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A World is not an ideology nor a scientific institution, nor is it even a system of ideologies; rather, it is a structure of unconscious relations and symbiotic processes.

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Seeking the Universal beyond Ideology

Seeking the Universal beyond Ideology

When I teach the Great Tribulation period is coming I must teach it as I see the Bible teaches it. If I see the killing of innocent children in their mothers womb is injustice I am going to say it; if I see USA corporations exploiting third world peoples for sweat shop labor and low environmental standards and that this injustice is wrong I am going to say it. The ideologues and political people who see the world through their systems of indoctrination don't want me too. They want their cake and eat it too. Their party partisan world views do not want to be disrupted but they clap so loudly when their so called enemies from the other side are rebuked or stumble. The church is to back the universal not parties and ideologies. We all are tainted and see through our own backgrounds with our own a priori. I understand this but we must make a real effort to leave all parties in our hearts and put the eternal kingdom of God first.
The Bible openly condemns the practice of homosexuality yet there are people who will talk health care and social justice until they are blue in the face and back gay marriage and call themselves Christians. Their Christianity rationalizes the Scriptures and claims science and scholarship equal with Scripture and they pick and choose what Scripture they call real. I don't care if someone backs up civil liberties thus gays but the true church cannot try to justify sin and go against Scripture. Their rabbits foot Christ is an existential projection with a transit modern basis ever changing because they have given up Sola Scriptura. Their liberation theology is full of Marxist and secular ideologies. Jesus is a placard for their cause against imperialism, colonialism, racism, feminism etc. They replace revelation with reasoning yet can't figure out death so hold onto portions of the Bible. Their message is a bit mystical but mostly social gospel and political. Many many left wingers are into this who want some religion to go with their politics. I totally reject this position and will never be card carrying anything. I am a universalist and as a Christian can see their good statements without belonging to their groups in away that taints my thinking. I will never accept gay marriage or gays adapting children etc. Much of what they say about greed and capitalism is true but that truth to me is universal and transcends secular schools. They also reject Bible prophecy and eschatology. The won't accept Israel as a nation as apart of prophecy and the coming of the anti-christ, false church and wars of the Great Tribulation culminating in the battle of Armageddon. They equate modern theology equal with Scripture in many ways. Their Jesus is a socialist and their message is basically man and movements can bring in the eternal kingdom by our own hands and efforts. The world continues to get progressively worse while they hide in their bubble and utopian womb. Without eschatology and God eventually changing things they have the weight of the world on their shoulders so they struggle to change a world that is actually decaying worse than ever. Their position during the 30's through the 70's turned some ears but today they have little relevance and are a laughing stock to most realists. Those that try to believe stumble with higher criticism and post modernism and their loss of real faith in the Jesus of the Scriptures is exchanged for a heavy weighty philosophy, theology, dialectical materialism, sociology and so called science and rational reasoning faith causes them to always be evolving and never arriving at a solid position. They are marginalized into their own little frustrated circles and many are depressed and neurotic with a position so heavy even they can't bare it let alone teach it. They have to stay small because they have no structure so they blog and try to feel important but they are lost in a wilderness going in circles. There is no peace in this kind of position and they lack joy outside of nature and the everyday things God has given to all men. They don't believe in the fall of the devil with a third of the angels so they beat the air and shadow box in their fight while they idealize Scandinavia. Their intellectualism from the tree of the knowledge of good and evil leads them into covering themselves with works of the law and in many ways they are the new legalism. Many have never ever voted for another party so they are truly entrenched. I feel sorry for these angst ridden neurotics and many are alcoholics with addictive personalities. Ever learning but never able to come to the knowledge of the truth. When you loose the simplicity of Christ according to the Scriptures you head for a horrible wilderness. They will dropp names all day long and use great swelling words then go home and take their anti-depressants. Heresy has no peace!
The next group are Pan American right wingers who believe in America as an idol and mix nationalism in their religion to the point of craziness, Roe V Wade caused a lot of evangelicals to consolidate behind the republican party and the Bible Belt Christianity of today is full of militarism, Civil religion, backing of the rich, corporations are wonderful, capitalism is God ordained and America is the greatest country in the world and should protect its interests with its military around the world. This culture of right wing ideology forebodes many evangelical churches. You will constantly hear about the evil over there, the evil in Islam and 9'11 sermons while not hearing a word about American Corporate power oppressing the world and backing national guards in third world countries to get cheap labor and goods and maximum corporate profits. The rebellions to these situations are looked at like Castro's and Che Guevara's. Movies like 'The Patriot' make them cry. They will interrupt a Bible study when it goes against their party political burnt out minds. They actually stand up against health care while pouring trillions of wasted dollars on military spending. PROTECT OUR COUNTRY is their mantra while letting an insurance company dropping a pre-existing illness in a child. They had both houses under Clinton's last term and George Bush and never passed anything against the insurance companies. My twin brother died of cancer in 2006 and the insurance company dropped him though he worked his entire life and was never unemployed and my father was wounded twice in world war two with two purple hearts. These right wing Christians are so hypnotized and full of a priori they stand for the ultra rich and they call the poor lazy while the jobs were shipped to sweat shop labor with horrible environmental standards. Some are so shot they have never voted another party and now as Christians they bring their political religion into everything. They will preach against homosexuality but stand up for ruining the environment by lowering standards every where. The extreme tea party house won't even allow GMO's to be labelled. They back up corporate power, prisons for profit, a failed war on drugs, the corrupt pharmaceutical industries. Everything is the communists are coming! ! ! ! Let the rich kids go to school we don't want anything socialized yet the police and the fire stations are a kind of socialized effort. I meet these evangelicals all the time. Why are you taking the humanity courses and sociology and not a business course to make money they will tell their kids? I have been told so many times...Why don't you leave this country if you don't like it? I laugh at these shills and bubba Christians of the me, I and mine mentality tied into the dumbing of America so they can be apart of the union busting right to work culture of the cattle right. I am going to teach the tribulation and not America. Sin is here not just over in Islam. Greed and unfair laws are here. Monsanto and other corporations are getting away with murder. The entire food industry is being taken over by corporate powers that are using carcinogens and genetically modifying our food. Chickens and cattle were meant to graze. The cruelty to animals of our times is a total sin by these industries and the evil is not just over in Iran. These right wingers are something out of George Orwell's 1984 and Animal Farm. The war and evil over there is like a scape goat so they don't have to look at the evil right in their own back yard and homes. They are bloated with right wing politics to keep them blind.they are puffed up with nationalism and right wing propaganda. They block the universal of God's justice and mercy with their ideology and politics. They think a Great Tribulation is coming because we head toward socialism not seeing that corporate socialism is already in play like the Tower of Babel and is reinforced by their minds. They mix religion and politics and see through rose colored glasses. Jesus said my Kingdom is not of this world - the people of God are his Holy Nation not the USA. Someone from Ukraine or France should be proud of their country just like someone here but as Christians we are suppose to put his kingdom first and like Abraham of old leave our background and become sojourners and strangers looking for a city not built by the hands of man. I am so tired of this phony idolatrous nationalism that is so jingoistic and arrogant; so condescending and patronizing.
I will never be apart of this. When I teach I will teach what I truly feel the Bible says and there are enough rainbow churches and right wing churches for people to go too who don't want to work with me. All of these organizations and ideologies are not going in the rapture of the church. Come out from among them and be a separate people and let the world die to the eternal Kingdom. Move with the cloud over the tabernacle in the wilderness and leave worldly politics in the sense that we stand for the universal and truth. Admit when evil is on the left or right or in any organization. Quit backing and rationalizing for parties and ideologies. This time period is the last days of the church age and we are soon to see this world go into the great tribulation period and no party, movement, ideology is going to prevent it. Take off the blinders!

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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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You Are In My System

Day by day and night by night
I feel you in my mind
It happens all the time
You know the day dreams stop
My heart beats on
I cant take it any more
It's you I live for
You are in my system
You are in my system
I just want you to know that,
You are in my system
You oooohhhh youre in my system, system
Dont you, Dont you, dont you know that, babe.
I will keep on pushing, pushing, pushing
Until I get through
My main objective baby is to get to you
To turn your mind around
I know will take time
But you know I can wait, now
Youre on my mind
You are in my system
I just want you to know that,
You are in my system
Got me burning, Im on fire
You, youre in my system
Youre everything I need
You, oooohhhh, youre in my system, system
Dont you, Dont you, dont you know that, babe.
Its a romantic vision of me and you
It happens all the time
My dreams are filled with you
Theres no doubt in my mind
That Ill be true baby
You know Ill take you out
And Ill keep lovin you
Oh baby you are in my system,
I just want you to know that
You are in my system
Cut me right down to the wire
You, ooohh, youre in my system
Got me burning Im on fire
You, youre in my system
Cant make believe
You, youre in my system
Youre everything I need
You, Ooohh, youre in my system
I just want you to know that
You, youre my system
Got me burning Im on fire
You, youre in my system

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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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System Of Life

Now its time to look in your eyes
Youre so much better its no surprise
Its like a mirror is watching you
Maybe the words been broken - dont be no fool
Following the lights you see like a rolling train
Yesterday is gone - tomorrows in your hands
Something youve had is gone - dont wish it back
Let it go - dont run away - its nothing youll forget
You know the rules dont need no warning
Theres only one way to find the clue
Inside you so let it go
System of life - be the hunted or the hunter
System of life
System of life - its always by your side
System of life - the one and only way to live in harmony
Dont paint a picture full of love and hate
Paradise is here - but exceptions prove the rules
Sometimes it feels just like a dream becoming true
Close your eyes - look inside - it will never be the same
cause for your life there aint no warning
So stand up and fight to find the clue
So watch out you live and learn
Its the
System of life - be the broken or the breaker
System of life
Its the
System of life - its always real and true
System of life - the one and only way to live in harmony
Yeah - yeah
Oh, its the
System of life - be the hunted or the hunter
System of life
Its the
System of life - its always by your side
System of life - the one and only way to live in harmony
Its the
System of life - be the taken or the taker
System of life
Its the
System of life - its always real and true
System of life

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Shock To The System

Woah yeah
It was a night, l.a., burning bright
Oh what a night
Say yeah,come on
It makes my world stand still
Ahh riot, rape, race and revolution, ah yeah
Here come the fire, and my world burns still
Yoww say yeah
Well, you can rock this land baby yowww
Like a shock to the system
I feel good, well alright
Like a shock to the system
Say yeah, aint it irie
It was a night
Hell of a night, l.a., it really was
Oh what a riot
I said yeah, come on
It makes my life feel real
Fear police and civil corruption oh yeah
Is there a man who would be king
And the world stood still
Ah yeah loud
You can rock this land baby
Yeahhh
Like a shock to the system
It feel good, well alright
Like a shock to the system
I said yeah, come on baby
Shock to the system
Feel good, well alright
Like a shock, shock to the system
I say yeah, I say yeah, I say yeah
Come on baby
Yeah, well you can rock this land baby
Like a shock, shock to the system
It feel good, well alright
Like a shock to the system
I say yeah
Aint it irie
Shock to the system
It feel good, well alright
Like a shock to the system
I say yeah
I say yeah
I say yeah, come on baby
Shock to the, shock to the
Shock to the system
Loud I gotta
Shock to the, shock to the
Shock to the system

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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 isa 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) .

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Ego Philosophers Cannot Believe In God

'why because flawed philosophers
cannot live outside inflated ego bubbles?
demand ego tribute worshippers'
philosophers create world ideologies
temples dedicated to own goal expectations?
ideology is a science of ideas thoughts

political ideologies
enacted dominant class society
are sets of received consciousness
product of state socializations
all members of a country society
are law bound expected to abide in

analysis of differing political opinions
analysis of differing views of social groups
analysis manipulated wins state elections

Karl Marx substituted ideology
for his coined term within
class struggle domination...
was is it a necessary part
of institutional functioning manipulated?
adjusted social integration?

ultimately will populations
swallow rhetoric drone feed submit
to social political conditioning ideologies?
worldview metaphysical propaganda loaded...
key role who renders unto Caesar tribute
who renders unto God what is God's?


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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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Connection Requital

SOMETHING THERE FROM DOWN THERE JOY SAD BLUES
IS TALKING TO US FELLA BLOWING BOWS
YOU COULD LISTEN TO IT YOU WOULD LISTEN TO HIT
GENERATIONS OF SAND MOVIN BY THE WINDS
THE POWER EARTH RATTLINGS
THE POWER MOVING MY VOICE OUR CHOICE
THE POWER OF YOU MY PEOPLE RELATE LINGERING
THAT’S THE HOME MURRI PEOPLE TALK ABOUT
ALL YOU RELATIONS NORTH ARE EVERYTHING
ALL YOU RELATIONS EAST ARE EVERYTHING
ALL YOU RELATIONS WEST ARE THINGS RING
ALL YOU RELATIONS SOUTH ARE THINGS RING
THAT’S OUR WAYS SINGING EARTH REST
THAT HAVE WAYS SUNG TEEMED WITH LIFE
OLD WAY SWIFT AWAY
GOOD TAMED YOUNG WAY
WASTE AWAY BAD SECRET
SOMETHING THERE FROM DOWN THERE JOY SAD BLUES
IS TALKIN TO US FELLA BLOWING
THE POWER OF YOU MY PEOPLE MOVE YOU
WE HAVE UNDO HATRED PLEDGED TO EDGED
WE HALF NOT EARTH A DOOMSDAY LEAD
YOUR SOUL IS PART TURMOIL COILED DAT LAND
ALL YOU EASTERN LAND ARE MY RELATIONS
YOUR HEART IS PART TRADED ROUGH DAT LAND
ALL YOU WESTERN LAND ARE MY RELATIONS
ALL YOU SACRED SOUTHERN ARE MY RELATIONS
GENERATIONS OF SANDS MOVING BY THE WINDS
ALL YOU ARE MY RELATIONS MIXED ELOQUENTLY
AS LIFE GOES ON

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Confessio Amantis. Prologus

Torpor, ebes sensus, scola parua labor minimusque
Causant quo minimus ipse minora canam:
Qua tamen Engisti lingua canit Insula Bruti
Anglica Carmente metra iuuante loquar.
Ossibus ergo carens que conterit ossa loquelis
Absit, et interpres stet procul oro malus.


Of hem that writen ous tofore
The bokes duelle, and we therfore
Ben tawht of that was write tho:
Forthi good is that we also
In oure tyme among ous hiere
Do wryte of newe som matiere,
Essampled of these olde wyse
So that it myhte in such a wyse,
Whan we ben dede and elleswhere,
Beleve to the worldes eere
In tyme comende after this.
Bot for men sein, and soth it is,
That who that al of wisdom writ
It dulleth ofte a mannes wit
To him that schal it aldai rede,
For thilke cause, if that ye rede,
I wolde go the middel weie
And wryte a bok betwen the tweie,
Somwhat of lust, somewhat of lore,
That of the lasse or of the more
Som man mai lyke of that I wryte:
And for that fewe men endite
In oure englissh, I thenke make
A bok for Engelondes sake,
The yer sextenthe of kyng Richard.
What schal befalle hierafterward
God wot, for now upon this tyde
Men se the world on every syde
In sondry wyse so diversed,
That it welnyh stant al reversed,
As forto speke of tyme ago.
The cause whi it changeth so
It needeth nought to specifie,
The thing so open is at ije
That every man it mai beholde:
And natheles be daies olde,
Whan that the bokes weren levere,
Wrytinge was beloved evere
Of hem that weren vertuous;
For hier in erthe amonges ous,
If noman write hou that it stode,
The pris of hem that weren goode

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The Undying One- Canto III

'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?

If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!

'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!

'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst

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The Origin Of The Universe -ten Questions Answered

1.How did the UNIVERSE originate?

It was from the bang, bang and the bang,
It was through the big bang
And you know it for certain.

Yes, the universe originated through the Big Bang.

2.What was the Big Bang?

An explosion of a particle was it
And the particle was smaller than an atom.
It was first explosion for our cause.

Yes, it was a causeless act of explosion of a small particle that resulted in the evolution of an ever expanding universe. Before the Big Bang the universe was smaller than an atom! There was only a point of time then and not a place! The Big Bang theory is the prevailing cosmological model that describes the early development of the Universe.According to the Big Bang theory, the Universe was once in an extremely hot and dense state which expanded rapidly.

3.What followed the act of expansion of the universe?

Then began the expansion,
An expansion that is still going on
And then and thus began the life of our universe.

The rapid expansion caused the Universe to cool and resulted in its present continuously expanding state. According to the most recent measurements and observations, the Big Bang occurred approximately 13.75 billion years ago, which is thus considered the age of the Universe.

4.What happened in the next stage?

There came the phases of energy
And the wonder of electrons, protons and neutrons.
We learnt about from the sweet mouth of our teacher first.

After its initial expansion from a singularity, the Universe cooled sufficiently to allow energy to be converted into various subatomic particles, including protons, neutrons, and electrons.While protons and neutrons combined to form the first atomic nuclei only a few minutes after the Big Bang, it would take thousands of years for electrons to combine with them and create electrically neutral atoms.The first element produced was hydrogen, along with traces of helium and lithium. Giant clouds of these primordial elements would coalesce through gravity to form stars and galaxies, and the heavier elements would be synthesized either within stars orduring supernovae.

5.What is the scientific theory/relevance of the Big Bang?

Truth is that matters much to us
And the core ideas have to lead us.
Or else we might go back to life darker still.

The Big Bang is a well-tested scientific theory and is widely accepted within the scientific community. It offers a comprehensive explanation for a broad range of observed phenomena. Since its conception, abundant evidence has been uncovered in support of the model. The core ideas of the Big Bang—the expansion, the early hot state, the formation of helium, and the formation of galaxies—are derived from many observations that are independent from any cosmological model; these include the abundance of light elements, the cosmic microwave background, large scale structure, and the Hubble diagram for Type I - a supernovae.

6.What will be the phases of the expansion of the universe?

An ever expanding mystery it is
Closer it was then and now it will be farther and farther.
And once begun it can`t go back ever.

As the distance between galaxy clusters is increasing today, it can be inferred that everything was closer together in the past. This idea has been considered in detail back in time to extreme densities and temperatures, and large particle accelerators have been built to experiment in such conditions, resulting in further development of the model. On the other hand, these accelerators have limited capabilities to probe into such high energy regimes.

7.Does the Big Bang theory explain everything?

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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

[...] Read more

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Some Thoughts on Post Modernism

Camus wrote The Stranger and The Plague his last book was the myth of Sisyphus, dealing with the absurdity of rolling a rock up a hill just to have it come back down at the top of the hill. He believed in trying but yet it was hard to find a definitive reason why in a propositional sense. What does it all mean in the midst of the absurd and 'benign indifference of the universe' his last words in The Stranger. How do we have a moral defense if there are no universals? How do we band together against 'The Plague' if our existentialism is so personal that we can back nothing in any dogmatic or religious sense?
The collective becomes a real problem as far as banning together to stand against tyranny and evil when individuality is so amorphous and undefined ethically and morally. When we claim there are no boundaries and we are 'beyond good and evil' it is difficult to make a unified stand.
When the subjective and personal doesn't have any standards that are ostensible it is difficult to move collectively. When the road has no instructions and there is no defined side to drive on it is easy to have problems. When your existentialism doesn't match with mine and there is no referee or standard we both accept how do we agree? ?
When social Darwinism refutes democracy and says' the strong survive' the weak perish' biology and natural selection is ruthless and bug eats bug and we as mammals are subject to these laws of nature, when 'love thy neighbor as thy self' and ' do on too others as you would have them do on too you' are looked at as spiritual maxims but are really not universals in nature, how do we say and define what is oppression, exploitation, and inhumanity with any real authority?
What makes 'might equals right' wrong when it is endorsed by natural law? ? How does ethical and moral authority survive when we really don't have a conscience? ? If a human being is 'atoms' bio-chemistry' molecules and the laws of physics' When he is nothing more or less than a material being subject to the laws of nature and he has a myth of conscience where does it stop and what and who gains the power? ? THE STATE, THE SUPERMAN, THE WILL TO POWER, Stalin, Hitler, Major corporations, Global economies, States with nuclear weapons!
We are in troubled times and past ideologies go hand in hand with how and why we got here. Camus, Sartre, Jaspers and many other not so well known existentialists owe there background from Soren Kierkegaard from Denmark who wrote against Hegel's collectivism and State power and was one of the first to really point out what Europe and western civilization was heading for with the new rationalism and definitions from the age of reason and the enlightenment. Faith and conscience go hand and hand and they both transcend organized religion and traditional institutions.
Kierkegaard died in 1855 right around the time Dostoevsky moved to St. Petersburg and started to write 'Notes from the Underground'. Dostoevsky fought the coming religions which he and Nietzsche both knew as 'political ideologies'. Marx and Engel's published the communist manifesto in 1847, six years after Hegel died. They definitely were greatly influenced by Hegel and the belief that the state is the height of collective immanence of culture.
They broke from Hegel in several major ways especially over any spiritual mystical Christian religious viewpoints.
They believed it was all 'NATURE". Feuerbach was a Hegelist that was a minister's son who rebelled against Christianity and said all theology has to become anthropology and religious conversation should become 'political conversation'. He greatly influenced Marx and Engel's. Kierkegaard was aware of all this new collectivistic thinking and adamantly opposed it. Dostoevsky was a Marxist for awhile and after he was sent to a Siberian camp he changed and became a Christian. He was a well read man and new of many of the issues of the day. Charles Darwin published "Origin of the Species' in 1857 and social Darwinism immediately began to be written about.
The strong survive and the weak perish begin to be viewed in political ideologies and Dostoevsky begin to stand up for Christian and Platonic perspectives in his writings. This is when he wrote 'Notes from the Underground" He recognized that secularization was in process based on 2 plus 2 logic and freedom was going to be defined without spirituality and conscience. He saw 'The Herd man' coming in the arms of the STATE with a compromised church system embracing the secular with religious robes.
I see post modernism as a world below collapsing into chaos that eventually will result in a great totalitarian state replacing universals with its own steel agenda.

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Fragrance of relations

Fragrance of relations
Money was always important in the past &
will remain important in the future.
The present revolves around it.
It plays a vital role in the society.
Some says the money is not less important then the god
But I think that human values are more valuable than the money.
Fragrance of relations could be obtained only by your style, behavior
& attitude and not by the money.
When money regulates the relations
It works like a poison.
Blood relations die when money enters between them.
Money becomes havoc when a son demands more & more money from his old parents with out knowing their will.
Money is the need of hour.
But relations become hazardous when its members
Became crazy for money.
Race for money never ends throughout the life.
When we got money, then we again crave for it.
Race for money goes & goes till the life ends.
We crush the happiness of the life for getting it.
We finish the fragrance of relations only for it.
If we die with money we will die without peace & satisfaction.

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Quatrains Of Life

What has my youth been that I love it thus,
Sad youth, to all but one grown tedious,
Stale as the news which last week wearied us,
Or a tired actor's tale told to an empty house?

What did it bring me that I loved it, even
With joy before it and that dream of Heaven,
Boyhood's first rapture of requited bliss,
What did it give? What ever has it given?

'Let me recount the value of my days,
Call up each witness, mete out blame and praise,
Set life itself before me as it was,
And--for I love it--list to what it says.

Oh, I will judge it fairly. Each old pleasure
Shared with dead lips shall stand a separate treasure.
Each untold grief, which now seems lesser pain,
Shall here be weighed and argued of at leisure.

I will not mark mere follies. These would make
The count too large and in the telling take
More tears than I can spare from seemlier themes
To cure its laughter when my heart should ache.

Only the griefs which are essential things,
The bitter fruit which all experience brings;
Nor only of crossed pleasures, but the creed
Men learn who deal with nations and with kings.

All shall be counted fairly, griefs and joys,
Solely distinguishing 'twixt mirth and noise,
The thing which was and that which falsely seemed,
Pleasure and vanity, man's bliss and boy's.

So I shall learn the reason of my trust
In this poor life, these particles of dust
Made sentient for a little while with tears,
Till the great ``may--be'' ends for me in ``must.''

My childhood? Ah, my childhood! What of it
Stripped of all fancy, bare of all conceit?
Where is the infancy the poets sang?
Which was the true and which the counterfeit?

I see it now, alas, with eyes unsealed,
That age of innocence too well revealed.
The flowers I gathered--for I gathered flowers--
Were not more vain than I in that far field.

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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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Compassion and Understanding

Compassion and understanding may not remedy an inner city crisis or syndrome of poverty thus crime, divorce, single parent households and despair but it allows the church to not stereotype and judge in a false manner creating more alienation from the very ones we are trying to reach.
When our ideologies use simple maxims and platitudes that are subtly dismissive and condescending of a person a group of people we can actually insult them while we are trying to tell them about the love of Christ. The housing and ethnicity and immigrant levels are much different in a city like Lynn, Massachusetts then say Marblehead or Melrose, Massachusetts. Certain cities like Detroit, Michigan that were dependent on the automobile industry going through major lay offs will be different than other major cities not so affected; it is common sense in many ways. What is not common sense is the way the poverty and discrimination takes place and the way the politics deals with areas needing more help and better policies. Many of these people have lost their health care etc. Many who have lost their jobs by out sourcing are now almost looked at like leeches by the right wing. Many of these people are angry, frustrated and feel truly disenfranchised as they watch the rich given tax breaks and tax shelters. We need to hear them as we witness to them with love and compassion not label them or let superficial perspectives sum up their perspective and turn them away. They may have to forgive but we can't pretend there is nothing to forgive or their complaints and anger has no basis. So many of these people would never make it in a right wing church preaching the evil is over in the Islamic countries. I have been to these entrenched churches of right wing good and evil and they are so superficial. These churches will never preach the land Sabbaths and justice vision of the law of the Old Testament concerning poverty etc. They don't even support Health Care. They are loaded with nationalism and exalt capitalism and refuse to see the truth of Leviticus 25 and 26 and all the laws where a field could only be gleaned 1 time then the rest was for the poor. The laws that returned land back to the original families of the tribes of Israel every fifty years and who ever bought them had to return them to the family. No amassing of land etc. You'll never hear these sermons behind their pulpits. One recently called me a socialist for even talking about them but there in the Bible. Many of these churches say they love Israel but never tell you that the Israeli government of today has one of the best universal Health Care systems in the world. It really is a SHAME!
We actually used words like white trash when I was growing up with the innuendo that some groups of people don't want to better than themselves so this also was racist at times.
When we are closed to causes of how certain areas became poor with high crime rates and use superficial reasoning why we become less effective. When our ideology or politics refuses to understand reality and only see through our own politics etc we do not allow people to be fully understood or at times free to express themselves. When sociology and other view points of how areas and especially depressed urban areas got like they have are not looked at we cut ourselves off from understanding and compassion. The feeling of empathy has to be there but so does the intellect without barriers.
Slum landlords, changing laws that favor the wealthy and the influence of wealth on city, county and state councils all play apart in a persons story. Their anger, despair, fears and entire personality can be involved in the region they were raised in or come to and feel trapped in. The crime, the single mother raising the kids and many other factors factor in. Language and assimilating, housing in poor areas is much different than housing in neighborhoods not as affected so directly by poverty.
When plants leave a gap of money is gone in a poor area the situation can become desperate quickly. Some areas have 25% unemployment. The poverty, drugs and crime is off the chart. The single mother house holds is off the charts. If we were working with one of these women who has had children involved with crime and a daughter pregnant out of a relationship and she is bitter about the system and we try to throw at her nothing but rhetoric of individual responsibility and a right wing or left wing jargon we are wrong.
We may not be able to change the system around her but we can do our best to understand it. Right?
We are in changing times in the USA. Jobs have been out sourced for profit with out concern for sweat shops in other countries and environmental standards or USA workers. The victims are blamed. Many are called lazy and the new kind of white trash symbols and rhetoric emerges. The rich become richer and wage their class warfare. We are going to meet and work with more and more people in these kind of scenarios and we need to open our understanding and leave behind our stereotypes and perspectives that do not allow us to hear and see them and their situation for what it is. As the American dream for many diminishes the Gospel never does. We certainly do not need to preach nothing but a social Gospel or a socialist message of utopia as we near the Great Tribulation but we need to understand what so many of our brothers and sisters are going through and quit calling this understanding a false intellectualism. I see the Church of the Living God transcending politics and ideology in these last days while increasing in true brotherly love and compassion.

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Shock To My System

So there I stood, square on my side of the great divide
A message came across a void
And for the first time in my life
Im awake, Im alive
I thought I was immune to this
til I felt the static charges in the air
I touch you, youre a live wire
Youre the raw fire burning in my heart
And it took me by surprise, thats no lie
You know you are, you are a sharp, shock to my system
A spark, a real shock
You know you are, you are a sharp, shock to my system
You start I cant stop
You taught me how to listen, shock to my system
My soul, my skin, you plug me in
And all of my pain is gone just like it never was
For the first time in my life I know what I feel
Now every time we touch Im caught off my guard
Thats no lie
You know you are, you are a sharp, shock to my system,
A spark, a real shock
You know you are, you are a sharp, shock to my system
You start I cant stop
You taught me how to listen shock to my system
Shock to my system
Shock to my system
You know you are, you are a sharp, shock to my system
You start I cant stop...

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