Quotes like From a social perspective, I...

From a social perspective, I am looking for friends, not acolytes.

quote by John Fahey
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Social Netowrking Of Robots

end of world war
end of world war 11
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poem by Rwetewrt Erwtwer
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Robotic Things

Keep it in the right perspective.
Keep it in the right perspective.
No need for probing deeper,
For those reasons to dissect this.

Signs come!
And...
Keep it in the right perspective.
Those exposing a wisdom,
Are ignored as bores!

Keep it in the right perspective.
Keep it in the right perspective.
No need for probing deeper,
For those reasons to dissect this.

Upheaval seen upon the streets.
Keep it in the right perspective.
And...
Poverty increases and defeats.
Keep it in the right perspective.
No need for probing deeper,
For those reasons to dissect this.

And the songs heard they sing,
Sound as if,
They are...
Human beings!

Keep it in the right perspective.
Keep it in the right perspective.

And the songs heard they sing,
Sound as if,
They are...
Robotic things!

Keep it in the right perspective.
Keep it in the right perspective.
No need for probing deeper,
For those reasons to dissect this.

Signs come!
And...
Keep it in the right perspective.
Those exposing a wisdom,
Are ignored as bores!

And the songs heard they sing,
Sound as if,

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poem by Lawrence S. Pertillar
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Looking for Water

Still the leaves are spinning 'round
Take my hand as we go down, and down, and down
Looking for water
Well, our light's gone in a New York minute
Don't know about you, but my heart's not in it
(Looking, looking, looking)
I'm looking for water
I'm looking for water
(Looking, looking, looking)
I can't breathe the air, can't raise a fact
'Cause all we've got left is a beat in the night, and I'm
(Looking for water)
Looking for water
(Looking for water)
(Looking, looking)
Take my hand as we go down, and down
Leave it all behind, nothing could be found
(I'm, looking for water)
I'm looking for water
(Looking for water)
(Looking, looking)
(I, looking for water)
Looking everywhere
(Looking for water)
Looking here and there
(I'm looking for water)
I'm looking for water
(Looking for water)
(Looking, looking)
I can't live in this cage, I can't eat this candy
The edge of the earth to the spin in my head
The look in your eyes and never means never
The dawn's early light, baby, dark is forever
(Looking, looking)
(Looking, looking)
(Looking for water)
(Looking, looking)
I
(Looking for water)
(Looking for water)
(Looking, looking)
I
(Looking for water)
(Looking for water)
(Looking, looking)
I
(Looking for water)
(Looking for watter)
Looking, looking)
I

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song performed by David Bowie, music by David Bowie, lyrics by David Bowie from Reality
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song performed by New Edition
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Perspective

I need perspective cos Im facing the wall
I need perspective cos Im not that tall
I need perspective heard the trumpet call
Dont trust my eyes want to know where things fall
I need perspective party time for the newly wed
I need perspective colours ran as the images bled
I need perspective like confetti on the flower bed
Dont trust my eyes priest crying hes got fire in his head
Oh gaia, if thats your name
Treat you like dirt, but I dont want to blame
Oh gaia, the wind heats the fire and blows the ash away
I need perspective sitting in a long long hall
I need perspective staring at the white white wall
I need perspective waiting for the phone to call
Dont trust my eyes theres one thing Ive got to tell you all
I need perspective to see through red red skies
I need perspective to carry merchandise
I need perspective I dont trust my eyes
Dont trust my eyes and I dont like surprise
Oh gaia, etc
I used to be industrial giant
Sitting in a garden full of chemical plant
Trying very hard to get you off my mind
Acting like any man
Taking you for everything I can
Just the same, the same as all my kind
-- so blind
I need perspective

song performed by Peter Gabriel
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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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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.

poem by Lee B. Mack
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Friends Will Be Friends Will Be Friends ...

Friends Will Be Friends Will Be Friends . . .
Written by John Deacon, Freddie Mercury
Friends will be friends
Friends will be friends
Friends will be friends
Friends will be friends
Friends will be friends
Another red letter day
So the pound has dropped and the children are creating
The other half ran away
Taking all the cash and leaving you with the lumber
Got a pain in the chest
Doctors on strike what you need is a rest
It's not easy love, but you've got friends you can trust
Friends will be friends
When you're in need of love they give you care and attention
Friends will be friends
When you're through with life and all hope is lost
Hold out your hand 'cos friends will be friends - right till the end
Now it's a beautiful day
The postman delivered a letter from your lover
Only a 'phone call away
You tried to track him down but somebody stole his number
As a matter of fact
You're getting used to life without him in your way
It's so easy now, 'cos you got friends you can trust
Friends will be friends
When you're in need of love they give you care and attention
Friends will be friends
When you're through with life and all hope is lost
Hold out your hand 'cos friends will be friends - right till the end
It's so easy now, 'cos you got friends you can trust
Friends will be friends
When you're in need of love they give you care and attention
Friends will be friends
When you're through with life and all hope is lost
Hold out your hand 'cos right till the end - friends will be friends
Yeah yeah

song performed by Queen
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Friends

Scooter!! yeah!!
Were gonna hit you harder!
Yeeah! cmon, cmon!
Friends!...well be friends!
Well be friends...well be friends!
Friends!...well be friends!
Well be friends...well be friends!
Friends!...well be friends!
Well be friends...well be friends!
Friends!...well be friends!
Well be friends...well be friends!
Were gonna hit you harder!
Yeeah! cmon, cmon!
Friends!...well be friends!
Well be friends...well be friends!
Friends!...well be friends!
Well be friends...well be friends!
Friends!...well be friends!
Well be friends...well be friends!
Friends!...
Yeeah! cmon, cmon!

song performed by Scooter
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Looking Up

Looking up, again
Im coming back to life
Im coming back to life
Looking up, to you
If was really up to you
You had to pull me through
Looking up
Looking up, a change is
Coming over me
I know now that Im free
Looking up, I find
Im walking tall and proud
And happy all the time
Looking up
Im looking up
Looking up
I see my troubles far behind
Looking up
(Im looking up)
Looking up
I feel Im rising to the top
Looking up
Looking up, a change is
Coming over me
I know now that Im free
Looking up, I find
Im walking tall and proud
And happy all the time
Looking up
Im looking up
Looking up
I see my troubles far behind
Looking up
(Im looking up)
Looking up
I feel Im rising to the top
Looking up
Someone that understands
Is there until the end
To hold the light for me
The light that help me see
And in my darkest hours
Will come with sunny showers
To help me to forget
Oh I so glad we met
And since that rainy day
The clouds just stay away
You chase them with your love
The greatest love Ive known
cause in the darkest hour

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song performed by Donna Summer
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Friends Will Be Friends

Words and music by freddie mercury and john deacon
Another red letter day
So the pound has dropped and the children are creating
The other half ran away
Taking all the cash and leaving you with the lumber
Got a pain in the chest
Doctors on strike what you need is a rest
Its not easy love but youve got friends you can trust
Friends will be friends
When youre in need of love they give you care and attention
Friends will be friends
When youre through with life and all hope is lost
Hold out your hands cos friends will be friends right till the
End
Now its a beautiful day
The postman delivered a letter from your lover
Only a phone call away
You tried to track him down but somebody stole his number
As a matter of fact
Youre getting used to life without him in your way
Its so easy love cos you got friends you can trust
Friends will be friends
When youre in need of love they give you care and attention
Friends will be friends
When youre through with life and all hope is lost
Hold out your hands cos friends will be friends right till the
End
Its so easy love cos you got friends you can trust
Friends will be friends
When youre in need of love they give you care and attention
Friends will be friends
When youre through with life and all hope is lost
Hold out your hands cos friends will be friends right till the
End
Friends will be friends
When youre in need of love they give you care and attention
Friends will be friends
When youre through with life and all hope is lost
Hold out your hands cos right till the end-
Friends will be friends

song performed by Queen
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Looking At The Many People

Looking at the many people.
Looking at the many people,
Waiting to live a life they like.
The many people...
In a luxurized hype.

Looking at the people,
Waiting for a life they like.
The many people.
Looking at the many people.

Embittered and lamenting.
Looking at the many people.
Living venting and resenting.
Looking at the many people.

Condescending and offending.
Looking at the many people.
Expressing their sad sentiments...
And in their minds they're losing sense.

Looking at the many people.
Looking at the many people.
Waiting for a life they like.
The many people.
Looking at the many people.

Looking at the many people.
Waiting for a life they like.
The many people.
Looking at the many people.

Embittered and lamenting.
Looking at the many people.
Living venting and resenting.
Looking at the many people.

Condescending and offending.
Looking at the many people.
Expressing their sad sentiments...
And in their minds they're losing sense.

Looking at the many people.
Looking at the many people.
Expressing their sad sentiments...
And in their minds they're losing sense.

Looking at the many people.
Looking at the many people.
Expressing their sad sentiments...

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poem by Lawrence S. Pertillar
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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 Borough. Letter X: Clubs And Social Meetings

YOU say you envy in your calm retreat
Our social Meetings;--'tis with joy we meet.
In these our parties you are pleased to find
Good sense and wit, with intercourse of mind;
Composed of men who read, reflect, and write,
Who, when they meet, must yield and share delight.
To you our Book-club has peculiar charm,
For which you sicken in your quiet farm;
Here you suppose us at our leisure placed,
Enjoying freedom, and displaying taste:
With wisdom cheerful, temperately gay,
Pleased to enjoy, and willing to display.
If thus your envy gives your ease its gloom,
Give wings to fancy, and among us come.
We're now assembled; you may soon attend -
I'll introduce you--'Gentlemen, my friend.'
'Now are you happy? you have pass'd a night
In gay discourse, and rational delight.'
'Alas! not so: for how can mortals think,
Or thoughts exchange, if thus they eat and drink?
No! I confess when we had fairly dined,
That was no time for intercourse of mind;
There was each dish prepared with skill t'invite,
And to detain the struggling appetite;
On such occasions minds with one consent
Are to the comforts of the body lent;
There was no pause--the wine went quickly round,
Till struggling Fancy was by Bacchus bound;
Wine is to wit as water thrown on fire,
By duly sprinkling both are raised the higher;
Thus largely dealt, the vivid blaze they choke,
And all the genial flame goes off in smoke.'
'But when no more your boards these loads

contain,
When wine no more o'erwhelms the labouring brain,
But serves, a gentle stimulus; we know
How wit must sparkle, and how fancy flow.'
It might be so, but no such club-days come;
We always find these dampers in the room:
If to converse were all that brought us here,
A few odd members would in turn appear;
Who, dwelling nigh, would saunter in and out,
O'erlook the list, and toss the books about;
Or yawning read them, walking up and down,
Just as the loungers in the shops in town;
Till fancying nothing would their minds amuse,
They'd push them by, and go in search of news.
But our attractions are a stronger sort,
The earliest dainties and the oldest port;

[...] Read more

poem by George Crabbe
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song performed by Barry Manilow
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Wouldn't You Like To Ride

[Intro (Kanye West)]
You like to ride... (uh)
(So "why don't) you and your friends (get with) me and my friends"
"(My friends) my friends, my friends, my friends"
Would you like to ride?
(I don't know what happened, it's just like, heh)
"So why don't you and your friends get with me and my friends"
"My friends, my friends, my friends, my friends"
[Kanye West]
I had that little ass Nissan at your crib showin' up
Liquor store out of Arbor Mist, we Irish Rosed it up
Then we rolled to the movies, you rocked your fake Chloes
You had Gap and Gucci, that's still two G's
But that's that last year purse like it's still too cheap
Ooh you so boozy boo you could of fooled me
Cuz five years ago you was so Fugees
Now you don't want nothin' unless it cost a few G's
You like the light-skinned Ania, the dark-skinned Aaliyah
The black Jennifer Lopez, a ghetto senorita
You remind me of my Jeep but not no Kia
We can talk on your cell, but not Nokia
It be goin' in and out, that's why I barely hear ya
It be goin' in and out like a robbery ah
I'm tryin' to take this money like Robin Geeda
Then I'ma take you to the house like Trick and Trina
[Hook]
Would you like to ride shotgun in the Escalade
"So why don't you and your friends get with me and my friends"
"My friends, my friends, my friends, my friends"
Like a cloud in our sky, grab your things let's fly away
"So why don't you and your friends get with me and my friends"
"My friends, my friends, my friends, my friends"
[Malik Yusef]
Malik Yusef, bet your baby momma know the name
The most critically acclaimed wordsmith in the game
I give you words spit with flames
Stay to m

song performed by Kanye West
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Bo Weevil

You may talk about the ladies
The ladies of your own
These boweevils they'll rub you up at home
They're all looking for a home
They're all looking for a home
The first time I seen a bo weevil
He was sitting on the stair
The next time I seen a boweevil
He had his own family there
They're all looking for a home
They're all looking for a home
They're all looking for a home
They're all looking for a home
They're all looking for a home
They're all looking for a home
The farmer he took the boweevil
And put him on the ice
The boweevil said to the farmer
You treat me mighty nice
They're all looking for a home
They're all looking for a home
Alright
They're all looking for a home
They're all looking for a home
They're all looking for a home
They're all looking for a home
Alright now this next verse
Is about myself, and when im done I hope
You'll all sing along with me on 'he's looking for a home'
I said if anybody asks you people
Who sang you this song
You tell 'em its Jackie White
He's just been here and gone
They're all looking for a home
They're all looking for a home
Alright
They're all looking for a home
They're all looking for a home
They're all looking for a home
They're all looking for a home

song performed by White Stripes
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Third Book

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

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

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

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

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

poem by Robert Browning from The Ring and the Book
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Calling All Girls

She was insatiable, you know the type
And she was young, but she was ripe
And she was vicious, and she took a bite
Baby dont wanna feel this pain anymore
Ive got a message, put it through emergency
I wanna hear it on the radio tonight
Calling all girls, if youre looking for love (you got it)
Calling all girls, if youre looking for a hot time
Calling all girls, if youre looking for fun
Calling all girls, if youre looking for a good time tonight
Seems all the good girls are home in bed
Were gonna party to raise the dead
Im gonna love that girl right out of my head
Baby dont wanna feel this pain anymore
Ive got a message, put it through emergency
I wanna see it on the video tonight
Calling all girls, if youre looking for love
Calling all girls, if youre looking for a hot time
Calling all girls, if youre looking for fun
Calling all girls, if youre looking for a good time tonight
Calling all girls, calling all girls
Calling all girls, calling all girls
Calling all girls, calling all girls
Baby dont wanna feel this pain anymore
Ive got a message, put it through emergency
I wanna hear it on the radio tonight
Calling all girls, if youre looking for love (youve got it)
Calling all girls, if youre looking for a hot time
Calling all girls, if youre looking for fun
Calling all girls, if youre looking for a good time tonight
Calling all girls, if youre looking for love
Calling all girls, if youre looking for a hot time
Calling all girls, if youre looking for fun
Calling all girls, if youre looking for a good time tonight
Calling all girls, if youre looking for love
Calling all girls, if youre looking for a hot time
Calling all girls, if youre looking for fun
Calling all girls, if youre looking for a good time tonight

song performed by Rick Springfield
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