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Fascism is not the result of dictatorship.

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Thunderbolt

I am the result of a thunderbolt,
That struck and stayed bold.
I am that result of a thunderbolt.
I'm that thunderbolt staying bold.

I'm the result of a thunderbolt,
That struck and stayed bold.
I am that result of a thunderbolt.
I'm that thunderbolt that remained bold.

You may decide to run and hide.
But I've learned throughout my life...
Those who run let life slip by,
And cry in denial.
Setting themselves up...
For struggles and trials.

When I was young I was often hushed,
I would question too much.
With unedited questions asked.
To connect in my mind to grasp.

I am the result of a thunderbolt,
That struck and stayed bold.
I'm that result of a thunderbolt.
I'm that thunderbolt that remained bold.

I am the result of a thunderbolt.
I'm that result of a thunderbolt.
And with a boldness I still hold.

When I was young I was often hushed,
I would question too much.
With unedited questions asked.
To connect in my mind to grasp.

Zip zap crack with answers due.
Answer my questions asked of you!

I'm the result of a thunderbolt,
That struck and stayed bold.
I'm that result of a thunderbolt.
I'm that thunderbolt that remained bold.

Zip zap crack with answers due.
Answer my questions asked of you!
I am the result of a thunderbolt,
That struck and stayed bold.
I am the result of a thunderbolt.
I'm that thunderbolt that remained bold.

[...] Read more

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Monstrare

This house a dictatorship
Learn to shut your mouth and follow directions
Or receive punishments
For your treason

You get under my skin
And leave your marks
Like footprints in the snow
Except your boots are laced with a virus

'Cause you're making me sick

This house is a dictatorship
Follow the rules and shut your mouth
Or hear the mouth of the one
That controls you with force

Stand before the almighty and choke on your words
And tremble in fear as she screams, shouts
Yells and roars
Out of frustration

This house is a dictatorship
'Cause my voice is silenced,
My actions are limited,
My thoughts are undermined

Listen to yourself and
Listen to no one else
Because you're the 'boss'
Of this world

Or just the boss of this house

This house is a dictatorship
'Cause I'm chained to the fence
Like some wild animal
That can't be trusted

I wonder if you really trust me
Let alone understand me
'Cause if you don't,
What's the point of being a good child?

This house is a dictatorship
'Cause your word is always right
And mine is always wrong
Even though you're never right about everything

Nearing eighteen with the mind of an adult

[...] Read more

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The strategic adversary is fascism... the fascism in us all, in our heads and in our everyday behavior, the fascism that causes us to love power, to desire the very thing that dominates and exploits us.

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We seem to be a long way off from the kind of Fascism which we behold in Italy today, but we are not so far from the kind of Fascism which Mussolini preached in Italy before he assumed power, and we are slowly approaching the conditions which made Fascism there possible.

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Fascist rebelliousness always occurs where fear of the truth turns a revolutionary emotion into illusions. In its pure form, fascism is the sum total of all irrational reactions of the average human character. To the narrow-minded sociologist who lacks the courage to recognize the enormous role played by the irrational in human history, the fascist race theory appears as nothing but an imperialistic interest or even a mere "prejudice." The violence and the ubiquity of these "race prejudices" show their origin from the irrational part of the human character. The race theory is not a creation of fascism. No: fascism is a creation of race hatred and its politically organized expression.

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Five ballades with a prologue

(after W.E.G. Louw)

Prologue: The child of God

From the creation,
long before the time of Plato and Aristotle
the word of God was the child’s criterion
while he ruled over everything.

When darkness rose right across the earth
others came in rebellion
wanted to show the God of creation
that they do not regard Him
and did not want to believe him

that destruction will follow upon their deeds,
that rain will fall in a terrible flood
that flooding will come as a result
from the hand of the God of the universe.

The child constructed a ship
went into its shelter with his wife,
children and animals
believing that the hand of the Almighty God
was sheltering
while the others in destruction
begged and cried for mercy.

The child walked through the palace of Pharaoh
could not convert his mother Hatshepsut
to the Almighty God,
saw whips lashing on the backs of his brothers
wanted to stop the lashing
on of one of them.

Right through the sea the child led his people
with crushing water closing on Pharaoh’s army,
right through the desert
his eyes were set on the Promised Land
while he trusted God.

When God Himself came to this earth,
taught people about love,
the child followed Him,
he baptised people and converted them

until on a Friday
on which the curtain ripped right through,
with God innocently hanging on a cross
while evil people mocked, cursed

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The Only Black Sheep

The black sheep sits among us.
His eyes' glisten as he waits undivided.
His ghost knows he's already here.
It whispers, 'of despair, with a chill in the air.'
Anger, begets this fear monger.
Control, and dominance.
Nothing less then absolute dictatorship, for this tyrant.
A rule with a iron fist.
The money's is his.
Multiple women with polygamous desires.
A united military is his wanted transgression.
Put down all, who threat this rule.
Destroy,
Hurt,
Rob,
Enslave,
Hate.
Humiliate,
Devastate
Those under the empires flag.
Burn It.
It's evil.

It means nothing no more.
Who are we but mere pawns?
And a new dawn is coming.
It will sit to waste human life at the face of greed and gluttony.
Those who want to buy something and don't need.
And the people who want make money off everything.
Including the air you breath.
Yeah paying for the air you breath.
Those rich companies get taxes off green house gases.
Who created them and got us hooked in the first place.
Which doesn't make any sense.
Why can't we just do something good for doing it?
Why does their have to be that catch?

The black sheep sits among us.
His eyes' glisten as he waits undivided.
His ghost knows he's already here.
It whispers, 'of despair, with a chill in the air.'
Anger, begets this fear monger.
Control, and dominance.
Nothing less then absolute dictatorship, for this tyrant.
A rule with a iron fist.
The money's is his.
Multiple women with polygamous desires.
A united military is his wanted transgression.
Put down all, who threat this rule.
Destroy,

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The Only Black Sheep (Ancient Times)

The black sheep sits among us.
His eyes' glisten as he waits undivided.
His ghost knows he's already here.
It whispers, 'of despair, with a chill in the air.'
Anger, begets this fear monger.
Control, and dominance.
Nothing less then absolute dictatorship, for this tyrant.
A rule with a iron fist.
The money's is his.
Multiple women with polygamous desires.
A united military is his wanted transgression.
Put down all, who threat this rule.
Destroy,
Hurt,
Rob,
Enslave,
Hate.
Humiliate,
Devastate
Those under the empires flag.
Burn It.
It's evil.

It means nothing no more.
Who are we but mere pawns?
And a new dawn is coming.
It will sit to waste human life at the face of greed and gluttony.
Those who want to buy something and don't need.
And the people who want make money off everything.
Including the your cattle and sheep.
Taxation without representation.
Those rich horde and sell too those who don't need.
Only one shall stand above all others.
Which doesn't make any sense.
We can't live without paying a price.
Cause life is precious.
It's not just given without consequences.

The black sheep sits among us.
His eyes' glisten as he waits undivided.
His ghost knows he's already here.
It whispers, 'of despair, with a chill in the air.'
Anger, begets this fear monger.
Control, and dominance.
Nothing less then absolute dictatorship, for this tyrant.
A rule with a iron fist.
The money's is his.
Multiple women with polygamous desires.
A united military is his wanted transgression.
Put down all, who threat this rule.

[...] Read more

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Dictatorship, the most extreme form of tyranny, can never lead to social liberation. In Russia, the so-called dictatorship of the proletariat has not led to Socialism, but to the domination of a new bureaucracy over the proletariat and the whole people. … What the Russian autocrats and their supporters fear most is that the success of libertarian Socialism in Spain might prove to their blind followers that the much vaunted "necessity of dictatorship" is nothing but one vast fraud which in Russia has led to the despotism of Stalin and is to serve today in Spain to help the counter-revolution to a victory over the revolution of the workers and the peasants.

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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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I believe that political correctness can be a form of linguistic fascism, and it sends shivers down the spine of my generation who went to war against fascism.

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Fascism is fascism. Terrorism is terrorism. Oppression is oppression.

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Benito Mussolini

Fascism is a religion. The twentieth century will be known in history as the century of Fascism.

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No government fights fascism to destroy it. When the bourgeoisie sees that power is slipping out of its hands, it brings up fascism to hold onto their privileges.

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Fascismis a headlong flight into fantasy from the necessity for political thought … persons supporting Fascism behave as if man were already in possession of principles which would enable him to deal with all our problems, and as if it were only a question of appointing a dictator to apply them.

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Noam Chomsky

Personally, I'm in favor of democracy, which means that the central institutions of society have to be under popular control. Now, under capitalism, we can't have democracy by definition. Capitalism is a system in which the central institutions of society are in principle under autocratic control. Thus, a corporation or an industry is, if we were to think of it in political terms, fascist that is, it has tight control at the top and strict obedience has to be establishedat every level--there's little bargaining, a little give and take,but the line of authority is perfectly straightforward. Just as I'm opposed to political fascism, I'm opposed to economic fascism. I think that until the major institutions of society are under the popular control of participants and communities, it's pointless to talk about democracy.

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Oil Replaces Gold Standard

(Essay)

“Oil is the new gold standard. As international community becomes more oil dependent the closer mankind moves to global fascism.”
ROTMS

Securing all known oil reserves is the goal/long term plan of the United States, Britain and other conspirators. This gives them control over extraction, distribution and pricing.

“Peak oil” is a myth created to instill fear and create panic. There’s enough oil in Alaska alone to furnish the needs of the United States for more than enough time to develop alternate energy. The exploration, mapping, drilling and capping of oil wells on Gull Island located in the waters of Prudhoe Bay, Alaska is well known. The by-product of the Alaskan oil wells is an abundance of natural gas, indeed enough to supply heating needs in the U.S. for a very long time. The current administration dare not open this vast oil/natural gas reserve, lest their long term plans be spoiled.

In order to accomplish a global monopoly the conspirators must eliminate rogue producer/competitors like Iran, Venezuela and Russia. To this end, Bush-Cheney are currently pressing hard to start a war with Iran, by any means including lies and false accusations. They’re acutely aware that Iranian oil production readies to sell their oil for currencies other than the U.S. dollar. This could dramatically lower the price of gas at the pump and devastate the U.S. economy.

You may ask why/how could lower prices be harmful to the U.S. economy.
The simple truth resides in the deals cut with Saudi Arabia and other world oil producers by the USA. Indeed, the written and unwritten agreements that guarantee producers fabulous wealth, as long as they sell oil for dollars. The principal reason why Bush invaded Iraq was to curtail Hussein’s threat to sell oil for Euros. He’d still be in power today had he played ball with U.S. handlers.

As the largest oil producer in the world Saudi Arabia represents a classic example of how “One hand washes the other”. Big oil companies develop the oil fields and supervise extraction, Wall Street banking middlemen set oil barrel prices for dollars and collect huge profits, then as agreed Saudis plow their profits into the U.S. to help pay off debt. Should this delicate balance be disturbed, U.S. economic collapse would ensue. Now plug this scenario into other world producers and the conspiracy is exposed.

As it stands today, high prices at the gas pump are servicing national debt by we the consumers. To make things worse, offshore hedge funds are manipulating oil futures by speculating on the rise and fall of price of a barrel of oil, thus adding to volatility.

Planning and common sense have been thrown out the window for global control and profit…what follows is global fascism and “New World Order”.

As a global citizens and consumers we must seek the truth of what is taking place and then unite through national protest and organization. Knowledge is our true power and way out of a messy situation created by a greedy few.

The righteous many, shall reclaim power and freedom from an evil few”
ROTMS

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George Orwell

Power is not a means, it is an end. One does not establish a dictatorship in order to safeguard a revolution; one makes the revolution in order to establish the dictatorship. The object of persecution is persecution. The object of torture is torture. The object of power is power.

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George Orwell

One does not establish a dictatorship in order to safeguard a revolution; one makes the revolution in order to establish a dictatorship.

in 1984Report problemRelated quotes
Added by Lucian Velea
Comment! | Vote! | Copy!

Share
George Orwell

One does not establish a dictatorship in order to safeguard a revolution; one makes a revolution in order to establish a dictatorship.

quote by Report problemRelated quotes
Added by Lucian Velea
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