of love.
You should have it near,
Everyday that touch of love.
No one should ever fear it,
The feeling and the touch of love.
No one...
Under the Sun,
And...
You need to feel it!
Everyday that special touch of love.
You should have it near...
Everyday that touch of love.
No one should ever fear it,
The feeling and the touch of love.
To have it and hold dear...
Supersized to hypnotize.
You need to feel it!
Everyday that special touch of love.
You should have it near...
Everyday that touch of love.
No one should ever fear it,
The feeling and the touch of love.
To have it and hold dear...
Supersized not analyzed!
People need a benefit of it...
Everyday that touch of love.
To have it and to give of it...
That special touch of love.
You should have it near...
Everyday that touch of love.
No one should ever fear it,
The feeling and the touch of love.
[...] Read more
poem by Lawrence S. Pertillar
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I Need You
Dont need a roller or a limousine
I don't need my picture in a magazine
I don't need approval from a chosen few
Tell you what I do need, I need you
Don't need no fixtures or feelings of home
I'm so unfurnished, I'm on my own
I don't need reminding when the rent is due
Tell you what I do need, I need you
I need you like a fly needs a plane
I need you like a ball needs a game
I need you like a pool needs a cue
I need you, need you, need you, I need you
I don't need no covered kisses for company
I don't want no washed up dishes soft soapin' me
I don't need no Cinderella in high-heeled shoes
I tell you what I do need, I need you
I need you like a fly needs a plane
I need you like a ball needs a game
I need you like a shot needs to shoot
I need you, need you, need you, I need you
I need you, need you, need you, I need you
Said I want you (I need you)
I need you, need you, need you, I need you
But I want, I want you (I need you)
Yes, I need (I need you)
I need you, need you, need you, I need you
I want you, want you, want you (I need you)
song performed by Paul Carrack
Added by Lucian Velea
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Space Oddiity
Ground Control to Major Tom
Ground Control to Major Tom
Take your protein pills and put your helmet on
Ground Control to Major Tom
Commencing countdown, engines on
Check ignition and may God's love be with you
Ten, Nine, Eight, Seven, Six, Five,
Four, Three, Two, One, Liftoff
This is Ground Control to Major Tom
You've really made the grade
And the papers want to know whose shirts you wear
Now it's time to leave the capsule if you dare
"This is Major Tom to Ground Control
I'm stepping through the door
And I'm floating in a most peculiar way
And the stars look very different today
For here
Am I sitting in a tin can
Far above the world
Planet Earth is blue
And there's nothing I can do
Though I'm past one hundred thousand miles
I'm feeling very still
And I think my spaceship knows which way to go
Tell me wife I love her very much she knows"
Ground Control to Major Tom
Your circuit's dead, there's something wrong
Can you hear me, Major Tom?
Can you hear me, Major Tom?
Can you hear me, Major Tom?
Can you....
"Here am I floating round my tin can
Far above the Moon
Planet Earth is blue
And there's nothing I can do.
song performed by David Bowie
Added by Lucian Velea
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