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All Reformers, however strict their social conscience, live in houses just as big as they can pay for.

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Social Netowrking Of Robots

end of world war
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Tale XIV

THE STRUGGLES OF CONSCIENCE.

A serious Toyman in the city dwelt,
Who much concern for his religion felt;
Reading, he changed his tenets, read again,
And various questions could with skill maintain;
Papist and Quaker if we set aside,
He had the road of every traveller tried;
There walk'd a while, and on a sudden turn'd
Into some by-way he had just discern'd:
He had a nephew, Fulham: --Fulham went
His Uncle's way, with every turn content;
He saw his pious kinsman's watchful care,
And thought such anxious pains his own might spare,
And he the truth obtain'd, without the toil, might

share.
In fact, young Fulham, though he little read,
Perceived his uncle was by fancy led;
And smiled to see the constant care he took,
Collating creed with creed, and book with book.
At length the senior fix'd; I pass the sect
He call'd a Church, 'twas precious and elect;
Yet the seed fell not in the richest soil,
For few disciples paid the preacher's toil;
All in an attic room were wont to meet,
These few disciples, at their pastor's feet;
With these went Fulham, who, discreet and grave,
Follow'd the light his worthy uncle gave;
Till a warm Preacher found the way t'impart
Awakening feelings to his torpid heart:
Some weighty truths, and of unpleasant kind,
Sank, though resisted, in his struggling mind:
He wish'd to fly them, but, compell'd to stay,
Truth to the waking Conscience found her way;
For though the Youth was call'd a prudent lad,
And prudent was, yet serious faults he had -
Who now reflected--'Much am I surprised;
I find these notions cannot be despised:
No! there is something I perceive at last,
Although my uncle cannot hold it fast;
Though I the strictness of these men reject,
Yet I determine to be circumspect:
This man alarms me, and I must begin
To look more closely to the things within:
These sons of zeal have I derided long,
But now begin to think the laugher's wrong!
Nay, my good uncle, by all teachers moved,
Will be preferr'd to him who none approved; -
Better to love amiss than nothing to have loved.'

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The Vision Of Piers Plowman - Part 20

Thanne as I wente by the way, whan I was thus awaked,
Hevy chered I yede, and elenge in herte;
For I ne wiste wher to ete ne at what place,
And it neghed neigh the noon, and with Nede I mette,
That afrounted me foule and faitour me called.
'Coudestow noght excuse thee, as dide the kyng and othere -
That thow toke to thy bilyve, to clothes and to sustenaunce,
Was by techynge and by tellynge of Spiritus Temperancie,
And that thow nome na moore than nede thee taughte,
And nede ne hath no lawe, ne nevere shal falle in dette
For thre thynges he taketh his lif for to save? -
That is, mete whan men hym werneth, and he no moneye weldeth,
Ne wight noon wol ben his borugh, ne wed hath noon to legge;
And he ca[cch]e in that caas and come therto by sleighte,

He synneth noght, soothliche, that so wynneth his foode.
And though he come so to a clooth, and kan no bettre chevyssaunce,
Nede anoon righte nymeth hym under maynprise.
And if hym list for to lape, the lawe of kynde wolde
That he dronke at ech dych, er he [deide for thurst].
So Nede, at gret nede, may nymen as for his owene,
Withouten conseil of Conscience or Cardynale Vertues -
So that he sewe and save Spiritus Temperancie.
'For is no vertue bi fer to Spiritus Temperancie -
Neither Spiritus Iusticie ne Spiritus Fortitudinis.
For Spiritus Fortitudinis forfeteth ful ofte
He shal do moore than mesure many tyme and ofte,
And bete men over bittre, and som body to litel,
And greve men gretter than good feith it wolde.
'And Spiritus Iusticie shal juggen, wole he, nel he,
After the kynges counseil and the comune like.
And Spiritus Prudencie in many a point shal faille
Of that he weneth wolde falle if his wit ne weere.
Wenynge is no wysdom, ne wys ymaginacion
Homo proponit et Deus disponit -
[God] governeth alle goode vertues;
And Nede is next hym, for anoon he meketh
And as lowe as a lomb, for lakkyng that hym nedeth;
For nede maketh nede fele nedes lowe-herted.
Philosophres forsoke welthe for thei wolde be nedy,
And woneden wel elengely and wolde noght be riche.
'And God al his grete joye goostliche he lefte,
And cam and took mankynde and bicam nedy.'
So he was nedy, as seith the Book, in manye sondry places,
That he seide in his some on the selve roode,
''the Fox and fowel may fle to hole and crepe,

And the fissh hath fyn to flete with to reste,
Ther nede hath ynome me, that I moot nede abide
And suffre sorwes ful soure, that shal to joye torne.''

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The Vision Of Piers Plowman - Part 19

Thus I awaked and wroot what I hadde ydremed,
And dighte me derely, and dide me to chirche,
To here holly the masse and to be housled after.
In myddes of the masse, tho men yede to offryng,
I fel eftsoones aslepe - and sodeynly me mette
That Piers the Plowman was peynted al blody,
And com in with a cros bifore the comune peple,
And right lik in alle lymes to Oure Lord Jesu.
And thanne called I Conscience to kenne me the sothe
'Is this Jesus the justere,' quod I, 'that Jewes dide to dethe?
Or it is Piers the Plowman! Who peynted hym so rede?'
Quod Conscience, and kneled tho, ' Thise arn Piers armes -
Hise colours and his cote armure; ac he that cometh so blody
Is Crist with his cros, conquerour of Cristene.'
'Why calle ye hym Crist?' quod I, 'sithen Jewes called hym Jesus?
Patriarkes and prophetes prophecied bifore
That alle kynne creatures sholden knelen and bowen
Anoon as men nempned the name of God Jesu.
Ergo is no name to the name of Jesus,
Ne noon so nedeful to nempne by nyghte ne by daye.
For alle derke develes arn adrad to heren it,
And synfulle aren solaced and saved by that name;
And ye callen hym Crist; for what cause, telleth me?
Is Crist moore of myght and moore worthi name
Than Jesu or Jesus, that al oure joye com of?'
'Thow knowest wel,' quod Conscience, 'and thow konne reson,
That knyght, kyng, conquerour may be o persone.
To be called a knyght is fair, for men shul knele to hym;
To be called a kyng is fairer, for he may knyghtes make;
Ac to be conquerour called, that cometh of special grace,
And of hardynesse of herte and of hendemesse -
To make lordes of laddes, of lond that he wynneth,
And fre men foule thralles, that folwen noght hise lawes.

'The Jewes, that were gentil men, Jesu thei despised -
Bothe his loore and his lawe; now are thei lowe cherles.
As wide as the world is, wonyeth ther noon
But under tribut and taillage as tikes and cherles;
And tho that bicome Cristene bi counseil of the Baptiste
Aren frankeleyns, free men thorugh fullynge that thei toke
And gentil men with Jesu - for Jesus was yfulled
And upon Calvarie on cros ycrouned kyng of Jewes.
' It bicometh to a kyng to kepe and to defende,
And conqueror of his conquest hise lawes and his large.
And so dide Jesus the Jewes - he justified and taughte hem
The lawe of lif that laste shal evere,
And fended from foule yveles, feveres and fiuxes,
And from fendes that in hem was, and false bileve.
Tho was he Jesus of Jewes called, gentile prophete,
And kyng of hir kyngdom, and croune bar of thornes.

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John Dryden

The Hind And The Panther, A Poem In Three Parts : Part III.

Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,

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The Vision Of Piers Plowman - Part 13

And I awaked therwith, witlees nerhande,
And as a freke that fey were, forth gan I walke
In manere of a mendynaunt many yer after,
And of this metyng many tyme muche thought I hadde
First how Fortune me failed at my mooste nede,
And how that Elde manaced me, myghte we evere mete;
And how that freres folwede folk that was riche,
And [peple] that was povere at litel pris thei sette,
And no corps in hir kirkyerd ne in hir kirk was buryed
But quik he biquethe hem aught or sholde helpe quyte hir dettes;
And how this coveitise overcom clerkes and preestes;
And how that lewed men ben lad, but Oure Lord hem helpe,
Thorugh unkonnynge curatours to incurable peynes;
And how that Ymaginatif in dremels me tolde
Of Kynde and of his konnynge, and how curteis he is to bestes,
And how lovynge he is to bestes on londe and on watre
Leneth he no lif lasse ne moore;
The creatures that crepen of Kynde ben engendred;
And sithen how Ymaginatif seide, ' Vix iustus salvabitur,'
And whan he hadde seid so, how sodeynliche he passed.
I lay down longe in this thoght, and at the laste I slepte;

And as Crist wolde ther com Conscience to conforte me that tyme,
And bad me come to his court - with Clergie sholde I dyne.
And for Conscience of Clergie spak, I com wel the rather;
And there I [merkede] a maister - what man he was I nyste -
That lowe louted and loveliche to Scripture.
Conscience knew hym wel and welcomed hym faire;
Thei wesshen and wipeden and wenten to the dyner.
Ac Pacience in the paleis stood in pilgrymes clothes,
And preyde mete par charite for a povere heremyte.
Conscience called hym in, and curteisliche seide,
' Welcome, wye, go and wassh; thow shalt sitte soone.'
This maister was maad sitte as for the mooste worthi,
And thanne Clergie and Conscience and Pacience cam after.
Pacience and I were put to be mettes,
And seten bi oureselve at a side borde.
Conscience called after mete, and thanne cam Scripture
And served hem thus soone of sondry metes manye -
Of Austyn, of Ambrose, of alle the foure Evaungelistes
Edentes et bibentes que apud eos sunt.
Ac this maister ne his man no maner flessh eten,
Ac thei eten mete of moore cost - mortrews and potages
Of that men myswonne thei made hem wel at ese.
Ac hir sauce was over sour and unsavourly grounde
In a morter, Post mortem, of many bitter peyne -
But if thei synge for tho soules and wepe salte teris
Vos qui peccata hominum comeditis, nisi pro eis lacrimas et
oraciones effuderitis, ea que in deliciis comeditis, in tormentis evometis.
Conscience ful curteisly tho commaunded Scripture

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Big Night

Oh, it's gonna be a big night
We're gonna have a good time
It's gonna be a big, big, big, big, big, big night

1,2,3, all my boys and girls
We gonna party like it's the end of the world
Let's get it started, started, started, whoa, oh

Waitin' on weekends it's Friday night
We gonna get dressed up
For the time of our lives
Let's get it started, started, started

'Cause I've been feelin' down, down, down
I need a pick me up, round, round, round
I wanna spin it up loud, loud, loud
DJ take me away

Oh
It's gonna be a big night
We're gonna have a good time
It's gonna be a big, big, big, big, big, big night

Oh
It's gonna be a big night
We gonna have a good time
It's gonna be a big, big, big, big, big, big night

It's been a long week
Been workin' overtime
I need a heartbeat
To get this party right

I'm on another level
Turn up the bass and treble
Turn it up, turn it up, turn it up

'Cause I've been feelin' down, down, down
I need a pick me up, round, round, round
I wanna spin it up loud, loud, loud
DJ take me away

Oh
It's gonna be a big night
We gonna have a good time
It's gonna be a big, big, big, big, big, big night

Oh
It's gonna be a big night
We gonna have a good time

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Strict It Gets

To challenge oneself,
Isn't fun that's done.
Because,
The critic visits.
And strict it gets.

To challenge oneself,
Isn't fun that's done.
Because,
The critic visits.
And strict it gets.

Stalking as a menace,
Looking for perfection in it.
And...
The critic vists.
And strict it gets.

Stalking as a menace,
Looking for perfection in it.
And...
The critic vists.
And strict it gets.

Picking seeking detail...
To prevail,
And...
The critic visits.
And strict it gets.
Detailed...
The critic visits.
And strict it gets.

Stalking as a menace,
Looking for perfection in it.
And...
The critic vists.
And strict it gets.

To challenge oneself,
Isn't fun that's done.
Because,
The critic visits.
And strict it gets.

Detailed!
The critic visits,
And strict it gets.

Detailed!

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Big Time

Suc cess
Im on my way, Im making it
Ive giot to make it show, yeah
So much larger than life
Im going to watch it growing
The place where I come from is a small town
They think so small
They use small words
-but not me
Im smarter than that
I worked it out
Ive been stretching my mouth
To let those big words come right out
Ive had enough, Im getting out
To the city, the big big city
Ill be a big noise with all the big boys
Theres so much stuff I will own
And I will pray to a big god
As I kneel in the big church
Big time
Im on my way-Im making it
Big time big time
Ive got to make it show yeah
Big time big time
So much larger than life
Big time
Im going to watch it growing
Big time
My parties all have big names
And I greet them with the widest smile
Tell them how my life is one big adventure^
And always theyre amazed
When I show them round my house, to my bed
I had it made like a mountain range
With a snow-white pillow for my big fat head
And my heaven will be a big heaven
And I will walk through the front door
Big time
Im on my way-Im making it
Big time big time
Ive got to make it show-yeah
Big time big time
So much larger than life
Im going to watch it growing
Big time big time
My car is getting bigger
Big time
My house is getting bigger
Big time
My eyes are getting bigger

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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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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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Live 4 Love

{last words from the cockpit}
Lauch procedure commence
Countdown start
10,9,8,7,6,5,4
Keep goin
Acceleration into temporal space continuum now begins...
30,000 feet and still-a-counting (live 4 love)
The attack on my plane is steadily mounting (live 4 love)
They killed my buddy, but Im supposed to feel nothing (live 4 love)
How can I live 4 love? Im calling...
Live 4 love
Live 4 love - Im calling...
Live 4 love - Im calling...
Live 4 love
Kicked out of my home at 17 (live 4 love) ((get outta here))
A real family,
Now what does that mean (what does that mean) (live 4 love)
Dont nobody know the trouble Ive seen (live 4 love)
How can I live 4 love? Im calling...
Live 4 love
Live 4 love
Live 4 love - calling, Im calling
Live 4 love
My mission, so they said, was just 2 drop the bombs
Acceleration into temporal space continuum now begins...
Just like I got no conscience, just like I got no qualms
Alpha 7, acknowledge
Now what does that mean?
Go tommy go, go tommy go
Go tommy go, go tommy go
Go tommy go, go tommy go
Go tommy go, go tommy go
So here, my target is approaching
The angel on my shoulder starts coaching
Live 4 love, without love u dont live
Boom - I take a deep breath
Is it boom - life?
Is it boom - death?
(live 4 love)
Maybe I was better off staying in school (live 4 love)
But everybody said flying planes was cool (live 4 love)
Its so easy 4 them 2 say
Cuz they never have to go through
How can I live 4 love? (live 4 love) Im calling
Live 4 love - Im calling
Live 4 love - Im calling
Live 4 love
Live 4 love (live 4 love)
Live 4 love
Live 4 love

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Remember This Lack of Conscience - 'For Maya Angelou'.

When time goes past and dithers not
One sees the blame that gathers moss
To feel akin with woe as one
I'll forgive myself and you to soldier on

Remember this lack of conscience when we meet
I was violated, raped and beaten within to provide a treat

Remember this lack of conscience when I get out
To see through with vision all I espy

Remember this lack of conscience which will know no bounds
To hideously transform love profound

Remember this lack of conscience when I am free
You will lose and you know me

Remember this lack conscience less you forget
That freedom is precious and not a threat

Remember this lack of conscience when the bars are bent
I will slip out into the depths of crass to vent

Remember this lack of conscience to come
The Devil has a new spawn and drum

Remember this lack of conscience gathering
To prove nothing but give a battering

Remember this lack of conscience wild
It has no remorse just like a child

Remember this lack of conscience like the Hawk
Which draws blood, looks on and gawks

Remember this lack of conscience with the Demon within
It's a Golem to clear the the Evil and get even

Remember this lack of conscience when you renege
The death of love can be ones grave

Remember this lack of conscience and tremor not
No fruit you bear or shall ever to care

Remember this lack of conscience that prevails
The trial is over and you have failed

Remember this lack of conscience and grow
To a woman that a man can know

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Keep 'Em Big

Keep 'em big...
Baby.
Keep 'em big.

Keep 'em big...
Baby.

Keep,
'Em Big...
Baby.

Keep 'em big.
Your dreams,
Keep 'em big...
Baby,
Keep 'em big....baby.
And,
Maybe they'll come 'true',
'Cause...

If you
Keep 'em big,
Baby.
Keep 'em big,
Baby.
Keep 'em big,
Baby.
Keep 'em big...baby!
'Cause...

You know what you need.
And,
You know what it takes..
To,
Really really please...
You!

Keep 'em big...
Baby.
Keep 'em big,

Keep 'em big,
Baby.

Keep,
'Em big...
Baby.
'Cause...

You know what you need.

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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.

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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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Wake Up & Live

One, two, three, four!
Wake up and live, yall,
Wake up and live!
Wake up and live now!
Wake up and live!
Life is one big road with lots of signs,
So when you riding through the ruts, dont you complicate your mind:
Flee from hate, mischief and jealousy!
Dont bury your thoughts; put your vision to reality, yeah!
All together now:
Wake up and live (wake up and live, yall),
Wake up and live (wake up and live),
Wake up and wake up and live, yeah! (wake up and live now),
Wake up and (wake up and live) - wake up and live!
Rise ye mighty people, ye-ah!
Theres work to be done,
So lets do it-a little by little:
Rise from your sleepless slumber! yes, yeah! yes, yeah!
Were more than sand on the seashore,
Were more than numbers.
All together now:
Wake up and live now, yall!
(wake up and live) wake up and live!
Wake up and live, yall!
(wake up and live) wake up and live now!
You see, one - one cocoa full a basket,
Whey they use you live big today: tomorrow you buried in-a casket.
One - one cocoa full a basket, yeah, yes!
Whey they use you live big today: tomorrow you bury in-a casket.
Wall together now:
(wake up and live now!) wake up and live! oh! yeah-eah!
(wake up and live!) uh!
(wake up and live now!) wake up and live!
(wake up and live) keep on playin!
(wake up and live, yall) uh! yeah! yeah!
(wake up and live!)
(wake up and live now!)
(wake up and live!) break it down!
---
/saxophone solo/
Come on, man!
How is it feelin over there?
(wake up and live now) all right!
(wake up and live!) yeah, yeah, yeah, yeah, yeah.
Uh!
Come on, man!
You gotta wake up and live!
---
Life is one big road with lots of signs, yes!
So when you riding through the ruts, dont you complicate your mind:

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The Destroying Angel

I dreamt a dream the other night
That an Angel appeared to me, clothed in white.
Oh! it was a beautiful sight,
Such as filled my heart with delight.

And in her hand she held a flaming brand,
Which she waved above her head most grand;
And on me she glared with love-beaming eyes,
Then she commanded me from my bed to arise.

And in a sweet voice she said, "You must follow me,
And in a short time you shall see
The destruction of all the public-houses in the city,
Which is, my friend, the God of Heaven's decree."

Then from my bed in fear I arose,
And quickly donned on my clothes;
And when that was done she said, " Follow me
Direct to the High Street, fearlessly."

So with the beautiful Angel away I did go,
And when we arrived at the High Street, Oh! what a show,
I suppose there were about five thousand men there,
All vowing vengeance against the publicans, I do declare.

Then the Angel cried with a solemn voice aloud
To that vast end Godly assembled crowd,
"Gentlemen belonging the fair City of Dundee,
Remember I have been sent here by God to warn ye.

"That by God's decree ye must take up arms and follow me
And wreck all the public-houses in this fair City,
Because God cannot countenance such dens of iniquity.
Therefore, friends of God, come, follow me.

"Because God has said there's no use preaching against strong drink,
Therefore, by taking up arms against it, God does think,
That is the only and the effectual cure
To banish it from the land, He is quite sure.

"Besides, it has been denounced in Dundee for fifty years
By the friends of Temperance, while oft they have shed tears.
Therefore, God thinks there's no use denouncing it any longer,
Because the more that's said against it seemingly it grows stronger."

And while the Angel was thus addressing the people,
The Devil seemed to be standing on the Townhouse Steeple,
Foaming at the mouth with rage, and seemingly much annoyed,
And kicking the Steeple because the public-houses wore going to be destroyed.

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Samuel Butler

Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

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Doin' Time On The Rockline

3...4...Alright everybody out there.
Comin' to ya live from 93.3 Jacksonville, Florida.
We're Limp Bizkit, check it out.
I been around the world and then some.
Dum ditty dum kid where you comin' from?
I went from the garage to steppin' on these stages,
outrageous rhymes left my mind,
and soon became contagious.
An MC with bad habits,
I am, see a mic and I grab it.
So scary ain't it?
I'm comin' raw with no corrections,
Servin' all perfections
For what I do with my erections.
So dream on. And dream until your dream comes true.
Reality check kid, that's why you're on the deck, kid.
While you're in your car, no matter where you are.
You lip sink these jams 'cause you're far from a superstar.
And if you're lonely, hoe.
I ain't the one that gives a damn, hoe.
I like it so low.
No need to brag about the Heiny, 'cause I'm on the deal,
And bitches still find me.
And since I got a record on the billboard,
You fish talkin' bands, with demos in your hands,
Always up my ass, askin' me if I'ma sign 'em.
But ya, don't flow, it don't flow.
I catch a buzz with the Dom Perignon.
When Jerry Springer's on, no need to carry on.
What's with all the frustration,
Need a demonstration, punk, to check the variation.
I might need to be dazed when I taste your lyrical waste, punk.
Because your lyrical styles, are lyrical what?
I make hysterical piles of all you lyrical sluts.
(chorus)
I'm doin' time on the rock line [repeats 2x].
I'm doin' time.
Mish mosh up in the brain, I'm on my cycle.
Like 'em highways, my ways, they're up and down like the Dow Jones.
I bust these microphones, don't exaggerate.
I keep it real and only speak about this sh[record scratches]t I hate.
Don't hate your people, just the 'tudes.
The attitudes, lose the attitude, and I won't be freakin' mad at you.
But if you're bitin' don't be frightened, kid.
I'm sorta likin' what you're stealin',
Your open wound style needed some healin'.
You're shut down by my flow, I'm glad you know,
Behind the spark I got the phattest freakin' live show.
You feel the tension?
The eyeballs in your socket can't comprehend how I rock it.

[...] Read more

song performed by Limp BizkitReport problemRelated quotes
Added by Lucian Velea
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