Each social formation, through each of its material activities, exerts its influence upon the civic whole; and each of its ideas and ideals wins also its place and power.
quote by Patrick Geddes
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Social Netowrking Of Robots
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poem by Rwetewrt Erwtwer
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A Map Of Culture
Culture
Contents
What is Culture?
The Importance of Culture
Culture Varies
Culture is Critical
The Sociobiology Debate
Values, Norms, and Social Control
Signs and Symbols
Language
Terms and Definitions
Approaches to the Study of Culture
Are We Prisoners of Our Culture?
What is Culture?
I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .
Back to Contents
[...] Read more
poem by Nyein Way
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Living In The Material World
Im living in the material world
Living in the material world
Cant say what Im doing here
But I hope to see much clearer,
After living in the material world
I got born into the material world
Getting worn out in the material world
Use my body like a car,
Taking me both near and far
Met my friends all in the material world
Met them all there in the material world
John and paul here in the material world
Though we started out quite poor
We got richie on a tour
Got caught up in the material world
From the spiritual sky,
Such sweet memories have i
To the spiritual sky
How I pray
Yes I pray
That I wont get lost
Or go astray
As Im fated for the material world
Get frustrated in the material world
Senses never gratified
Only swelling like a tide
That could drown me in the
Material world
From the spiritual sky,
Such sweet memories have i
To the spiritual sky
How I pray
Yes I pray
That I wont get lost
Or go astray
While Im living in the material world
Not much giving in the material world
Got a lot of work to do
Try to get a message through
And get back out of this material world
Im living in the material world
Living in the material world
I hope to get out of this place
By the lord sri krsnas grace
My salvation from the material world
Big ending
song performed by George Harrison
Added by Lucian Velea
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Authority Song
They like to get you in a compromising position
They like to get you there and smille in your face
They think, theyre so cute when they got you in that condition
Well I think, its a total disgrace
Chorus:
I fight authority, authority always wins
I fight authority, authority always wins
I been doing it, since I was a young kid
Ive come out grinnin
I fight authority, authority always wins
So I call up my preacher
I say: gimme strenght for round 5
He said: you dont need no strength, you need to grow up, son
I said: growing up leads to growing old and then to dying,
And dying to me dont sound like all that much fun
Chorus:
I fight authority, authority always wins
I fight authority, authority always wins
I been doing it, since I was a young kid
Ive come out grinnin
I fight authority, authority always wins
I fight authority, authority always wins
I fight authority, authority always wins
I been doing it, since I was a young kid
Ive come out grinnin
I fight authority, authority always wins
Oh no
Oh no
I fight authority, authority always wins
Chorus:
I fight authority, authority always wins
I fight authority, authority always wins
I been doing it, since I was a young kid
Ive come out grinnin
I fight authority, authority always wins
I fight authority, authority always wins
I fight authority, authority always wins
I been doing it, since I was a young kid
Ive come out grinnin
I fight authority, authority always wins
song performed by John Mellencamp
Added by Lucian Velea
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Woman Power
Youve heard of woman nation,
Well, thats coming, baby.
What we need is the power of trust,
That its coming.
Youve heard of the law of selection,
Well, thats how were gonna do it, baby.
We allow men who wanna join us
The rest can just stay by themselves.
Woman power! (woman power!)
Woman power! (woman power!)
Two thousand years of male society,
Laying fear and tyranny.
Seeking grades and money,
Clinging to values vain and phony.
Woman power! (woman power!)
Woman power! (woman power!)
Do you know that one day you lost your way, man?
Do you know that some day you have to pay, man?
Have you anything to say, man, except
Make no mistake about it, Im the president, you hear?
I wanna make one thing clear, Im the president, you hear?
Woman power! (woman power!)
Woman power! (woman power!)
You dont hear them singing songs,
You dont see them living life,
cause theyve got nothing to say, but
Make no mistake about it, Im the president, you hear?
I wanna make one thing clear, Im the president, you hear?
Woman power! (woman power!)
Woman power! (woman power!)
You may be the president now,
You may still be a man.
But you must also be a human,
So open up and join us in living.
Woman power! (woman power!)
Woman power! (woman power!)
In the coming age of feminine society,
Well regain our human dignity.
Well lay some truth and clarity
And bring back natures beauty.
Woman power! (woman power!)
Woman power! (woman power!)
Evry woman has a song to sing,
Evry woman has a story to tell.
Make no mistake about it, brothers,
We women have the power to move mountains.
Woman power! (woman power!)
Woman power! (woman power!)
Did you have to cook the meals?
Did you have to knit?
[...] Read more
song performed by Yoko Ono
Added by Lucian Velea
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Sociology Assignment
THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING
INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.
INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .
In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .
In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .
NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.
Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .
TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.
The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.
Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.
A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.
SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .
There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .
CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.
LIST OF REFERENCES.
Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.
Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139
Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14
Harris, S. (1999) . Careers education: contesting policy and practice. Sage
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poem by Innocent Masina Nkhonyo
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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:
[...] Read more
poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The Four Seasons : Autumn
Crown'd with the sickle and the wheaten sheaf,
While Autumn, nodding o'er the yellow plain,
Comes jovial on; the Doric reed once more,
Well pleased, I tune. Whate'er the wintry frost
Nitrous prepared; the various blossom'd Spring
Put in white promise forth; and Summer-suns
Concocted strong, rush boundless now to view,
Full, perfect all, and swell my glorious theme.
Onslow! the Muse, ambitious of thy name,
To grace, inspire, and dignify her song,
Would from the public voice thy gentle ear
A while engage. Thy noble cares she knows,
The patriot virtues that distend thy thought,
Spread on thy front, and in thy bosom glow;
While listening senates hang upon thy tongue,
Devolving through the maze of eloquence
A roll of periods, sweeter than her song.
But she too pants for public virtue, she,
Though weak of power, yet strong in ardent will,
Whene'er her country rushes on her heart,
Assumes a bolder note, and fondly tries
To mix the patriot's with the poet's flame.
When the bright Virgin gives the beauteous days,
And Libra weighs in equal scales the year;
From Heaven's high cope the fierce effulgence shook
Of parting Summer, a serener blue,
With golden light enliven'd, wide invests
The happy world. Attemper'd suns arise,
Sweet-beam'd, and shedding oft through lucid clouds
A pleasing calm; while broad, and brown, below
Extensive harvests hang the heavy head.
Rich, silent, deep, they stand; for not a gale
Rolls its light billows o'er the bending plain:
A calm of plenty! till the ruffled air
Falls from its poise, and gives the breeze to blow.
Rent is the fleecy mantle of the sky;
The clouds fly different; and the sudden sun
By fits effulgent gilds the illumined field,
And black by fits the shadows sweep along.
A gaily chequer'd heart-expanding view,
Far as the circling eye can shoot around,
Unbounded tossing in a flood of corn.
These are thy blessings, Industry! rough power!
Whom labour still attends, and sweat, and pain;
Yet the kind source of every gentle art,
And all the soft civility of life:
Raiser of human kind! by Nature cast,
Naked, and helpless, out amid the woods
And wilds, to rude inclement elements;
With various seeds of art deep in the mind
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poem by James Thomson
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Adrienne Vittadini
air bag blanco negro y
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poem by Caasder Fronds
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Girl Power
So what's up?
Did U forget I was here?
What makes U look when another comes near?
Everyone U see, U think U can get
If that was the case, I'd be a bracelet
Oh, hey hey, yeah
This is called girl power, yeah
This is called girl power and it's all because I love our ball
2night, my dear, U can sleep alone
U can beg and scream and moan
It's all because I love our ball
U can be mine or not at all
Girl power (Oh)
Girl power (Yeah)
Girl power (Yeah)
U can be mine or not at all
Girl Power (Oh)
Girl Power (Yeah)
Girl Power
It's all because I love our ball
Don't look now, here comes a blonde
2 minutes later U're Don Juan
Turned my head, U tried 2 grab it
How did I know she's in your lap?
U say it's your cousin from Omaha
U took that number - gave her a call
If we get in trouble 4 the lies we tell
Child, I do believe we're gonna burn in hell
Girl power - U will be mine or not at all
Girl power - It's all because I love our ball
Looka here
2night, my dear, U can sleep alone
U can beg, U can scream and moan
It's all because I love our ball
U can be mine or not at all
Girl power (Oh, yeah) (U can be mine or not at all)
Girl power
U will be mine or not at all
Girl power (Oh)
Girl power (Yeah)
Girl power
It's all because I love our ball
What makes U look when another comes near?
What makes the sun set in my hemisphere?
Girl power!
Powerful girl, wave your hands
(Girl power) {x4}
8 + 8 is 16
9 - 6 is 3
3 + 11 is 14
[...] Read more
song performed by Prince
Added by Lucian Velea
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The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
[...] Read more
poem by Sir Francis Bacon
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People Everywhere: Social Music (Original 11 03 2009)
PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009
People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.
Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.
poem by Lee B. Mack
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Vision Of Columbus - Book 8
And now the Angel, from the trembling sight,
Veil'd the wide world–when sudden shades of night
Move o'er the ethereal vault; the starry train
Paint their dim forms beneath the placid main;
While earth and heaven, around the hero's eye,
Seem arch'd immense, like one surrounding sky.
Still, from the Power superior splendors shone,
The height emblazing like a radiant throne;
To converse sweet the soothing shades invite,
And on the guide the hero fix'd his sight.
Kind messenger of Heaven, he thus began,
Why this progressive labouring search of man?
If man by wisdom form'd hath power to reach
These opening truths that following ages teach,
Step after step, thro' devious mazes, wind,
And fill at last the measure of the mind,
Why did not Heaven, with one unclouded ray,
All human arts and reason's powers display?
That mad opinions, sects and party strife
Might find no place t'imbitter human life.
To whom the Angelic Power; to thee 'tis given,
To hold high converse, and enquire of heaven,
To mark uncircled ages and to trace
The unfolding truths that wait thy kindred race.
Know then, the counsels of th'unchanging Mind,
Thro' nature's range, progressive paths design'd,
Unfinish'd works th'harmonious system grace,
Thro' all duration and around all space;
Thus beauty, wisdom, power, their parts unroll,
Till full perfection joins the accordant whole.
So the first week, beheld the progress rise,
Which form'd the earth and arch'd th'incumbant skies.
Dark and imperfect first, the unbeauteous frame,
From vacant night, to crude existence came;
Light starr'd the heavens and suns were taught their bound,
Winds woke their force, and floods their centre found;
Earth's kindred elements, in joyous strife,
Warm'd the glad glebe to vegetable life,
Till sense and power and action claim'd their place,
And godlike reason crown'd the imperial race.
Progressive thus, from that great source above,
Flows the fair fountain of redeeming love.
Dark harbingers of hope, at first bestow'd,
Taught early faith to feel her path to God:
Down the prophetic, brightening train of years,
Consenting voices rose of different seers,
In shadowy types display'd the accomplish'd plan,
When filial Godhead should assume the man,
When the pure Church should stretch her arms abroad,
Fair as a bride and liberal as her God;
[...] Read more
poem by Joel Barlow
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Placed In Your Power...
Placed, in Your Power … Are Promises
Placed, in Your Power … Are Poultices
Placed, in Your Power … Are Prodigies
Placed, in Your Power … Are Possibilities
Placed in Your Power, is my Prolonging
Placed in Your Power, is my Performing
Placed in Your Power, is my Preparing
Placed in Your Power, is my Preferring
Placed in Your Power, is my Paternal Name
Placed in Your Power, is when Privileged Came
Placed in Your Power, is my Posturing
Placed in Your Power, is my Proverbing
Placed, in Your Power is This Pearl Moon
Polished like Pewter, in Deep Purple Room
Placed, in Your Power is… Precious Time
Points of No Return and … Past Our Prime
Placed, in Your Power is… my Patience – Soon
Placed, in Your Power is Pam’s Pregnant Womb
Placed, in Your Power is The Preacher’s Prize
Placed, in Your Power… is Path to Paradise
Placed, in Your Power is … The Perfection
Placed, in Your Power is … The Protection
Placed, in Your Power is The Position… Plus
Placed, in Your Power is … The Purpose of Us
Placed, in Your Power, is … The Pure-Pleasure
Phases Out Phony, Polluted, and Plastic Peer-Pressure
Placed, in Your Power is … Permanent Productivity
Your Power, Has The Part… to Produce Panache - Proclivity
Placed, in Your Power are: Pertinent Pens and Pages
Placed, in Your Power, means - not Pinched but Pervasive
Placed, in Your Power is … Potently - Persuasive
Placed, in Your Power is … Posterity - Progressive
Placed, in Your Power … Are Poems and Prose
Placed, in Your Power is … This Pink Primrose…
… and Periwinkles, Petunias, Plums, Peaches and Pears
Partridges, Peacocks, and … Passionate People in Pairs
Placed, in Your Power is … Our Paramount Peace
Placed, in Your Power is … All Our … Please!
… and Public Praise… Private Prayers and Perpetual Psalms
For Each Particular Portrait, is in The Power of Your Palm
poem by MoonBee Canady
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Ideas For Walls
So many things in my head, Ive always had them before
No reason to be upset, theyre just ideas for walls
Now Im standing inside, outside, which is the right side
Im standing, demanding that the nightlife be called the right life
Like putting paint on my feet & walking sideways in rows
My walls could be so complete, complete with patterns of toes
Now Im standing inside, outside, which is the right side
Im standing the left side, right side, which is the right side
Now-ideas
Ideas for walls
Ideas for walls
Ideas for walls
A little m for the mirror, a double u for the wall
To make things perfectly clear, a great big h in the hall
Now Im standing inside, outside, which is the right side
Im standing, demanding that the nightlife be called the right life
Is everybody confused? (no) Im making no sense at all
You want a room with a view you need ideas for walls
Now Im standing inside, outside, which is the right side
Im standing inside, outside, outside, right side
Inside, outside, which is the right side
Now -- ideas
Ideas for walls
Ideas for walls
Ideas for walls
Ideas
Theyre just ideas for walls
Ideas for walls
Ideas for walls
Ideas for walls
Ideas for walls
song performed by Men Without Hats
Added by Lucian Velea
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Death Of The Middle Class
Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass
ROTMS
By Andrew Gavin Marshall - Global Research
We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.
At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.
In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.
In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:
'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'
In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.
In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.
When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.
It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.
In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.
In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.
The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.
To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.
In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.
At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.
Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.
No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.
So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.
In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.
Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .
poem by Ray Lucero
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The Ghost - Book IV
Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;
[...] Read more
poem by Charles Churchill
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Sum Total Residue Life Ripples
lifetimes spent filling empty spaces
lifetimes spent desiring other places
people could spend a lifetime in this
world studying learning doing or not
belonging or not as you choose most
people cannot most need to conform
but you can and will define yourself
herd mentality conformity denies self
conformity imprisons social responsibility
compliance identification internalization
choose then informational social influence
choose also or normative social influence
information cascade knowledge peer pressure
age social rejection social norms youth culture
status public opinion immediacy group numbers
conformity normally leads individuals
to think and act more like social groups
herd mentality often rejects rationality
status individuals are occasionally
able to reverse lower IQ herd tendency
challenge change people peer groups
minority influence is a special case
of adaptive informational influence
minority influence is most influential
when group accepted admired esteemed people
can charismatic make a clear consistent
case for their point of view prime relevant
but when minority view fluctuates
shows uncertainty signs signals
chance of influence is small falls
however beware a racist minority
that makes a strong scapegoat political
convincing case which increases
probability of changing majority beliefs
changing majority beliefs behaviors
minority members perceived as experts
members with appeal high in status
perceived benefited group in the past
[...] Read more
poem by Terence George Craddock
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Power To The People
Power to the people
Power to the people
Power to the people
Power to the people
Power to the people
Power to the people
Power to the people
Power to the people, right on
Say you want a revolution
We better get on right away
Well you get on your feet
And out on the street
Singing power to the people
Power to the people
Power to the people
Power to the people, right on
A million workers working for nothing
You better give em what they really own
We got to put you down
When we come into town
Singing power to the people
Power to the people
Power to the people
Power to the people, right on
I gotta ask you comrades and brothers
How do you treat you own woman back home
She got to be herself
So she can free herself
Singing power to the people
Power to the people
Power to the people
Power to the people, right on
Now, now, now, now
Oh well, power to the people
Power to the people
Power to the people
Power to the people, right on
Yeah, power to the people
Power to the people
Power to the people
Power to the people, right on
Power to the people
Power to the people
Power to the people
Power to the people, right on
song performed by Lennon John
Added by Lucian Velea
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Power To The People
Power to the people!
Power to the people!
Power to the people!
Power to the people!
Power to the people!
Power to the people!
Power to the people!
Power to the people, right on!
Say we want a revolution,
Wed better get it on right away.
Well, get yer on your feet
And into the street, singing:
Power to the people!
Power to the people!
Power to the people!
Power to the people, right on!
A million workers workin for nothin,
You better give em what they really own.
We got to put you down
When we come into town, singing:
Power to the people!
Power to the people!
Power to the people!
Power to the people, right on!
I gotta ask you comrades and brothers,
How do you treat your own woman back home?
Shes got to be herself,
So she can give us help, singing:
Power to the people!
Power to the people!
Power to the people!
Power to the people, right on!
Now, now, now, now!
Oh well, power to the people!
Power to the people!
Power to the people!
Power to the people, right on!
Oh yeah, power to the people!
Power to the people!
Power to the people!
Power to the people, right on!
Yeah, yeah, yeah, power to the people!
Power to the people!
Oh well, power to the people!
Power to the people, right on!
song performed by Yoko Ono
Added by Lucian Velea
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