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Speaking of tax fairness, it was Senator Kerry who voted to increase the income tax on senior citizens on Social Security, earning as little as $32,000 a year.

quote by Bill Weld
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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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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

[...] Read more

poem by Gert Strydom
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The Final Tax

Said Statesman A to Statesman Z:
'What can we tax that is not paying?
We’re taxing every blessed thing—
Here’s what our people are defraying:

'Tariff tax, income tax,
Tax on retail sales,
Club tax, school tax,
Tax on beers and ales,

'City tax, county tax,
Tax on obligations,
War tax. wine tax,
Tax on corporations,

'Brewer tax, sewer tax,
Tax on motor cars,
Bond tax, stock tax,
Tax on liquor bars,

'Bridge tax, check tax,
Tax on drugs and pills,
Gas tax, ticket tax,
Tax on gifts in wills,

'Poll tax, dog tax,
Tax on money loaned,
State tax, road tax,
Tax on all things owned,

'Stamp tax, land tax,
Tax on wedding ring,
High tax, low tax,
Tax on everything!'

Said Statesman A to Statesman Z:
'That is the list, a pretty bevy;
No thing or act that is untaxed;
There’s nothing more on which to levy.'

Said Statesman Z to Statesman A:
'The deficit each moment waxes;
This is no time for us to fail—
We will decree a tax on taxes.'

poem by Ellis Parker Butler
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poem by Rwetewrt Erwtwer
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Do I consider me a senior?

I am now fifty but I am still nifty.

What construes a senior, that we are no more leaner?
What construes a senior, our skin begins to look saggy?
What construes a senior, we wear clothes that are baggy?
What construes a senior, our hair has changed to grey?
What construes a senior, we go to church, we pray?
What construes a senior, we walk with bended stoop?
What construes a senior, we can't control our poop?
What construes a senior, we live in a nursing home?
What construes a senior, we don't need a comb?
What construes a senior, we have all but one tooth?
What construes a senior, medication is like a loot?
What construes a senior, feeding the pidgeons is a hoot?
What construes a senior, no solids only liquid food?
What construes a senior, the time seems to fly?
What construes a senior, we shrivel and slowly die?
What construes a senior, we learn how to survive
What construes a senior, we do our best with our remaining life.

Copyright Philo Yan August 20,2012

poem by Philo Yan
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Do I Consider Me A Senior? 2nd Version

What construes a senior, that we are no more leaner?
What construes a senior, our skin begins to look saggy?
What construes a senior, we wear clothes that are baggy?
What construes a senior, our hair has changed to grey?
What construes a senior, we go to church, we pray?
What construes a senior, we walk with bended stoop?
What construes a senior, we can't control our poop?
What construes a senior, we live in a nursing home?
What construes a senior, we don't need a comb?
What construes a senior, we have all but one tooth?
What construes a senior, medication is like a loot?
What construes a senior, feeding the pidgeons is a hoot?
What construes a senior, no solids only liquid food?
What construes a senior, the time seems to fly?
What construes a senior, we shrivel and slowly die?
What construes a senior, we learn how to survive.
What construes a senior, we do our best with our remaining life.
I am now crossover fifty,
but I am still very nifty!

poem by Philo Yan
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22,000 Days

Even tho I know its only
Me and my dreams
That drive me so let me go please
Let me go onto tomorrow
One day at a time
Now I know the only foe is time
22,000 days, 22,000 days its not alot,
Its all you got 22,000 days
22,000 nights, 22,000 nights, its all you know
So start the show and this time
Feel the flow and get it right
Now the time when I first saw you is over and gone
Then I knew my life with you would go on
Knowing you so much longer
Ive change in mind change for you
You have changed to mine
22,000 days, 22,000 days its not alot,
Its all you got 22,000 days
22,000 nights, 22,000 nights, its all you know
So start the show and this time
Feel the flow and get it right
Everybody knows, it always shows
Wasting times an aggravation
Got no time for confrontation
You want to take a lot
By love by law or stealth
Times the only real wealth you have got
Even tho I know its only me and my dreams
That drive me so let me go please
Let me go onto tomorrow
One day at a time
Now I know the only foe is time
22,000 days, 22,000 days its not alot,
Its all you got 22,000 days
22,000 nights, 22,000 nights, its all you know
So start the show 22,000 days
22,000 days, 22,000 days its not alot,
Its all you got 22,000 days
22,000 nights, 22,000 nights, its all you know
So start the show 22,000 ways

song performed by Moody Blues
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10. 000 Lightyears

10.000 lightyears somewhere out in space
They practice love and they know what it takes
No competition and no jealousy
Living in freedom and humanity
10.000 lightyears away, lightyears away far from pain
Came to a place full of grace and of peace
10.000 lightyears away from our fear
Suddenly its ringing in my ears
Why is it now I dont wanna be here
I feel like flow in that clock at the wall
God, how I wish that this dream would go on
10.000 lightyears away, lightyears away far from pain
Came to a place full of grace and of peace
10.000 lightyears away from our fear
10.000 lightyears somewhere out in space (10.000 lightyears)
10.000 lightyears somewhere out in space (10.000 lightyears)
10.000 lightyears somewhere out in space (10.000 lightyears)
10.000 lightyears somewhere out in space (10.000 lightyears)
3rd verse - on promo-lp 206 318-000 only!!!
Reality comes knocking at my door
I face the same obligations once more
Dreams took me 10.000 lightyears away
Id give all I got if thats where I could stay

song performed by Boney M.
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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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On The 09 All Ireland Football Final

For the Cork Gaelic Footballers another humbling defeat
By their neighbours Kerry in Croke Park once more they've been beat
In Gaelic Football in Ireland Kerry to the fore
With 36 All Ireland titles and their fans hoping for more.

My mum was from Kerry that I cannot deny
But why it aches me when Cork lose a big game I do wonder why?
Though long absent from Ireland a sense of parochialism I do retain
Some-things from our past always with us do remain.

But Kerry fans with their 09 All Ireland victory need not get carried away
As their hurlers are quite poor though that does seem a sad thing for to have to say
Like Kilkenny Ireland's premier hurling County Kerry G A A rankings low
The lowest even in Munster as all G A A fans do know.

For the Liam Mcarthy Cup Kerry Hurlers never allowed for to play
For that not deemed to be good enough by the administrators of the G A A
Like the Kilkenny Footballers Kerry Hurlers amongst the lowly rate
Though their many Football victories their fans have to celebrate.

Kerry are 09 All Ireland Senior Football Champions their neighbours Cork they did outplay
In Croke Park in Dublin Ireland on September's third sunday
But Cork the only winners of the Hurling and Football double for them an amazing feat
With Ireland best Football and Hurling Counties at the highest level do compete.

poem by Francis Duggan
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Nagasaki Days

I -- A Pleasant Afternoon

for Michael Brownstein and Dick Gallup

One day 3 poets and 60 ears sat under a green-striped Chau-
tauqua tent in Aurora
listening to Black spirituals, tapping their feet, appreciating
words singing by in mountain winds
on a pleasant sunny day of rest -- the wild wind blew thru
blue Heavens
filled with fluffy clouds stretched from Central City to Rocky
Flats, Plutonium sizzled in its secret bed,
hot dogs sizzled in the Lion's Club lunchwagon microwave
mouth, orangeade bubbled over in waxen cups
Traffic moved along Colefax, meditators silent in the Diamond
Castle shrine-room at Boulder followed the breath going
out of their nostrils,
Nobody could remember anything, spirits flew out of mouths
& noses, out of the sky, across Colorado plains & the
tent flapped happily open spacious & didn't fall down.

June 18, 1978

II -- Peace Protest

Cumulus clouds float across blue sky
over the white-walled Rockwell Corporation factory
-- am I going to stop that?

*

Rocky Mountains rising behind us
Denver shining in morning light
-- Led away from the crowd by police and photographers

*

Middleaged Ginsberg and Ellsberg taken down the road
to the greyhaired Sheriff's van --
But what about Einstein? What about Einstein? Hey, Einstein
Come back!

III -- Golden Courthouse

Waiting for the Judge, breathing silent
Prisoners, witnesses, Police --

[...] Read more

poem by Allen Ginsberg
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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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Future World

I know a place we all can go
Dont wanna live here anymore
I see a planet slowly die
And I get tired of wondering why
Come and join the right future world
Dont you wanna be free and alive
Come and join the right future world
To a world where we all can survive
Get on board and fly with me
To the future world (future world)
To let our children grow up there in peace
We can live in harmony
In another world (another world)
10.000 lightyears away
10.000 lightyears away
Get on board and fly with me
To the future world (future world)
We can build a better world up there
Love is not just make-believe
In another world (another world)
10.000 lightyears away
10.000 lightyears away
10.000 lightyears away
10.000 lightyears away
Dont waste the precious life away
The spaceships taking off today
Leave your belongings all behind
Everything you need is in your mind
Get on board and fly with me
To the future world (future world)
We can build a better world up there
Love is not just make-believe
In another world (another world)
10.000 lightyears away
10.000 lightyears away
10.000 lightyears away
10.000 lightyears away
10.000 lightyears away...

song performed by Boney M.
Added by Lucian Velea
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2,000 Man

Well, my name it is a number
Its on a piece of plastic film
And Ive been growin funny flowers
Outside on my little window sill
And dont you know Im a 2,000 man
And my kids, they just dont understand me at all
You know, my wife still respects me
Even though I really misuse her
I am having an affair
With the random computer
But dont you know Im a 2,000 man
And my kids, they just dont understand me at all
Oh daddy, proud of your planet
Oh mommy, proud of your sun
Oh daddy, proud of your planet
Oh mommy. proud of your sun
Oh daddy, your brains still flashin
Like they did when you were young
Or did they come down crashin
Seeing all the things youd done
Spacin out and havin fun
Oh daddy, proud of your planet
Oh mommy. proud of your sun
Oh daddy, proud of your planet
Oh mommy. proud of your sun
Oh daddy, your brains still flashin
Like they did when you were young
Or did they come down crashin
Seeing all the things youd done
Spacin out and havin fun
But, dont you know Im a 2,000 man
And my kids, they just dont understand me at all
But dont you know Im a 2,000 man
And my kids, they just dont understand me at all
Understand me, u-understand me, u-understand me, now understand me
But dont you know Im a 2,000 man
And my kids, they just dont understand me at all
But dont you know Im a 2,000 man
And my kids, they just dont understand me at all
Im a 2,000 man, Im a 2,000 man
Im a 2,000 man, Im a 2,000 man, yeah, 2,000

song performed by Kiss
Added by Lucian Velea
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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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Third Book

'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.

For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!

Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.

Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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The Georgics

GEORGIC I

What makes the cornfield smile; beneath what star
Maecenas, it is meet to turn the sod
Or marry elm with vine; how tend the steer;
What pains for cattle-keeping, or what proof
Of patient trial serves for thrifty bees;-
Such are my themes.
O universal lights
Most glorious! ye that lead the gliding year
Along the sky, Liber and Ceres mild,
If by your bounty holpen earth once changed
Chaonian acorn for the plump wheat-ear,
And mingled with the grape, your new-found gift,
The draughts of Achelous; and ye Fauns
To rustics ever kind, come foot it, Fauns
And Dryad-maids together; your gifts I sing.
And thou, for whose delight the war-horse first
Sprang from earth's womb at thy great trident's stroke,
Neptune; and haunter of the groves, for whom
Three hundred snow-white heifers browse the brakes,
The fertile brakes of Ceos; and clothed in power,
Thy native forest and Lycean lawns,
Pan, shepherd-god, forsaking, as the love
Of thine own Maenalus constrains thee, hear
And help, O lord of Tegea! And thou, too,
Minerva, from whose hand the olive sprung;
And boy-discoverer of the curved plough;
And, bearing a young cypress root-uptorn,
Silvanus, and Gods all and Goddesses,
Who make the fields your care, both ye who nurse
The tender unsown increase, and from heaven
Shed on man's sowing the riches of your rain:
And thou, even thou, of whom we know not yet
What mansion of the skies shall hold thee soon,
Whether to watch o'er cities be thy will,
Great Caesar, and to take the earth in charge,
That so the mighty world may welcome thee
Lord of her increase, master of her times,
Binding thy mother's myrtle round thy brow,
Or as the boundless ocean's God thou come,
Sole dread of seamen, till far Thule bow
Before thee, and Tethys win thee to her son
With all her waves for dower; or as a star
Lend thy fresh beams our lagging months to cheer,
Where 'twixt the Maid and those pursuing Claws
A space is opening; see! red Scorpio's self
His arms draws in, yea, and hath left thee more
Than thy full meed of heaven: be what thou wilt-
For neither Tartarus hopes to call thee king,

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poem by Virgil
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Tax the Love

Oh Politicians!
you are now thinking to levy “Flush Tax”,
In future, you may tax even our earwax…

Instead,
Tax those, who fall in love
Tax those, who fall out of love
Tax those, who search for love
Tax those, who crave for love
Tax those, who love to love
Tax those, who hate to love
Tax those, who glorify the love
Tax those, who vilify the love
Tax those, who read about love
Tax those, who write about love
Tax those, who comment about love

And your coffers will be
overflowed with dough
In a one go...

For,
It is not the elusive dark matter that keeps
universe falling apart,
But the mysterious love that
stays in every human’s heart.

So,
Tax the love
fill your trove.

poem by Hitesh Sheth (2009)
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Security

Security
Sometimes its hard
When I dont know where youre going
Or where youve been
I got a broken heart
Surely, if you let me know you care for me
My heart will mend
Darling, I cant wait forever
Youve got to let me know or let me go (let me go)
All Im saying is
You cant keep playing with
A heart that loves you so
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Im sure you know
If you take the time to think about it, you will realize
Honey, now not too long ago
I used to play around but thats all over
Youre my only guy
Re-evaluate this situation
Better check out your priorities
Youve got to get it straight
No hesitation
If what you want is me
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Darling, I cant wait forever
Youve got to let me know - or let me go (let me go)
All Im saying is
You cant keep playing with

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song performed by Vanessa Williams
Added by Lucian Velea
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