Wednesday, July 31, 2013

Bloggers--The Fifth Estate: We the People Politics

In this Age of Catastrophic Distraction, a Voice is rising from the people advocating ACCOUNTABILITY. Old practice, new format. Bloggers are the Fifth Estate. What does that mean?


Fifth Estate

From Wikipedia, the free encyclopedia
The term "Fifth Estate" has no fixed meaning, but is used to describe any class or group in society other than the
It has been used to describe civil society (including trade unions) and the poor or theproletariat. It can also be used
to describe media outlets (including the blogosphere) that see themselves in opposition to mainstream media (the
official Press). The term is entirely different in origin and meaning from "Fifth Column", which is used to describe 
subversive or insurgent elements in a society.
Nimmo and Combs assert that political pundits constitute a Fifth Estate.[2] Media researcher Stephen D. Cooper
argues that bloggers are the Fifth Estate.[3]William Dutton has argued that the Fifth Estate is not simply the 
blogging community, nor an extension of the media, but 'networked individuals' enabled by the Internet in ways that
can hold the other estates accountable.[4]



Blogs as a Fifth Estate[edit]

Making reference to Montesquieu’s concept of "three estates of the realm" (executivelegislative and judicial) and
to a more recently developed model of "four estates", which encompasses the media, Nayef Al-Rodhan introduces
the weblogs (blogs) as a "fifth estate of the realm". Blogs have potential and real influence on contemporary
policy-making, especially in the context of elections, reporting from conflict zones, and raising dissent over 
corporate or congressional policies. Based on these observations, Al-Rodhan suggests moving beyond traditional
thinking that limits the “estates of the realm” to governmental action and proposes a broader perspective in which
civilians or anyone with access to a computer and the Internet can contribute to the global political change and 
security.[5]
Of all the blogs on the Internet, continues Al-Rodhan, only a few have a real power to influence the policy-making 
process, specifically political and current affairs blogs with large and involved audiences. These blogs can help 
organize the public to take a stance on an issue, be used in political campaigns, help cultivate grassroots 
movements, and assist in fundraising. Furthermore, blogs have several unique features that give them potential 
influence in policymaking: a lack of editorial supervision, low barriers to entry, difficulty for governments to censor 
or control content, and the ease of responding to events in real time. Blogs can affect policy-making by providing 
insider information, facilitating communication between experts, promoting grassroots efforts, discrediting political 
figures, and setting policy agendas. Blogs as "the fifth estate" are also influencing global security. They can 
contribute to terrorist plots by facilitating cross-border communication and by connecting people whose ideas are 
outside of the mainstream, by propagating hateful or violent messages, or by encouragingorganized crime. Therefore,
Al-Rodhan concludes, governments must increase surveillance of blogs and develop legal, administrative, and 
technological tools to dissuade bloggers from posting potentially harmful information, such as calls to incite terrorism.
On a more positive note, blogs have also the potential to prevent governments from adopting hasty and misjudged 
decisions.[6]

 GLOBAL SOLIDARITY IMPLICATIONS

References[edit]

  1. ^ Random House Dictionary
  2. ^ Dan D. Nimmo and James E. Combs (1992). The Political Pundits. Praeger/Greenwood. p. 20. ISBN 0-275-93545-0.
  3. ^ Stephen D Cooper (2006). Watching the Watchdog: Bloggers as the Fifth Estate. Marquette Books. ISBN 0-922993-47-5.
  4. ^ Dutton, W. H. (2009), ‘The Fifth Estate Emerging through the Network of Networks’, Prometheus, Vol. 27, No. 1, March: pp. 1-15.
  5. ^ "Geneva Centre for Security Policy - GCSP / Emerging Security Challenges / Globalisation / Publications / BookFaculty Publications / Books and Edited Volumes / The Emergence of Blogs as a Fifth Estate and Their Security Implications". Gcsp.ch. Retrieved 2012-11-17.
  6. ^ Al-Rodhan, Nayef R.F., The Emergence of Blogs as a Fifth Estate and Their Security Implications, Geneva, Slatkine, 2007.

Monday, July 22, 2013

UPDATED: FREE Easy Lesson For Teaching Racists

Fighting Racism by Educating Racists





How do Peaceful People Teach Racists?

1)      Speak in general, in that way, the racist does not have to automatically feel backed into a corner of his/her own making, inheriting, and condoning. That will come later.

2)      If possible, start with something humorous, since it can be used as a water to put out the fire of their unchallenged, unfounded irate attitudes and anger.

3)     Keep your lessons simple and use familiar examples whenever possible. Any word you speak could be twisted and probably already was before you spoke it to a racist. Don’t invest any emotion into petty traps.

4)      Keep points simple and repeat a lot. As we have all seen by the brain drain of FOXX News and Rush Limbaugh and other such ilk, repetition and memorable slogans can, in fact, be absorbed by the closed-minded racist brain. Chant with a smile and show it in big letters as much as possible.

5)      Always leave a path forward for the racist mind when you are teaching, since it has the unfortunate tendency to redirect focus on shiny objects, any racially charged news stories, or stray thoughts--causing them to immediately forget everything you just showed him or her. Repeat #4.

Dealing With the Morally Bewildered
Helps Them Creates New Paths
in an Otherwise Smooth Brain




           NEVER to go into teaching such lessons alone because:

  • ·         each time teaching a racist occurs and LEARNING actually happens, it can be used as an object lesson
  • ·         for each tedious step back-and-forth racist logic arguments take, you develop an increased risk of severe nausea and a new habit of finding yourself having to repeat basic ideas often to keep them attached to discussion
  • ·         it is good to have a witness who can help smile and back up your sincere wish to help them "wake the f*ck up," requiring the same kind of caution as a zookeeper who must address a dying and dangerous wild animal.

·         Bring video technology (phone or camera) because the lesson is going to go one of 3 ways and each are worthy of recording:

o   The racist may have a lucid moment. Unicorn rare and worthy of study
o   The racist may completely disagree and the wasted time could at least salvage some vintage humor about how the racist circles spin around his or her head enough to explain some of the dizziness
o   No change whatsoever came about from the attempt to teach. Still useful to keep your video because there are significantly higher chances of needing evidence for some unfolding quicksand Stand Your Ground tactics that can go viral when the case becomes a prosecutable one.



Bugs Bunny as Social Change Worker & Role Model 
"This is Starting to Get Ridiculous!" 

Step 1: Initial Contact – Scout around for a single non-threatening racist (who your already know by name) at this beginner stage. Bring candy as a gesture of good will and a cursory understanding of their  "circular argument habit." Do NOT say anything about racism in the initial stages of approach. Simply show the training video and step back. It is well documented that these initial moments of connection may build a socially acceptable lead-in to  "...potential accomplishments in moral choice development when dealing with racist minds." 2013 (Phillin Yuin, Lettin U-noh, & Hoh Peen Yugetit.) 

Step 2: Do your Research on the Species: suggested-- Brain Child of an Ordinary Think Tank: “Racism Going the Way of All Lethal Methods of Self Torture: Experienced as a Nation Over Time AS COMPARED TO Other Self-Defeating Self-Worship such as Caesar Caligula, The National Rifle Association, and Jim Crow Codes. ESOTERIC STUDIES OF RACIST IDIOCYNCRICIES, (University of Already Know Better)


Training Video: School Time For Racists--- TEACHER COPY
Please make sure you watch the training video in its entirety just in case the racist tries to deceive you about what Bugs was really doing.  http://www.youtube.com/watch?v=CL9ytlTq654





School Time for Racists:Lesson 1  Good and Bad. The Bunny is Good. AND Get Used to Color. It's here. (comes with hand bunny puppet and soft, small candy for beginning SHARING lessons) http://www.youtube.com/watch?v=CL9ytlTq654





School Time for RacistsLesson 2: Consequence is Like an ACME Hammer. You are seen.(comes with Fischer-Price plastic hammer and a pile of soft butter. FOR GIFTED STUDENTS: A Mirror.) http://www.youtube.com/watch?v=CL9ytlTq654





School Time for Racists: Lesson 3BUNNY SEES THROUGH INEPTITUDE-. Avoid getting entangled in attempts at misdirection like FOXX News, Rush Limbaugh, Tea Party, GOP Congress, and "still-in-the-news-for-NO-REASON-Sarah-Palin." (comes with Peek-a-Boo activity, water balloons (acceptable for very short lessons under supervision) http://www.youtube.com/watch?v=CL9ytlTq654



School Time for Racists: Lesson 4: THE BUNNY CAN OUT-THINK HOSTILE, PETTY TRAPS. (comes with square peg and round hole & one-per-racist ACME coupon - FREEE speedy delivery guaranteed) http://www.youtube.com/watch?v=CL9ytlTq654




School Time 4 Racists. Lesson 5. Unified America is changing hate every day into a better union. Hate loses to Bugs Bunny. (comes with affirmations for playing nice that can be used as take-away-study-guides for the truly gifted racist.) http://www.youtube.com/watch?v=CL9ytlTq654






School Time for Racists:Sneak Preview: Simple Lessons for Racists Mr. Rogers style.



·         --Celebrating for Good Things like No More Racism (shock warning, keep ice water on hand or DO NOT ATTEMPT)

·         --Playing Nice --and Meaning It This Time (Comes with Time Out Chair and Ugly Painted Corner)

·         --What does it look like when people really mean what 
they are saying? (comes with illustrated Word Cards featuring words like: 
   No--    Stop--    Change--    All Done--

       ADVANCED: slang expressions (pre-requisites required... like manners) 
Hell-No    Shit-No    Fuck-No

especially when used with the words 
RACISM    Stand-Your-Ground    Do-people-deserve-a- neighbor-like-George-Zimmerman?




Questions? Comments? I bet!
Send questions, comments or ideas to
expressyourself2me@gmail.com
About the Author: http://www.linkedin.com/pub/nancy-bell/30/231/855

Monday, July 15, 2013

Kids Who Die - by Langston Hughes

Kids Who Die

   Dedicated to ALL the Trayvon Martins whose life was extinguished for all the wrong reasons. njb
By Langston Hughes
This is for the kids who die,
Black and white,
For kids will die certainly.
The old and rich will live on awhile,
As always,
Eating blood and gold,
Letting kids die.
Kids will die in the swamps of Mississippi
Organizing sharecroppers
Kids will die in the streets of Chicago
Organizing workers
Kids will die in the orange groves of California
Telling others to get together
Whites and Filipinos,
Negroes and Mexicans,
All kinds of kids will die
Who don’t believe in lies, and bribes, and contentment
And a lousy peace.
Of course, the wise and the learned
Who pen editorials in the papers,
And the gentlemen with Dr. in front of their names
White and black,
Who make surveys and write books
Will live on weaving words to smother the kids who die,
And the sleazy courts,
And the bribe-reaching police,
And the blood-loving generals,
And the money-loving preachers
Will all raise their hands against the kids who die,
Beating them with laws and clubs and bayonets and bullets
To frighten the people—
For the kids who die are like iron in the blood of the people—
And the old and rich don’t want the people
To taste the iron of the kids who die,
Don’t want the people to get wise to their own power,
To believe an Angelo Herndon, or even get together
Listen, kids who die—
Maybe, now, there will be no monument for you
Except in our hearts
Maybe your bodies’ll be lost in a swamp
Or a prison grave, or the potter’s field,
Or the rivers where you’re drowned like Leibknecht
But the day will come—
Your are sure yourselves that it is coming—
When the marching feet of the masses
Will raise for you a living monument of love,
And joy, and laughter,
And black hands and white hands clasped as one,
And a song that reaches the sky—
The song of the life triumphant
Through the kids who die.
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