My emotional and intellectual response to Hiroshima was that the question of the social responsibility of a journalist was posed with greater urgency than ever.
quote by Wilfred Burchett
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Related quotes
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[...] Read more
poem by Rwetewrt Erwtwer
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Emotional
Ooh yeah yeah yeah
Here comes the soul
Gimme that soul
Ooh hes emotional
Hes an emotional man
Sacrify the day
And bless the night
Want you to come and do me
Ooh hes emotional
Hes an emotional man
Hes got tears in his eyes
Watch him break down and cry
Watch me cry
Hear me babe
Was soll ich dir noch sagen
Es ist doch alles schon gesagt
Ohne uns sind wir die hlfte wert
Wir gehn vorbei und sehn es nicht
Hes a desperate man in a world so cold
Und du weit, ich habe ein herz wie ein lwe
Hes just longing for a woman to hold
Und das herz geht so lange zum messer bis es sticht
Do me
Ooh hes emotional
Hes an emotional man
So emotional
I had my woman right here
I had her in the palm of my hand
Want you to come and do me
Ooh hes emotional
So emotional
Hes an emotional man
Hes got tears in his eyes
Watch him break down and cry
Watch me cry
Still hear me babe
Ich wei, da die frau die mich ertrgt noch nicht geboren ist
Aber ich bitte dich, komm zur welt
Hes a desperate man in a world so cold
Und du weit, ich habe ein herz wie ein lwe
Hes just longing for a woman to hold
Und wenn du willst, dann geh ich down on my knees and pray to
The spirits above, do me
Ooh hes emotional
So emotional
Hes an emotional man
I had my woman right here
I had her in the palm of my hand
Want you to come and do me
Ooh hes emotional
[...] Read more
song performed by Falco
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At Hiroshima's rock
I had to do a project on Hiroshima for school and I came across a poem about helping the victims at Hiroshima. That one poem inspired me to go and write this about a victim of Hiroshima.
P.S. For those of you who don't know the Enola gay was the plane that bombed Hiroshima
In solitude I walk
Down at Hiroshima’s rock
With the wind at my back
The sky itself was jet black
As I walk
At Hiroshima’s rock
I, the white soldier
Down at Hiroshima’s rock I watch
Waiting on the world
Something will occur
For if nothing were to happen
The world would just arrest
As I walk
At Hiroshima’s rock
I, the white soldier
I hope for the best
But hoping has done nothing
It has killed my friends
It has destroyed my country
As I walk
At Hiroshima’s rock
I, the white soldier
I knew the war was on
All our support had been withdrawn
Peace was on the way
This could well be the last day
We all just want this to be over
As I walk
At Hiroshima’s rock
I, the white soldier
I saw in the distance
The gray Enola gay
I knew right then
The war wasn’t over
As I was running to the ground
I saw little boy fall from the sky
I saw a huge flash of light
Then, I saw no more
As I walked
At Hiroshima’s rock
I, the dead soldier
poem by Dillon Crawford
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Emotional Highway
Heard youre up to no good
Doin everything I never would
Shakes me up
Brings me down
Puts my world six feet underground
Well I need to know whats going on
Before I lose my mind
If I catch you with her I dont know what Ill do
When I get home what will I find
Whoa emotional highway
Driving all night and day through the pouring rain
Ive heard a rumor now
Ive got to find out for myself
If my babys giving his heart to someone else
Well my minds playing tricks
To think of you and her just makes me sick
Every mile that I go
I keep praying I dont lose control
Well the road is long and conditions are bad
And all I think about is you
I dont have time to wait in line
Move over mister
Ive gotta get through
Whoa emotional highway
Driving all night and day through the pouring rain
Ive heard a rumor now
Ive got to find out for myself
If my babys getting it on with someone else
Emotional highway
Emotional highway
Emotional highway, emotional, emotional, emotional
Baby baby I know that were two of a kind
Thats why Ive got suspicion on my mind
Whoa emotional highway
Driving all night and day through the pouring rain
Ive heard a rumor now
Ive got to find out for myself
If my babys me up for someone else
Emotional highway
Emotional highway
Emotional highway, emotional, emotional, emotional
Got to get back, get back to my baby
Emotional highway
Emotional highway
Emotional highway, emotional, emotional, emotional
Got to get back, get back to my baby
song performed by Belinda Carlisle
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Instinct, Emotional and Rational
The Instinct, the Emotional, and the Rational
Are the stages at which your mind functions,
Together or severally in variant degrees.
Hunger and survival: The Instinct springs.
Love and hate: The Emotional surges.
Right and wrong: The Rational decides.
In the game of chess, you are rational.
In the game of love, you are emotional.
In the game of sex, you are instinctual.
The Rational mind is your judge.
The Emotional mind is your advocate.
The Instinctual mind is your subject.
When judge fails, when advocate fails,
The subject spurts to save the self
Or feeds the self without fail.
The Rational abide by the codes.
The Emotional deviates from it.
The Instinct violates it.
The Rational decides how to face.
The Emotional positions the move.
But the Instinct accomplishes it.
Far sighted is the Rational.
Short sighted is the Emotional.
Blind is the Instinct.
The Instinct reels under the Emotional.
The Emotional trails behind the Rational.
The Rational strives to manage them both.
The child is more under the Instinct.
The adult is more under the Emotional.
The old is more under the Rational.
The Rational lacks vigour.
The Emotional lacks balance.
The Instinct lacks prudence.
The Rational has distant motive.
The Emotional has immediate motive.
The Instinct has instant motive.
Intellectuals are rational.
Poets and lovers are emotional.
[...] Read more
poem by Rm. Shanmugam Chettiar
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Sociology Assignment
THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING
INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.
INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .
In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .
In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .
NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.
Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .
TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.
The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.
Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.
A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.
SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .
There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .
CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.
LIST OF REFERENCES.
Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.
Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139
Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14
Harris, S. (1999) . Careers education: contesting policy and practice. Sage
[...] Read more
poem by Innocent Masina Nkhonyo
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Responsibility
Ooo-ooo-ooo-ooo-ooo-eee,
Into my life came responsibility.
Shes got some shakin, kickin, sailin, long blonde hair,
And when I want to get off you know shell take me there.
Im talkin bout ...
Ooo-ooo-ooo-ooo-ooo-eee,
She fill me up with responsibility.
Ooo-ooo-ooo-ooo-ooo-eee,
She fill me up and let me down, cant you see ...
Life is full of re ...
Re-spons-ibil-ity.
Life is full of re ...
Re-spons--responsibility.
Life is full of re ...
Re-re--responsibility.
Life is full of responsibility.
And Im responsible for you and me.
Good lovin messin up my mind,
A chick like this one is so hard to find.
She takes care of everything I need,
And when I want some stuff you know that she takes heed.
Im talkin bout ...
Ooo-ooo-ooo-ooo-ooo-eee,
She fill me up with responsibility -- yeah.
Ooo-ooo-ooo-ooo-ooo-eee,
She fill me up and let me down, cant you see ...
Life is full of re ...
Re-spons-ibil-ity.
Life is full of re ...
Re-spons--responsibility.
Life is full of re ...
Re-re--responsibility.
Life is full of responsibility.
And Im responsible as I can be.
Yeah, responsible, responsible baby.
Yeah, responsible.
Ooo-ooo-ooo-ooo-ooo-eee.
Ooo-ooo-ooo-ooo-ooo-eee.
Responsible, responsible baby.
Im tryin to be responsible, responsible baby ...
... yeah, ayyyy ... yeah ... ayyyy ...
Every day, baby; yes I am, baby; you know I can, baby.
Life is full of re ...
Re-spons-ibil-ity.
Life is full of re ...
Re-spons--responsibility.
Life is full of re ...
Re-re--responsibility.
Life is full of responsibility.
And Im responsible for you and me.
[...] Read more
song performed by Grand Funk Railroad
Added by Lucian Velea
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Emotional Love
I woke up today
Everything is on my shoulders
I never told her
Such emotional love
I hear what you say
Yes I owe ya
But I dont know ya
And I smash soldiers with love
Ill come there today
To your station
Its recreation
This passing notion of love
I hear what you say
Its demonstration
Crossing oceans above
Crossing oceans above
Hand on my shoulder
Like I told her
I control ya
Crossing oceans above
Sally in the roses
What she knows is
Such emotional love
Such emotional love
Such emotional love
Such emotional love
Such emotional love
Such emotional love
Not for beginners
Or sunday sinners
Court disasters
A. j. just killed his love
Whos on the left and right
Lonely days and nights
Whos your master
When gods pass motions above
I hear what you play
On your station
Smashing soldiers with love
Crossing oceans above
Such emotional love
Such emotional love
Such emotional love
Such emotional love
I woke up today
Everything is on my shoulders
I never told her
Such emotional love
I hear what you say
Yes I owe ya
[...] Read more
song performed by John Mellencamp
Added by Lucian Velea
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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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13 Question Method
(chuck berry)
Now, the thirteen question method is the one to use
Listen to me!
Thirteen question method is the one to use
Im saying that the thirteen question method is the one you gotta use
If you wanna have some fun
cause the thirteen question method is the one to use
Uhn!
Question number one: you wanna have fun, uh hun
Question number two: what to do ?
Lets see!
Question number three: wanna go out and eat burger with me ?
God almighty!
For the thirteen question method is the one to use
Now the question number five: dont give me no jive this morning
Question number six: dont try no tricks, this evening
Question number seven: Ill pick you up at a quarter to eleven, baby
And question number eight: its a date
Thats question number nine: where to dine, this evening ?
Question number ten: ah, can we get in ?
Question number eleven: gonna be just like heaven ?
God almighty!
Question number twelve: we get by ourselves ?
cause the thirteen question method is the one to use
The thirteen question method is the one to use
Now the thirteen question method is the one gotta use if you wanna...
The thirteen question method is the one to use
And she says ah...
She says...
The thirteen question method is the one to use
The thirteen question method is the one to use
Now the thirteen question method is the one gotta use if you wanna have some fun
cause the...
song performed by Ry Cooder
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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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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Emotional Fire
(desmond child/ michael bolton/ diane warren)
Producer for cher: desmond child
Recorded in 1989 for cher's ' love hurts' album. bonnie did backing vocals with, among others, michael bolton. lyrics taken from uk album sleeve.
I can't wait 'til i see you baby
I can't wait 'til the night comes fallin' down
I gotta see you again
And even if it couldn't be forever
I'd trade a lifetime for this night together
Hold on, hold on...
My heart is burning with the heat of this
Emotional fire
Every time i see you
I'm on fire, every time we touch
Can't you feel me burning with desire
Baby feel warm, give me some
Emotional fire
Emotional fire...
There's a feelin' when i'm here beside you
Couldn't leave you and i wouldn't try to
Baby, i'd only need you again...
There ain't nothing that can break this fever
The love gets stronger and the passion deeper
Hold on, hold on...
I can't let go 'cause there ain't no stopping this
Emotional fire
Every time i see you
I'm on fire, every time we touch
Can't you feel me burning with desire
Baby feel warm, give me some
Emotional fire
Emotional fire...
I can't wait until i see you baby
I can't wait 'til the night comes fallin'
Hold on, hold on..
My heart is burning with the heat of this
Emotional fire
Every time i see you
I'm on fire, every time we touch
Can't you feel me burning with desire
Baby feel warm, give me some
Emotional fire...emotional fire...emotional fire
song performed by Bonnie Tyler
Added by Lucian Velea
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Feeling Out Of Sorts?
Feeling out of sorts these days?
Want to know what you can do?
Need help? Here are 50 ways,
Maybe you'll benefit from a few
ROTMS
SYMPTOMS OF SPIRITUAL AWAKENING
1. Changing sleep patterns: restlessness, hot feet, waking up two or three times a night. Feeling tired after you wake up and sleepy off and on during the day.
There is something called the Triad Sleep Pattern that occurs for many: you sleep for about 2-3 hours, wake up, go back to sleep for another couple of hours, wake again, and go back to sleep again. For others, the sleep requirements have changed. You can get by on less sleep.
Lately I have been experiencing huge waves of energy running into my body from the crown. It feels good, but it keeps me awake for a long time, then subsides.
Advice: Get used to it. Make peace with it and don't worry about getting enough sleep (which often causes more insomnia) . You will be able to make it through the day if you hold thoughts of getting just what you need. You can also request your Higher Power to give you a break now and then and give you a good, deep night's sleep.
If you can't go back to sleep right away, use the waking moments to meditate, read poetry, write in your journal or look at the moon. Your body will adjust to the new pattern.
2. Activity at the crown of the head: Tingling, itching, prickly, crawling sensations along the scalp and/or down the spine. A sense of energy vibrating on top of the head, as if energy is erupting from the head in a shower. Also the sensation of energy pouring in through the crown, described as 'sprinkles'.
This may also be experienced as pressure on the crown, as if someone is pushing his/her finger into the center of your head. As I mentioned in #1, I have been experiencing huge downloads of energy through the crown.
In the past, I have felt more generalized pressure, as if my head is in a gentle vise. One man related that his hair stood on end and his body was covered with goosebumps.
Advice: This is nothing to be alarmed about. What you are experiencing is an opening of the crown chakra. The sensations mean that you are opening up to receive divine energy.
3. Sudden waves of emotion. Crying at the dropp of a hat. Feeling suddenly angry or sad with little provocation. Or inexplicably depressed. Then very happy. Emotional roller coaster. There is often a pressure or sense of emotions congested in the heart chakra (the middle of the chest) . This is not to be confused with the heart, which is located to the left of the heart chakra.
Advice: Accept your feelings as they come up and let them go. Go directly to your heart chakra and feel the emotion. Expand it outward to your all your fields and breathe deeply from the belly all the way up to your upper chest. Just feel the feeling and let it evaporate on its own. Don't direct the emotions at anyone.
You are cleaning out your past. If you want some help with this, say out loud that you intend to release all these old issues and ask your Higher Power to help you. You can also ask Grace Elohim to help you release with ease and gentleness. Be grateful that your body is releasing the see motions and not holding onto them inside where they can do harm.
One source suggests that depression is linked to letting go of relationships to people, work, etc. that no longer match us and our frequencies. When we feel guilty about letting go of these relationships, depression helps us medicate that pain.
4. Old 'stuff' seems to be coming up, as described above, and the people with whom you need to work it out (or their clones) appear in your life. Completion issues.
Or perhaps you need to work through issues of self-worth, abundance, creativity, addictions, etc. The resources or people you need to help you move through these issues start to appear.
Advice: Same as #3. Additionally, don't get too involved in analyzing these issues. Examining them too much will simply cycle you back through them over and over again at deeper and deeper levels. Get professional help if you need to and walk through it.
Do not try to avoid them or disassociate yourself from them. Embrace whatever comes up and thank it for helping you move ahead. Thank your Higher Power for giving you the opportunity to release these issues. Remember, you don't want these issues to stay stuck in your body.
5. Changes in weight. The weight gain in the US population is phenomenal. Other people may be losing weight.
[...] Read more
poem by Ray Lucero
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator
Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!
It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!
Well,
Let others climb the heights o' the court, the camp!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Fifth Book
AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Telephone Conversation
Wednesday, January 23,2008
Week 10: Telephone Conversation by Wole Soyinka
Week 10 Dividing lines: Differences in Class, race, Gender and Ideology
Telephone Conversation
by Wole Soyinka
The price seemed reasonable, location
Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. 'Madam, ' I warned,
'I hate a wasted journey—I am African.'
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold rolled
Cigarette-holder pipped. Caught I was foully.
'HOW DARK? '... I had not misheard... 'ARE YOU LIGHT
OR VERY DARK? ' Button B, Button A.* Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis-
'ARE YOU DARK? OR VERY LIGHT? ' Revelation came.
'You mean-like plain or milk chocolate? '
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. 'West African sepia'-and as afterthought,
'Down in my passport.' Silence for spectroscopic
Flight of fancy, till truthfulness clanged her accent
Hard on the mouthpiece. 'WHAT'S THAT? ' conceding
'DON'T KNOW WHAT THAT IS.' 'Like brunette.'
'THAT'S DARK, ISN'T IT? ' 'Not altogether.
Facially, I am brunette, but, madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blond. Friction, caused-
[...] Read more
poem by Tamilarasi Shalu
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Where's The Urgency?
Shouldn't we have a true urgency, about this thing we call eternity?
While we are in this temporal time, to help change a thinking mind;
Shouldn't those in the Body of Christ, have an urgency in this life?
Urgency for family and friend, knowing that Grace could soon end!
Shouldn't Scripture move our heart, within this Age to do our part?
In leading more souls to the Faith, while it is still the Age of Grace;
Shouldn't we speak in a bolder way, of what Scripture has to say?
About the end, that faces all, peoples everywhere, great and small.
Shouldn't Scriptures in our heart, burden us with a desire to impart,
The Truths we find in God's Word, which so many, have not heard?
Truths that we're not only to read, but, Truths that we all must heed,
Truths that we all must embrace, moved by God's unmerited Grace.
Where is the urgency of our call, from Christ our Lord, to reach all?
With God's only Truth that saves, any soul from the coming waves,
Of Christ's soon Righteous Judgment; this is why we've been sent,
To reach all the spiritually lost, with God's saving Truth at any cost.
When we're rapture to God's Son, this Age of Grace shall be done,
With The Restrainer out of the way, God's Judgment, will not delay,
With strong delusion from on high, all men shall believe Satan's lie,
Not embracing God's Saving Truth, all shall see His strong reproof!
God's Judgment will be their end, whether they are family or friend,
For their refusing The Truth of Christ, they will never see eternal life,
So an urgency must fill our heart, before from this earth, we depart,
So that others can enter into eternity, as members of God's Family.
(Copyright ©05/2012)
poem by Bob Gotti
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Tricks Are For Kicks
There is an emergency,
That has an urgency.
But few can come to see,
Or agree upon a need...
To dismiss those old tricks,
That have not yet to fix...
And economy that bleeds,
From kaput hypocrisies.
It must be faced quick,
How foolish the risks...
Of wishing to succeed,
With kaput hypocrisies.
There is an emergency,
That has an urgency.
But few can come to see,
Or agree upon a need...
To dismiss those old tricks,
That have not yet to fix...
An economy that bleeds,
From kaput hypocrisies.
Tricks are for kicks,
To amuse a purpose!
But a magic to achieve,
Attracts a jeopardy.
Tricks are for kicks,
To amuse a purpose!
But a magic to achieve...
Attracts a jeopardy,
In reach!
There is an emergency,
That has an urgency.
Tricks are for kicks,
To amuse a purpose!
But a magic to achieve,
Attracts a jeopardy.
There is an emergency,
That has an urgency.
And...
Tricks are for kicks,
To amuse a purpose!
But a magic to achieve,
Attracts a jeopardy.
[...] Read more
poem by Lawrence S. Pertillar
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Crazy Love
(oliver leiber)
I had everything I ever wanted in my life
Wasnt lookin for nobody to be satisfied
Wasnt looking for a honey or a steady girl
til I turned around the corner
And you rocked my world
You were walkin down the street
Body boomin to the beat
You had everything complete
You was cold- too cold
And the funky things you said
Was like music to my head
And you turnded around and said
Baby lets go
Youre so sexual...
So intellectual...so emotional
You have everything I want...
Everything I need
Chorus:
Upside down youre turning me
Ooh its an emergency
Could it be Im fallin for your crazy love
I want your body next to me
Ooh with such an urgency
Could it be Im fallin for your crazy love
I hear everybody talkin
That your mind aint right
And my friends say
I gone crazy girl but thats alright
Cuz the things we do together
They mean so much more
Boy you got me feeling things
Ive never felt before
Youre so sexual...
So intellectual...so emotional
You have everything I want...
So intellectual...so emotional
You have everything I want...
Everything I need
Chorus x 2
Do you know what you want baby?
Do you like what you see?
Do you wanna have some fun with me?
I can give ya just a little taste, just a little bit
If I give it all to you
Can you handle it? (huh!)
Let me have it all...
Chorus
You know you drive me crazy...
Crazy for your crazy love
song performed by Paula Abdul
Added by Lucian Velea
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