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Paul McCartney

I don't ever try to make a serious social comment.

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Z. Comments

CRYSTAL GLOW

Madhur Veena Comment: Who is she? ? ? ? ? ? ? ? ? ? ? ....You write good!

Margaret Alice Comment: Beautiful, it stikes as heartfelt words and touches the heart, beautiful sentiments, sorry, I repeat myself, but I am delighted. Your poem is like the trinkets I collect to adorn my personal space, pure joy to read, wonderful! Only a beautiful mind can harbour such sentiments, you have a beautiful mind. I am glad you have found someone that inspires you to such heights and that you share it with us, you make the world a mroe wonderful place.

Margaret Alice Comment: Within the context set by the previous poem, “Cosmic Probe”, the description of a lover’s adoration for his beloved becomes a universal ode sung to the abstract values of love, joy and hope personified by light, colours, fragrance and beauty, qualities the poet assigns to his beloved, thus elevating her to the status of an uplifting force because she brings all these qualities to his attention. The poet recognises that these personified values brings him fulfilment and chose the image of a love relationship to illustrate how this comes about; thus a love poem becomes the vehicle to convey spiritual epiphany.


FRAGRANT JASMINE

Margaret Alice Comment: Your words seem to be directed to a divine entity, you seem to be addressing your adoration to a divinity, and it is wonderful to read of such sublime sentiments kindled in a human soul. Mankind is always lifted up by their vision and awareness of divinity, thank you for such pure, clear diction and sharing your awareness of the sublime with us, you have uplifted me so much by this vision you have created!

Margaret Alice Comment: The poet’s words seem to be directed to a divine entity, express adoration to a divinity who is the personification of wonderful qualities which awakens a sense of the sublime in the human soul. An uplifting vision and awareness of uplifting qualities of innocence represented by a beautiful person.


I WENT THERE TO BID HER ADIEU

Kente Lucy Comment: wow great writing, what a way to bid farewell

Margaret Alice Comment: Sensory experience is elevated by its symbolical meaning, your description of the scene shows two souls becoming one and your awareness of the importance of tempory experience as a symbol of the eternal duration of love and companionship - were temporary experience only valid for one moment in time, it would be a sad world, but once it is seen as a symbol of eternal things, it becomes enchanting.


I’M INCOMPLETE WITHOUT YOU

Margaret Alice Comment: You elevate the humnan experience of longing for love to a striving for sublimity in uniting with a beloved person, and this poem is stirring, your style of writing is effective, everything flows together perfectly.

Margaret Alice Comment:

'To a resplendent glow of celestial flow
And two split halves unite never to part.'

Reading your fluent poems is a delight, I have to tear myself away and return to the life of a drudge, but what a treasure trove of jewels you made for the weary soul who needs to contemplate higher ideals from time to time!


IN CELESTIAL WINGS

Margaret Alice Comment: When you describe how you are strengthened by your loved one, it is clear that your inner flame is so strong that you need not fear growing old, your spirit seems to become stronger, you manage to convey this impression by your striking poetry. It is a privilege to read your work.

Obed Dela Cruz Comment: wow.... i remembered will shakespeare.... nice poem!

Margaret Alice Comment: The poet has transcended the barriers of time and space by becoming an image of his beloved and being able to find peace in the joy he confers to his beloved.

'You transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.'

Margaret Alice Comment: You are my peace and solace, I know, I am, yours too; A mere flash of your thoughts Enlivens my tired soul And fills me with light, peace and solace, A giant in new world, I become, I rise to divine heights in celestial wings. How I desire to reciprocate To fill you with light and inner strength raise you to divine heights; I must cross over nd hold you in arms, light up your soul, Fill you with strength from my inner core, Wipe away your tears burst out in pure joy How I yearn to instill hope and confidence in you we never part And we shall wait, till time comes right. the flame in my soul always seeks you, you transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.


RAGING FIRE

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One Little Comment

One little comment can really change your life;
It can make you feel good or cut you like a knife.
As a result, you may now want to try something new,
Or with an aspect of life, you may now be through.
You mull the comment over and take it to heart;
The speaker of the comment, unaware they’ve played a part.

The chances are that, of the comment, the speaker has forgotten,
But you are now left feeling really encouraged or really rotten.
Some comments are just throw-a-ways,
But they can easily make or break your day.
Some comments stick forever in your mind,
Whether they’re really hurtful or really kind.

Many years later, a comment you may still be able to quote;
It could be one which made you sink or one which made you float.
You will probably still be able to recall it word for word,
And even imitate the tone in which the comment was first heard.
As the result of a comment, you may feel better or worse,
And the speaker of the comment, you’ll either love or curse.

A comment can make you give up or give you the will to succeed;
Off one little comment, our further thoughts will often feed.
They can change the way that you see yourself,
And even have a good or bad effect on your health.
A bad comment can leave us feeling rather unsure,
Whereas a good comment, can leave us wanting more.

Just one comment, which may last only a few fleeting seconds,
May result in a whole new life, which suddenly now beckons.
You may leave your old life far behind,
Or a whole new life, you may now find.
So just take a moment and think before you speak;
Of the joy you may bring or the havoc you may wreak.

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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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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 dont 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 dont 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 dont understand just dont stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just dont
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.

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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) .

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La Noix

Allez, allez
Comment ca va, comment ca va ?
Et vous, et vous ?
Au dbut de la saison elle est toujours de bonne humeur
Le monsieur est pauvre
Et si la lune tombe
Il va la chasse, sans classe, en face
Dans la rue
Les femmes attendent
Elles rient de lui
Parce qu'il leur offre une noix
Cette saison
Les femmes attendent
Elles rient de lui
Parce qu'il leur offre une noix
Allez, allez
Comment ca va, comment ca va ?
Et vous, et vous ?
Aprs cette aventure il va dans un bar
Triste, parce qu'il a encore une noix
Il espre le miracle
Ce soir il prend sa guitare
Il chante
Dans la rue
Les femmes attendent
Elles rient de lui
Parce qu'il leur offre une noix
Cette saison
Les femmes attendent
Elles rient de lui
Parce qu'il leur offre une noix
Allez, allez
Comment ca va, comment ca va ?
Et vous, et vous ? (2x)
Comment ca va

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Commenting (Please Read)

This poem is dedicated to a very dear friend in Canada.
Melvina Germain.
The first person who left a heart prints on my work almost a year and a half ago. Mel, a million thanks from me.
Love and Hugs.
David xxxx

Some people read your work
and then pass on their way,
never leaving a comment
whether they liked it or not.
For any writer good or bad,
unless someone makes a comment on your work,
you feel left out in the cold.

For those who think that comments do not help,
let me tell you what comments have done for me.
For six or seven years I had given up writing,
I swore I would never lift my pen again.
Then in January 2007,
I posted a few old poems on a poetry site.
I was confused and lost at the time.
Never though for one moment
anyone would want to read my humble work.
I was wrong.
Through the comments I received,
I started writing again.

Since the 19th January 2007 to today the 14th June 2008
I have written 1132 poems, a 80,000 word novel,
collaborated on over 20 poems
with two young ladies half a world away from me
and published my first book of poetry.
For under a year and a half
that is not a bad record
and it happened through the encouragement in comments.

So the next time you read someone work
and there is a space for a comment,
leave one please.
Those little heart prints can change someone’s life
and encourage them on to do better things.
Your comment does not have to be lengthy,
just a word or two will do.
Remember it is good to help someone
and by leaving a comment,
that is just what you will do.
I always leave a comment on everything I read
knowing how others comments have helped me.

14 June 2008

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Social Life

Nervous you need a drink
Tired you need a lift
You feel on the brink
Maybe you need new tits
Vulnerable as a ship
But you re not on the sea
Can you talk to anyone here?
No, not really
And the crowd stays on your back
And the girls are all s0 stacked
And the stress it lines your face
And you realy need a place
Its just that social life
Its got you on the run
That goddamn social life
Its torture dressed as fun
Its just that social life
They got you seein things
That goddamn social life
And now you re chasin strings
That goddamn social life
God-awful art and clothes
Plenty of money, though
You guess it must be worth somethin
What that would be you don t know
In your imagination
Theres a face of love
Someone who will come along
Instead of comin on
Anp the forces ebb and flow
And the money goes and goes
And something makes you
Want to throw a brick
Through the window
Its iust that social life
Its got you on the run
That goddamn social life
Its torture dressed as fun
Its iust that social life
They got you chasin strings
That goddamn social life
And you are seeing things

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Another Tricky Day

You cant always get it
You cant always get it
When you really want it
When you really want it
You cant always get it at all
You cant always get it at all
Just because theres space
Just because theres space
In your life its a waste
In your life its a waste
To spend your time why dont you wait for the call
To spend your time why dont you wait for the call
(just gotta get used to it)
(just gotta get used to it)
We all get it in the end
We all get it in the end
(just gotta get used to it)
(just gotta get used to it)
We go down and we come up again
We go down and we come up again
(just gotta get used to it)
(just gotta get used to it)
You irritate me my friend
You irritate me my friend
(this is no social crisis)
(this is no social crisis)
This is you having fun
This is you having fun
(no crisis)
(no crisis)
Getting burned by the sun
Getting burned by the sun
(this is true)
(this is true)
This is no social crisis
This is no social crisis
Just another tricky day for you
Just another tricky day for you
You can always get higher
You can always get higher
Just because you aspire
Just because you aspire
You could expire even knowing.
You could expire even knowing.
Dont push the hands
Dont push the hands
Just hang on to the band
Just hang on to the band
You can dance while your knowledge is growing
You can dance while your knowledge is growing

[...] Read more

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Elizabeth Barrett Browning

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

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The Progress of Taste, or the Fate of Delicacy

Part first.

Perhaps some cloud eclipsed the day,
When thus I tuned my pensive lay:
The ship is launch'd-we catch the gale-
On life's extended ocean sail:
For happiness our course we bend,
Our ardent cry, our general end!
Yet, ah! the scenes which tempt our care
Are, like the forms dispersed in air,
Still dancing near disorder'd eyes,
And weakest his who best descries!'
Yet let me not my birthright barter,
(For wishing is the poet's charter;
All bards have leave to wish what's wanted,
Though few e'er found their wishes granted;
Extensive field! where poets pride them
In singing all that is denied them).
For humble ease, ye Powers! I pray;
That plain warm suit for every day,
And pleasure and brocade, bestow,
To flaunt it-once a month, or so.
The first for constant wear we want;
The first, ye Powers! for ever grant;
But constant wear the last bespatters,
And turns the tissue into tatters.
Where'er my vagrant course I bend,
Let me secure one faithful friend.
Let me, in public scenes, request
A friend of wit and taste, well drest;
And, if I must not hope such favour,
A friend of wit and taste, however.
Alas! that Wisdom ever shuns
To congregate her scatter'd Sons,
Whose nervous forces, well combined,
Would win the field, and sway mankind.
The fool will squeeze, from morn to night,
To fix his follies full in sight;
The note he strikes, the plume he shows,
Attract whole flights of fops and beaus,
And kindred fools, who ne'er had known him,
Flock at the sight, caress and own him;
But ill-starr'd Sense, not gay nor loud,
Steals soft on tiptoe through the crowd;
Conveys his meagre form between,
And slides, like pervious air, unseen;
Contracts his known tenuity,
As though 'twere even a crime to be;
Nor even permits his eyes to stray,
And win acquaintance in their way.

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Please Read And Comment On My Work, Thank You.

.please read and comment on my work, thank you.please read and comment on my work, thank you.please read and comment on my work, thank you.please read and comment on my work, thank you.please read and comment on my work, thank you.

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A Map Of Culture

Culture


Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?



What is Culture?


I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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Sum Total Residue Life Ripples

lifetimes spent filling empty spaces
lifetimes spent desiring other places
people could spend a lifetime in this

world studying learning doing or not
belonging or not as you choose most
people cannot most need to conform

but you can and will define yourself
herd mentality conformity denies self
conformity imprisons social responsibility

compliance identification internalization
choose then informational social influence
choose also or normative social influence

information cascade knowledge peer pressure
age social rejection social norms youth culture
status public opinion immediacy group numbers

conformity normally leads individuals
to think and act more like social groups
herd mentality often rejects rationality

status individuals are occasionally
able to reverse lower IQ herd tendency
challenge change people peer groups

minority influence is a special case
of adaptive informational influence
minority influence is most influential

when group accepted admired esteemed people
can charismatic make a clear consistent
case for their point of view prime relevant

but when minority view fluctuates
shows uncertainty signs signals
chance of influence is small falls

however beware a racist minority
that makes a strong scapegoat political
convincing case which increases

probability of changing majority beliefs
changing majority beliefs behaviors
minority members perceived as experts

members with appeal high in status
perceived benefited group in the past

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Hannah More

The Bas Bleu: Or, Conversation. Addressed To Mrs. Vesey

VESEY, of Verse the judge and friend,
Awhile my idle strain attend:
Not with the days of early Greece,
I mean to ope my slender piece;
The rare Symposium to proclaim
Which crown'd th' Athenians' social name;
Or how Aspasia's parties shone,
The first Bas-bleu at Athens known;
Where SOCRATES unbending sat,
With ALCIBIADES in chat;
And PERICLES vouchsafed to mix
Taste, wit, and mirth, with politics.
Nor need I stop my tale to show,
At least to readers such as you,
How all that Rome esteem'd polite,
Supp'd with LUCULLUS every night;
LUCULLUS, who, from Pontus come,
Brought conquests, and brought cherries home.
Name but the suppers in th' Appollo,
What classic images will follow!
How wit flew round, while each might take
Conchylia from the Lucrine lake;
And Attic Salt, and Garum Sauce,
And Lettuce from the Isle of Cos;
The first and last from Greece transplanted,
Us'd here--because the rhyme I wanted:
How pheasant's heads, with cost collected,
And Phenicopters' stood neglected,
To laugh at SCIPIO's lucky hit,
POMPEY's bon-mot, or CAESAR's wit!
Intemperance, list'ning to the tale,
Forgot the Mullet growing stale;
And Admiration, balanc'd, hung
'Twixt PEACOCKS' brains, and TULLY's tongue.
I shall not stop to dwell on these,
But be as epic as I please,
And plunge at once in medias res.
To prove that privilege I plead,
I'll quote some Greek I cannot read;
Stunn'd by Authority you yield,
And I, not reason, keep the field.
Long was Society o'er-run
By Whist, that desolating Hun;
Long did Quadrille despotic sit,
That Vandal of colloquial wit;
And Conversation's setting light
Lay half-obscur'd in Gothic night.
At length the mental shades decline,
Colloquial wit begins to shine;
Genius prevails, and Conversation

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In The Night

Zazou, what youre gonna do?
Theres a lot of people coming for you
Zazou, comment allez-vous?
A knock on the door in the night
That zazou, he dont care
Dark glasses, long hair
Takes his time, sneers at men
Some ugly people want revenge
Zazou, comment allez-vous?
A knock on the door in the night (in the night)
In the night (in the night)
That zazou, he sleeps all day
Then down to select or le collisee
Sips his drinks, orders more
Says what he thinks and its a crazy war
Zazou, what youre gonna do?
A knock on the door in the night
(in the night in the night ...)
Zazou, comment allez-vous?
A knock on the door in the night (the night the night)
And when the soldiers strut, all he cares about
Is love
When the flags are out, all he cares about
Is love
Well, theres a thin line between love and crime
And in this situation
A thin line between love and crime and -
Collaboration (-ration)
In the night
(in the night in the night in the night in the night ...)
(crime crime crime crime crime crime crime crime crime crime
Crime crime crime crime crime crime crime crime crime crime
Crime crime crime crime ...)
In the night (in the night in the night)
In the night (in the night in the night)
Zazou, what youre gonna do?
Theres a lot of people coming for you
Zazou, comment allez-vous?
A knock on the door in the night
Now everybodys under somebodys spell
Unless theyve already gone to hell
In the streets you can hear the people say
That, zazou, he should be locked away!
When the soldiers strut, all he cares about
Is love
Oh, when the flags are out, all he cares about
Is love
And theres a thin line between love and crime
And in this situation
A thin line between love and crime and

[...] Read more

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In The Night (1995)

Zazou, whatcha gonna do?
There's a lot of people and they're coming for you
Zazou, comment allez-vous?
A knock on the door in the night
That Zazou, he don't care
The dark glasses
The long hair
Takes his time
Sneers at men
Some ugly people want revenge
Zazou comment allez-vous?
A knock on the door in the night
In the night
That Zazou he sleeps all day
Then down to Select or Le Collisee
Sips his drinks, orders more
Says what he thinks and it's a crazy war
Zazou, whatcha gonna do?
A knock on the door in the night
Zazou comment allez-vous?
A knock on the door in the night
And when the soldiers strut
All he cares about is love
When the flags are out
All he cares about is love
Well there's a thin line between love and crime
And in this situation
A thin line between love and crime and
Collaboration
In the night
In the night
In the night
Zazou whatcha gonna do?
There's a lot of people and they're coming for you
Zazou, comment allez-vous?
A knock on the door in the night
Now everybody's under somebody's spell
Unless they've already gone to Hell
In the streets you can hear the people say
"That Zazou, he should be locked away!"
And when the soldiers strut
All he cares about is love
When the flags are out
All he cares about is love
Well there's a thin line between love and crime
And in this situation
A thin line between love and crime and
Collaboration

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Merlin And Vivien

A storm was coming, but the winds were still,
And in the wild woods of Broceliande,
Before an oak, so hollow, huge and old
It looked a tower of ivied masonwork,
At Merlin's feet the wily Vivien lay.

For he that always bare in bitter grudge
The slights of Arthur and his Table, Mark
The Cornish King, had heard a wandering voice,
A minstrel of Caerlon by strong storm
Blown into shelter at Tintagil, say
That out of naked knightlike purity
Sir Lancelot worshipt no unmarried girl
But the great Queen herself, fought in her name,
Sware by her--vows like theirs, that high in heaven
Love most, but neither marry, nor are given
In marriage, angels of our Lord's report.

He ceased, and then--for Vivien sweetly said
(She sat beside the banquet nearest Mark),
'And is the fair example followed, Sir,
In Arthur's household?'--answered innocently:

'Ay, by some few--ay, truly--youths that hold
It more beseems the perfect virgin knight
To worship woman as true wife beyond
All hopes of gaining, than as maiden girl.
They place their pride in Lancelot and the Queen.
So passionate for an utter purity
Beyond the limit of their bond, are these,
For Arthur bound them not to singleness.
Brave hearts and clean! and yet--God guide them--young.'

Then Mark was half in heart to hurl his cup
Straight at the speaker, but forbore: he rose
To leave the hall, and, Vivien following him,
Turned to her: 'Here are snakes within the grass;
And you methinks, O Vivien, save ye fear
The monkish manhood, and the mask of pure
Worn by this court, can stir them till they sting.'

And Vivien answered, smiling scornfully,
'Why fear? because that fostered at THY court
I savour of thy--virtues? fear them? no.
As Love, if Love is perfect, casts out fear,
So Hate, if Hate is perfect, casts out fear.
My father died in battle against the King,
My mother on his corpse in open field;
She bore me there, for born from death was I
Among the dead and sown upon the wind--

[...] Read more

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Victor Hugo

Enthousiasme

Enthousiasme
En Grèce ! en Grèce ! adieu, vous tous ! il faut partir !
Qu'enfin, après le sang de ce peuple martyr,
Le sang vil des bourreaux ruisselle !
En Grèce, à mes amis ! vengeance ! liberté !
Ce turban sur mon front ! ce sabre à mon côté !
Allons ! ce cheval, qu'on le selle !

Quand partons-nous ? Ce soir ! demain serait trop long.
Des armes ! des chevaux ! un navire à Toulon !
Un navire, ou plutôt des ailes !
Menons quelques débris de nos vieux régiments,
Et nous verrons soudain ces tigres ottomans
Fuir avec des pieds de gazelles !

Commande-nous, Fabvier, comme un prince invoqué !
Toi qui seul fus au poste où les rois ont manqué,
Chef des hordes disciplinées,
Parmi les grecs nouveaux ombre d'un vieux romain,
Simple et brave soldat, qui dans ta rude main
D'un peuple as pris les destinées !

De votre long sommeil éveillez-vous là-bas,
Fusils français ! et vous, musique des combats,
Bombes, canons, grêles cymbales !
Eveillez-vous, chevaux au pied retentissant,
Sabres, auxquels il manque une trempe de sang,
Longs pistolets gorgés de balles !

Je veux voir des combats, toujours au premier rang !
Voir comment les spahis s'épanchent en torrent
Sur l'infanterie inquiète ;
Voir comment leur damas, qu'emporte leur coursier,
Coupe une tête au fil de son croissant d'acier !
Allons !... - mais quoi, pauvre poète,

Où m'emporte moi-même un accès belliqueux ?
Les vieillards, les enfants m'admettent avec eux.
Que suis-je ? - Esprit qu'un souffle enlève.
Comme une feuille morte, échappée aux bouleaux,
Qui sur une onde en pente erre de flots en flots,
Mes jours s'en vont de rêve en rêve.

Tout me fait songer : l'air, les prés, les monts, les bois.
J'en ai pour tout un jour des soupirs d'un hautbois,
D'un bruit de feuilles remuées ;
Quand vient le crépuscule, au fond d'un vallon noir,
J'aime un grand lac d'argent, profond et clair miroir
Où se regardent les nuées.

[...] Read more

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