Ec.europa.eu/health/ph_determinants/socio_economics/documents/ev_060302_rd06_en.
Www.worcester.ac.uk/ils/documents/Harvard_referencing.pdf. House of Commons Hansard Debates for 08 Feb 2011. 8 Feb 2011 : Column 133 House of Commons Tuesday 8 February 2011 The House met at half-past Two o'clock Prayers [Mr Speaker in the Chair] Oral Answers to Questions Treasury The Chancellor of the Exchequer was asked- Gross Domestic Product 1. The Chancellor of the Exchequer (Mr George Osborne): The Office for National Statistics attributes the actual fall in GDP to the bad weather in December, but we have been clear that even without that effect, the numbers were disappointing.
Chris Evans: Could the Chancellor please tell the traders on Blackwood High street whom I met this Saturday whether the rise in VAT will help or hinder them this quarter? Mr Osborne: The VAT increase, like the other measures we are taking, helps to deal with the record Budget deficit that we inherited from the Labour party. Mr Osborne: My right hon. 8 Feb 2011 : Column 134 Stephen Timms (East Ham) (Lab): The figures underline that the economy is not out of the danger zone. Mr Osborne: The right hon. Mr Osborne: My hon. 2. Orthodox economists have failed their own market test | Seumas Milne.
From any rational point of view, orthodox economics is in serious trouble. Its champions not only failed to foresee the greatest crash for 80 years, but insisted such crises were a thing of the past. More than that, some of its leading lights played a key role in designing the disastrous financial derivatives that helped trigger the meltdown in the first place. Plenty were paid propagandists for the banks and hedge funds that tipped us off their speculative cliff. Acclaimed figures in a discipline that claims to be scientific hailed a "great moderation" of market volatility in the runup to an explosion of unprecedented volatility. Any other profession that had proved so spectacularly wrong and caused such devastation would surely be in disgrace.
After all, the large majority of economists who predicted the crisis rejected the dominant neoclassical thinking: from Dean Baker and Steve Keen to Ann Pettifor, Paul Krugman and David Harvey. Many of their students, though, have had enough. More state school head teachers paid £100,000 salaries. New pay policies reward best teachers - News stories. New pay policies give heads and governors the freedom to reward their staff. Academies already had the autonomy to do this and from now on all maintained schools also have that freedom.
Heads can develop pay policies tailored to their schools’ needs, helping them attract and retain talented teachers in the subject areas they know they need. The changes follow recommendations made by the independent School Teachers’ Review Body (STRB), which last year called on the government to link teachers’ pay more closely to performance. Evidence shows that improving the quality of teaching is essential to raising standards in schools. A Populus poll in July revealed that a majority of the British public support these plans. 61% of people surveyed said they believed schools should be free to set the pay of individual teachers based on the quality of their performance. Education Secretary Michael Gove said: It is vital that teachers can be paid more without having to leave the classroom. Free economy and the strong state: some notes on the state - Werner Bonefeld.
Werner Bonefeld argues that the prominent role of the state since the financial crisis of 2008 is not a break with 'neoliberalism', because a free market and a strong state require one another. Abstract The crisis of 2008 is said to have brought the state back in, and its resurgence, in turn, is seen as revealing post-neoliberal tendencies. This analytical framework implies a conception of market and state as two distinct modes of social organization, and the perennial question about such a conception is whether the market has autonomy vis-à-vis the state, or the state vis-à-vis the market. Their social constitution as distinct forms of social relations is not raised. This paper argues that the capitalist state is fundamentally a liberal state.
Neoliberalism met its definite end with the crisis that erupted in 2008. Conventionally, neoliberalism is seen to have emerged in the wake of the deep crisis of the early 1970s. What is needed is … honest and organised coercive force. Michael Gove: Education, Re-moralistation and Foreign Policy. Education can set the scene for the production of a normative moral order and, in the neoconservative argument, spreading this moral order (democracy and capitalism) is the best way of protecting that order. “Disgrace, you’re a disgrace!” Jeered Michael Gove to Tory backbenchers after the British government’s defeat over intervention in Syria.
Those who are aware of the Education Secretary’s thoughts on foreign policy would have been unsurprised by this over-excited response. It is widely acknowledged that Gove is the cabinet’s leading neoconservative and champion of Bush era doctrines of intervention. Indeed, in 2011 Mehdi Hasan, writing in the New Statesman, declared that Gove had “won” the battle for the Prime Minister’s ear on the matters of integration and radicalisation after Cameron’s speech in Munich that attacked the policy of state multiculturalism.
Gove, I am sure, would not deny his neoconservatism. The state - an introduction. A brief introduction to what we at libcom.org mean when we refer to the state, or government, and how we think we should relate to it as workers. States come in many shapes and sizes. Democracies and dictatorships, those that provide lots of social welfare, those that provide none at all, some that allow for a lot of individual freedom and others that don't. But these categories are not set in stone. Democracies and dictatorships rise and fall, welfare systems are set up and taken apart while civil liberties can be expanded or eroded. However, all states share key features, which essentially define them. What is the state? All states have the same basic functions in that they are an organisation of all the lawmaking and law enforcing institutions within a specific territory.
So sometimes, a state will consist of a parliament with elected politicians, a separate court system and a police force and military to enforce their decisions. The state and capitalism The economy Workers. Private property, exclusion and the state - Junge Linke. Junge Linke on the interdependence of private property, capitalism and the state Any reasonable analysis of capitalist societies must include a critique of private property in the means of production. Most Marxists would agree. But it takes two to tango. The capitalist mode of production cannot be completely self-sufficient. It’s ridden with prerequisites, and it is the state that introduces and maintains these prerequisites. Contracts can serve as examples: Any contract that is executed depends on the assumption that the contractors will stick to its specific terms and conditions.
This text is directed against two notions. Let’s start with the economy. For the capitalist to be able to place her money wherever it seems profitable, she needs to be free to make choices, i.e. This requirement for any capitalist activity is usually taken as a useful quality of goods themselves. What characterises this social relation? It’s a two-part answer. Docs/7/6611/conv_1/file1.pdf. Www.tandfonline.com/doi/pdf/10.1080/0142569970180405. Masters of the Universe: Hayek, Friedman, and the Birth of Neoliberal Politics. Anarchy in the classroom.
We've become used to the words 'anarchist' or 'anarchism' being casually tossed around whenever the press wish to describe some apparently inexplicable act of violence or to lampoon an idealistic theory of social change. But some intellectuals can be equally guilty of misrepresentation. Anarchism, they insist, has no claim to be considered as a coherent or serious political theory. It is branded as 'utopian' or 'naïve' for proposing that human beings are naturally good, and that this natural goodness is quite enough to sustain a stateless society. Here is Max Beloff, hard at work, ploughing this familiar furrow. No wonder anarchism is so disregarded in contemporary society. It has become almost fatally tarnished by such thoroughly misleading and partial depictions of its central argument. Kropotkin's paradigm case of 'mutual aid' as a factor in the evolution of animal species is that of ants. And no wonder. But what exactly is anarchist education?
This is another misconception. An Anarchist FAQ - What about Human Nature? - Anarchopedia. From Anarchopedia What about Human Nature? Anarchists, far from ignoring "human nature," have the only political theory that gives this concept deep thought and reflection. Too often, "human nature" is flung up as the last line of defence in an argument against anarchism, because it is thought to be beyond reply. This is not the case, however. First of all, human nature is a complex thing.
Individuals are certainly capable of evil . . . Therefore, environment plays an important part in defining what "human nature" is, how it develops and what aspects of it are expressed. As such, the use of "human nature" as an argument against anarchism is simply superficial and, ultimately, an evasion. This does not mean that human beings are infinitely plastic, with each individual born a tabula rasa (blank slate) waiting to be formed by "society" (which in practice means those who run it). These three features, we think, suggest the viability of an anarchist society.
To conclude. Dwardmac.pitzer.edu/anarchist_archives/chomsky/powerandprospects.pdf. Www.jceps.com/PDFs/08-2-02.pdf. Anarchism and education. Anarchism has had a special interest on the issue of education from the works of William Godwin[1] and Max Stirner[2] onwards. A wide diversity of issues related to education have gained the attention of anarchist theorists and activists. They have included the role of education in social control and socialization, the rights and liberties of youth and children within educational contexts, the inequalities encouraged by current educational systems, the influence of state and religious ideologies in the education of people, the division between social and manual work and its relationship with education, sex education and art education.
Various alternatives to contemporary mainstream educational systems and their problems have been proposed by anarchists which have gone from alternative education systems and environments, self-education, advocacy of youth and children rights, and freethought activism. Early anarchist views on education[edit] William Godwin[edit] Max Stirner[edit] The housing question. Aufheben's incredibly detailed and comprehensive history and analysis of housing and the working class in UK. Introduction For the vast majority of people living in a capitalist society housing is an ever-present concern. Finding somewhere to live, finding the money to pay the rent or to keep up the mortgage repayments, negotiating contractual obligations with landlords or mortgage lenders, solicitors and estate agents, are all familiar and recurrent problems.
Yet housing is not merely a basic necessity, it also provides an important reference point through which we come to exist in capitalist society. Where we live, what type of housing we have, what type of tenure we hold, all condition who we are, what we are seen to be and the environment in which we are able to live our lives. However, the very ubiquity of housing in our everyday lives has often meant that the political and social importance of housing is overlooked by those interested in the social question. Marxist View Of The Role Of Education. Conservativehome.blogs.com/files/governors.pdf. The teachers unions’ guild system must be abolished, not strengthened, Mr Clegg. RSA Animate - Changing Education Paradigms. The business of schooling. While “business partnerships” have a long history in state schools, the increasing marketisation of comprehensive education has seen such arrangements propagate across the sector.
This blog details my experience, as an education worker, of the creeping business ethos of an inter-city secondary school. Capital's interest in the education system should be immediately evident to anyone who undertakes even a cursory inquiry into the the nature of state education. Schools are, after all, where children are taught the “skills” which the labour market demands of them. Sometimes schools are explicit about this, teaching IT for our “high-tech economy” or “interview skills” to sixth formers. There are times, however, when capital's raw hegemonic intentions become crystal clear. My school is not an academy. Inside the school, corporate posters can be found throughout the building. In the applied subjects, business is built into the very curriculum. Interim assessment of UCAS acceptances – 2013 cycle, 4 weeks after A level results day. This analysis reports UK and EU domiciled UCAS acceptances by intended academic year of entry between the entry years of 2010-11 and 2013-14.
Reporting acceptances by the academic year they are recruited to, rather than by the UCAS admissions cycle in which they were accepted, is a better guide to the change in the number of those starting higher education in a particular academic year. These statistics reflect the position recorded exactly four weeks after GCE A level results day. Acceptances at this point have varied between 97 per cent and 99 per cent of the final totals over recent cycles.
For entry into 2012-13 there was a net increase of 7,800, (+2 per cent) between this point and the end of the 2012 cycle. The number of acceptances by entry year at this point can differ from the final number of higher education enrolments recorded on statistical returns. This can be due to a number of factors that can vary in their effect from year to year. Key statistics. Higher Education Funding Council for England (HEFCE) Interim assessment of UCAS acceptances – 2013 cycle, 4 weeks after A level results day. Not everything that counts can be counted and not everything that can be counted counts. Education towards heteronomy: a critical analysis of the reform of UK universities since 1978 - James Gordon Finlayson and Danny Hayward. Fight university cuts: bust the myths. Adventures in the sausage factory: a cursory overview of UK university struggles, November 2010 – July 2011.
Nearly a year after the attenuation of a wave of further and higher education struggles against state-led ‘decomposition’, Danny Hayward looks back at the faultlines within this resistance and the future which follows its defeat Decomposing Higher Education: Stage One During the 1990s, as the transition of the British economy to a giant services station continued apace, and as British manufacturing shriveled into a kind of nostalgic mantelpiece ornament, British politicians and ‘independent observers’ cast about in search of a new ‘driver’ for long term British economic growth. In their quixotic quest for a saviour, or at least for a convenient footstool for the financial services sector, the politicians turned to the universities. And the British universities seemed the perfect solution to Britain’s long term macro-economic discontents. The slow death of this particular accumulation fantasy concluded on 12 October 2010 with the publication of a report on university ‘sustainability’.
Higher education: It's become our crisis. Already faced with cuts before the crisis, education now looks to be one of the sectors hardest hit, and not merely financially. Kirsten Forkert looks at the current conflict in higher education and the difficulties faced by those trying to protect it We need to consider UK higher education in the context of a situation where neoliberalism, in some ways, has been destabilised economically but remains hegemonic on an ideological level. At this point in time, the banks have not recovered, unemployment is predicted to surpass 3 million next year, but in that confidence game that is the economy, there is still an underlying sense that if we think things are normal and start shopping again, then things will be (and apparently the banks, even those that were nationalised last year, have started paying executive bonuses again). After generations of the internalisation and naturalisation of free-market ideology it's become very hard to imagine that there could be any other way of doing things.
961/art%253A10.1007%252Fs00148-007-0166-3.pdf?auth66=1384300174_c4666c5317088b37b1db80643387680f. Oxrep.oxfordjournals.org/content/20/2/173.full.pdf. Higher Education Funding Council for England (HEFCE) Burn down the universities? On the poverty of student life. Destroy the University by André Gorz 1970. I Quit, I Think. Education campaign: Ambition for All in Schools. Student tuition fees? Education is Ignorance, by Noam Chomsky (Excerpted from Class Warfare) Noam Chomsky - The Purpose of Education. Files/Contemporary_Anarchist_Studies.pdf. Eprints.lse.ac.uk/3983/1/United_Kingdom_education_1997-2001.
Eprints.lse.ac.uk/288/1/Barr_2004a_OXREP040429. Eprints.lse.ac.uk/288/1/Barr_2004a_OXREP040429.