Indeed, I think most Americans now know that in 1935 when Social Security was created, there were some 42 Americans working for every American collecting retirement benefits.
quote by John Shadegg
Added by Lucian Velea
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poem by Rwetewrt Erwtwer
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Healthy Back Bag
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poem by Rwetewrt Erwtwer
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poem by Rwetewrt Erwtwer
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poem by Rwetewrt Erwtwer
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Young Americans
They pulled in just behind the fridge
He lays her down, he frowns
Gee my lifes a funny thing, am I still too young?
He kissed her then and there
She took his ring, took his babies
It took him minutes, took her nowhere
Heaven knows, shed have taken anything, but
All night
She wants the young american
Young american, young american, she wants the young american
All right
She wants the young american
Scanning life through the picture windows
She finds the slinky vagabond
He coughs as he passes her ford mustang, but
Heaven forbid, shell take anything
But the freak, and his type, all for nothing
He misses a step and cuts his hand, but
Showing nothing, he swoops like a song
She cries where have all papas heroes gone?
All night
She wants the young american
Young american, young american, she wants the young american
All right
She wants the young american
All the way from washington
Her bread-winner begs off the bathroom floor
We live for just these twenty years
Do we have to die for the fifty more?
All night
He wants the young american
Young american, young american, he wants the young american
All right
He wants the young american
Do you remember, your president nixon?
Do you remember, the bills you have to pay
Or even yesterday
Have you been an un-american?
Just you and your idol singing falsetto bout
Leather, leather everywhere, and
Not a myth left from the ghetto
Well, well, well, would you carry a razor
In case, just in case of depression
Sit on your hands on a bus of survivors
Blushing at all the afro-sheilas
Aint that close to love?
Well, aint that poster love?
Well, it aint that barbie doll
Her hearts been broken just like you have
And
[...] Read more
song performed by David Bowie
Added by Lucian Velea
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Young American
They pulled in just behind the fridge
He lays her down, he frowns
"Gee my life's a funny thing, am I still too young?"
He kissed her then and there
She took his ring, took his babies
It took him minutes, took her nowhere
Heaven knows, she'd have taken anything, but
All night
She wants the young American
Young American, young American, she wants the young American
All right
She wants the young American
Scanning life through the picture windows
She finds the slinky vagabond
He coughs as he passes her Ford Mustang, but
Heaven forbid, she'll take anything
But the freak, and his type, all for nothing
He misses a step and cuts his hand, but
Showing nothing, he swoops like a song
She cries "Where have all Papa's heroes gone?"
All night
She wants the young American
Young American, young American, she wants the young American
All right
She wants the young American
All the way from Washington
Her bread-winner begs off the bathroom floor
"We live for just these twenty years
Do we have to die for the fifty more?"
All night
He wants the young American
Young American, young American, he wants the young American
All right
He wants the young American
Do you remember, your President Nixon?
Do you remember, the bills you have to pay
Or even yesterday
Have you been an un-American?
Just you and your idol singing falsetto 'bout
Leather, leather everywhere, and
Not a myth left from the ghetto
Well, well, well, would you carry a razor
In case, just in case of depression
Sit on your hands on a bus of survivors
Blushing at all the afro-Sheilas
Ain't that close to love?
Well, ain't that poster love?
Well, it ain't that Barbie doll
Her heart's been broken just like you have
And
[...] Read more
song performed by David Bowie
Added by Lucian Velea
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The American Way
1
I am a great American
I am almost nationalistic about it!
I love America like a madness!
But I am afraid to return to America
I'm even afraid to go into the American Express—
2
They are frankensteining Christ in America
in their Sunday campaigns
They are putting the fear of Christ in America
under their tents in their Sunday campaigns
They are driving old ladies mad with Christ in America
They are televising the gift of healing and the fear of hell
in America under their tents in their Sunday
campaigns
They are leaving their tents and are bringing their Christ
to the stadiums of America in their Sunday
campaigns
They are asking for a full house an all get out
for their Christ in the stadiums of America
They are getting them in their Sunday and Saturday
campaigns
They are asking them to come forward and fall on their
knees
because they are all guilty and they are coming
forward
in guilt and are falling on their knees weeping their
guilt
begging to be saved O Lord O Lord in their Monday
Tuesday Wednesday Thursday Friday Saturday
and Sunday campaigns
3
It is a time in which no man is extremely wondrous
It is a time in which rock stupidity
outsteps the 5th Column as the sole enemy in America
It is a time in which ignorance is a good Ameri-cun
ignorance is excused only where it is so
it is not so in America
Man is not guilty Christ is not to be feared
I am telling you the American Way is a hideous monster
eating Christ making Him into Oreos and Dr. Pepper
the sacrament of its foul mouth
I am telling you the devil is impersonating Christ in America
America's educators & preachers are the mental-dictators
of false intelligence they will not allow America
to be smart
they will only allow death to make America smart
[...] Read more
poem by Gregory Corso
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Virginia's Story
Elizabeth Gates-Wooten is my Grand mom.
She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.
When she was old enough she got married.
First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.
Agnes was my mother.
Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.
Then they moved to West Virginia in the United States.
Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.
Anna was a maid and cook.
She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth
They were both good cooks
They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.
My moms name was Agnes Barrie Gates.
She married James Wright and moved to Cleveland.
[...] Read more
poem by Talile Ali
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Who Benefits From A Not Getting Of It?
No one's here to endure pain or suffering.
No one can explain to what gain pain brings.
Who benefits from sacrificing love?
Who benefits from sacrificing joy?
Who benefits from,
A not getting of it?
Who benefits from,
A missing of this?
Who benefits from sacrificing love?
Who benefits from,
A not getting of it.
Who benefits from,
A missing of this.
Who benefits from sacrificing joy.
Who benefits from,
Not getting it.
Who benefits from,
A missing of this.
People,
Are not getting...
What prophets are saying 'bout powers of love.
People,
Are not getting...
What prophets are saying 'bout powers of love.
No one's here to endure pain or suffering.
No one can explain to what gain pain brings.
People,
Are not getting...
What prophets are saying 'bout powers of love.
People,
Are not getting...
What prophets are saying 'bout powers of love.
Who benefits from a not getting of it.
People,
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What prophets are saying 'bout powers of love.
People,
Are not getting...
What prophets are saying 'bout powers of love.
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Who benefits from a not getting of it.
People,
[...] Read more
poem by Lawrence S. Pertillar
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American Girls
Darling, Im afraid to close my eyes when Im going to bed
Im afraid youll crack the phone down over my head
Why are all american girls so rough?
Damn, that girl cant ever hurt you enough
Lady (lady), you knock me on my knees and I cant stand up
You got the look in your eye and you smack my butt
Why are all american girls so rough?
Why do all american girls act so tough?
Why are all american girls so rough?
Darling, Im afraid to close my eyes when Im goin to bed
Im afraid youll crack the phone down over my head
Why are all american girls so rough?
Damn, that girl cant ever hurt you enough
Lady (lady), you knock me on my knees and I cant stand up
You got that look in your eye and you smack my butt
Why are all american girls so rough?
Why do all american girls act so tough?
Why are all american girls so rough?
That hole youre digging in my ribs
It aint no real wound
So baby take it easy
Lets try to be friends
Why are all american girls so rough?
Damn, that girl cant ever hurt you enough
Lady (lady), you knock me down on my knees and I cant stand up
You got the look in your eye, you smack my butt
Why are all american girls so rough?
Why do all american girls act so tough?
Why are all american girls so rough?
American girls
American girls
Why are all american girls so rough?
American girls
American girls
American girls
Why are all american girls so rough?
American girls
American girls
American girls
Why are all american girls so rough?
Why are all american girls so rough?
song performed by Weezer
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
Added by Poetry Lover
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Young Americans
They pulled in just behind the fridge
He lays her down, he frowns
"gee my life's a funny thing, am i still too young?"
He kissed her then and there
She took his ring, took his babies
It took him minutes, took her nowhere
Heaven knows, she'd have taken anything, but
Chorus (he)
All night
She wants the young american
Young american, young american, she wants the young american
All right
She wants the young american
Scanning life through the picture window
She finds the slinky vagabond
He coughs as he passes her ford mustang, but
Heaven forbid, she'll take anything
But the freak, and his type, all for nothing
He misses a step and cuts his hand, but
Showing nothing, he swoops like a song
She cries "where have all papa's heroes gone?"
Chorus (she)
All the way from washington
Her bread-winner begs off the bathroom floor
"we live for just these twenty years
Do we have to die for the fifty more?"
Chorus (he)
All night
He wants the young american
Young american, young american, he wants the young american
All right
He wants the young american
Do you remember, your president clinton?
Do you remember, bill, you have to pay
Or even yesterday?
Have you have been an un-american?
Just you and your idol singing falsetto 'bout
Leather, leather everywhere, and
Not a myth left from the ghetto
Well, well, well, would you carry a razor
In case, just in case of depression?
Sit on your hands on a bus of survivors
Blushing at all the afro-sheilas
Ain't that close to love?
Well, ain't that poster love?
Well, it ain't that barbie doll
Her heart's been broken just like you have
Chorus (you)
All night
You want the young american
[...] Read more
song performed by Cure
Added by Lucian Velea
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Retirement Rendezvous
Retirement rendezvous
There is a member who is new
Who requires some type of rescue!
Looking back at life’s preview
He has had his kids
Been wise and stupid
Smoked enough weed
Aging exhibits on both eyelids
Retirement rendezvous
No more young dreams to pursue
A time he was young with hope
Goals matured and developed
But time took away that potential scope
Retirement rendezvous
Old age has at last struck for true
Retirement rendezvous
Today he joins the old pensioners’ crew
Stuck in his fresh basement
He scorns retirement at its commencement
With continuous utter resentment
Thinking it is a washed up experiment
Retirement rendezvous
Today, old age seems to be of no value
Retirement rendezvous
A new life and a new official venue
Retirement rendezvous
Some meet at the post office queue
Others meet at the bookies avenue
Leaving only when the night is due
The alarm clock has ceased ringing
The ladies have stopped singing
The bread winner is no longer bringing
To him nothing anymore is inspiring!
Retirement rendezvous
Why is life such a screw?
Retirement rendezvous
Is this a new life for true?
[...] Read more
poem by Sylvia Chidi
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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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Allegany Camp
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poem by Rwetewrt Erwtwer
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American Dream
American dream
American dream
American dream
I must surrender to my American dream
Please do not call me
There is a wedding ring on my ring
And I am building my American dream
I found an American soul mate to love
And to share my life and my American dream
I am getting married and settling down
Good bye single life
Love is the best thing I can give to the people who also share my American dream
Soul mate give me a kiss
And let's dream the American dream
I want my self, you, and every body else to be a part of this American
Dream
We are starting over with an American dream
What I lost before
It is not of any value to me any more
I can't replace it
But you are a part of me
And that is what matters the most
This American dream belong to us and every body else
My heart belongs to you my soul mate
Days will come and go
But I am here for you
We can make a difference when we claim the American dream
Maybe tommorow we will sail on a moon beam
My soul mate has blue eyes
Soul mate I ask no more than this
Please give me a warm kiss
Somewhere in the American dream roses will bloom
And ships will sail across the sea
Poets will write their poetry
Singers will sing in the boulevard cafes some love songs that touch Every body's heart
Flower girls will sell flowers in the streets of the American dream so
The man can buy some
Flowers for there girl friends and lovers if they have any
I can't let any body else steal our American dream
We must save this American dream for us and every body else
If you want to be a part of the American dream
You will have to be a good citizen of the American dream
poem by Aldo Kraas
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Working For The Man
Roy orbison
Re-recorded version of 1987
----------------------------------
Hey now
You better listen to me every one of you
We got a lot of lot of lot of lot of work to do
Forget about your women
No, no water can
Today you're working for the man
Well pick up your feet
We got a deadline to meet
I'm gonna see you make it on time
Now, don't relax
I want elbows and backs
I wanna see everybody from behind
'cause you're working for the man
Working for the man
Gotta make him a hand
When you're working for the man
Well i'm pickin' em' up
And i'm layin' 'em down
I believe he's gonna work me into the ground
I pulled to the left, and i heaved to the right
I wanna kill him but it wouldn't be right
'cause i'm working for the man
Working for the man
Gotta make him a hand
When you're working for the man
Well the bossman's daughter sneaks me water
Everytime her daddy's down the line
She says "meet me tonight,
Love me right
And everyting's gonna be fine."
So i slave all day, without much pay
I'm just abiding my time
'cause the company and the daughter, you see
They both gonna be all mine
Yeah i'm gonna be the man
Gonna be the man
Gotta make him a hand
If you gonna be the man
Working for the man
Working for the man
Gotta make him a hand
When you're working for the man
Working for the man
Working for the man
Original version
------------------------
Hey now
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song performed by Roy Orbison
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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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Eternal Creation
The Parent’s job just doesn’t end at giving birth to the child; but to irrefutably ensure that the infant was nourished with their breath and blood till the time it could unflinchingly fend for its symbiotic survival; was what the Almighty Creator had eternally created them for,
The Sun’s job just doesn’t end at giving birth to light; but to irrefutably ensure that the rays optimistically enlightened even the most infinitesimally lugubrious cranny of remorsefully cloistered earth; was what the Almighty Creator had eternally created it for,
The Rose’s job just doesn’t end at giving birth to fragrance; but to irrefutably ensure that the majestic resplendence ebulliently blossomed into the lives of countless haplessly beleaguered and bereaved; was what the Almighty Creator had eternally created it for,
The Peak’s job just doesn’t end at giving birth to victory; but to irrefutably ensure that the royal triumph peerlessly massacred even the most ethereal iota of devilishness form this Universe; was what the Almighty Creator had eternally created it for,
Nature’s job just doesn’t end at giving birth to newness; but to irrefutably ensure that the evolution metamorphosed every bit of egregiously stagnating ghoulishness into a sky of rhapsodic freshness; was what the Almighty Creator had eternally created it for,
The Cloud’s job just doesn’t end at giving birth to rain; but to irrefutably ensure that the water stupendously ignited vivaciously iridescent life in every ingredient of hopelessly dying soil; was what the Almighty Creator had eternally created it for,
The Conscience’s job just doesn’t end at giving birth to truth; but to irrefutably ensure that the righteousness insuperably conquered every trace of diabolical lies on earth and the atmosphere; was what the Almighty Creator had eternally created it for,
The Ocean’s job just doesn’t end at giving birth to salt; but to irrefutably ensure that the tanginess wonderfully illuminated every treacherously spiceles and deliriously lackadaisical moment of life; was what the Almighty Creator had eternally created it for,
The Poet’s job just doesn’t end at giving birth to fantasy; but to irrefutably ensure that the dream spellbindingly impregnates the winds of Omnipotent romance into monotonously monstrous robots; was what the Almighty Creator had eternally created him for,
The Lip’s job just doesn’t end at giving birth to smiles; but to irrefutably ensure that the happiness altruistically perpetually perpetuates into every dwelling incarcerated in chains of murderous gloom; was what the Almighty Creator had eternally created it for,
The Rainbow’s job just doesn’t end at giving birth to vividness; but to irrefutably ensure that the color timelessly enshrouded every gruesomely befriended orphan; miserably deteriorating on the globe; was what the Almighty Creator had eternally created it for,
The Shadow’s job just doesn’t end at giving birth to tranquility; but to irrefutably ensure that the peacefulness granted celestial reprieve to every bizarrely estranged soul squandering on this Universe; was what the Almighty Creator had eternally created it for,
The philanthropist’s job just doesn’t end at giving birth to unity; but to irrefutably ensure that the oneness miraculously coalesced every spuriously staggering and cold-bloodedly fighting caste; creed and tribe into the unassailable religion of humanity; was what the Almighty Creator had eternally created him for,
The wind’s job just doesn’t end at giving birth to freedom; but to irrefutably ensure that the liberation unequivocally freed every element of torturously enslaved earth till times immemorial; was what the Almighty Creator had created it for,
The night’s job just doesn’t end at giving birth to sensuality; but to irrefutably ensure that the passion brilliantly transformed every speck of infertility into the chapters of everlastingly Omniscient procreation; was what the Almighty Creator had created it for,
The eyelash’s job just doesn’t end at giving birth to flirtation; but to irrefutably ensure that the mischief serenely catapulted every fretfully frenetic organism into realms of impeccable childhood; was what the Almighty Creator had created it for,
The soldiers job just doesn’t end at giving birth to martyrdom; but to irrefutably ensure that the valor to timelessly serve the mothersoil; throbbed fearlessly in every chest; even centuries after his veritable death; was what the Almighty Creator had created him for,
The breath’s job just doesn’t end at giving birth to life; but to irrefutably ensure that the exultation inexhaustibly transcended over; even the most inane anecdote of baseless corruption and demeaning death; was what the Almighty Creator had created it for,
And the heart’s job just doesn’t end at giving birth to Love; but to irrefutably ensure that the compassionate togetherness tirelessly bonded the entire planet into a paradise of Omnipresently unshakable strength; was what the Almighty Creator had created it for…
©copyright-2004, by nikhil parekh. All rights reserved.
poem by Nikhil Parekh
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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
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