Citatepedia^®.com

Individual commitment to a group effort - that is what makes a team work, a company work, a society work, a civilization work.

quote by Vince Lombardi
Added by Lucian Velea
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Soccer Under 20

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poem by Rwetewrt Erwtwer
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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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poem by Nyein Way
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Responsibility In The Workforce

What is the work ethic
of Japanese
white-collar employees?

there are three
important components
to the work ethic

loyalty to company
a commitment to quality
peer group bonding

What do the Japanese
feel about their co-workers
and their company?

the Japanese feel
great responsibility
toward company
and co-workers

What moral attitude
are Japanese
employees taught?

Japanese employees
are taught a moral
to work in groups
to think of themselves
as part of a family

What is the Japanese
attitude to failure
in the workforce?

the white-collar executive
is extremely diligent
knowing that failure
or any errors affects
other fellow employees

What is the Japanese
attitude to sharing
profit in the workforce?

all rewards

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poem by Terence George Craddock
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The Shepherd's Dog

I.

A Shepherd's Dog there was; and he
Was faithful to his master's will,
For well he lov'd his company,
Along the plain or up the hill;
All Seasons were, to him, the same
Beneath the Sun's meridian flame;
Or, when the wintry wind blew shrill and keen,
Still the Old Shepherd's Dog, was with his Master seen.

II.

His form was shaggy clothed; yet he
Was of a bold and faithful breed;
And kept his master company
In smiling days, and days of need;
When the long Ev'ning slowly clos'd,
When ev'ry living thing repos'd,
When e'en the breeze slept on the woodlands round,
The Shepherd's watchful Dog, was ever waking found.

III.

All night, upon the cold turf he
Contented lay, with list'ning care;
And though no stranger company,
Or lonely traveller rested there;
Old Trim was pleas'd to guard it still,
For 'twas his aged master's will;--
And so pass'd on the chearful night and day,
'Till the poor Shepherd's Dog, was very old, and grey.

IV.

Among the villagers was he
Belov'd by all the young and old,
For he was chearful company,
When the north-wind blew keen and cold;
And when the cottage scarce was warm,
While round it flew, the midnight storm,
When loudly, fiercely roll'd the swelling tide--
The Shepherd's faithful Dog, crept closely by his side.

V.

When Spring in gaudy dress would be,

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poem by Mary Darby Robinson
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My Sort Of Poetry

A group of words that intends nothing
But only me
A group of words running towards a market of ideas
With no intention to buy or to sell
A group of children running towards the parks
Rushing
For no reason but
To play

Or simply a lonely
Word
With no other ambition, but to simply stroll under some shady trees of the boulevard
It has no direction
A mumbo jumbo with
No matching magic intended
A group of words like running cars to roads without traffic signs
Chaotic, dangerous, deadly
Accident-prone
Willing to take a solo flight
Then crash into the deepest sea
Or hit an indestructible mountain
Words that run berserk like kamikaze
When fed up
May take a sudden twist
Yogic stand stilling
Hide if you seek
Die if you will
Absurd
At times defecating,
Farting in the middle of a solemn mass

A group of words invented by my heart and mind
And mine alone
Hypocrite words hand in hand with honest words
Telling lies
And telling truths
And you shall be confused
By all these confabulations
Though not what I really wanted to achieve,
As I have no criminal malice
Except to make this group of words
For its own sake
My sake
My very own pleasure
Tiny pleasure

Now numb,
Now dead
Another victim

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poem by Ric S. Bastasa
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The one game we all play

The one game we all play

We play games
To show our valour
And mainly to win

We do not mind going for coaching
If we feel we do not have the
Required strength to win

We play games
Either as a team or individual
The attempt is to demonstrate
That we are better talented
Than the team or member
Against whom we play

Nations enthuse people to play games
So that they add pride

Some games are played with
Gadgets and protective accessories

We have spectators to watch
The way we play
We have umpires and referees
Who ensure rules of the games
Are strictly adhered
And it is all a fair play

We play games indoor or outdoor
We play games in daylight
Or under artificial illumination

We score while playing
And the score achieved by a team or individual
In a specific time
Decides the winner

We telecast the games
We comment on the strengths and weaknesses
Of a team or individual

We conduct national and international
Tournaments to declare a team or individual
As champion

Irrespective of skills, race, gender
We all play a game
Which is played mainly to lose

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poem by Bashyam Narayanan
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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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poem by Innocent Masina Nkhonyo
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Low Society

A judge a dentist or physician
In this low society
Trade ambition for position
In this low society
Have you heard its in the stars
Next july we collide with mars
Have you heard it in the bars
In this low society
No more pay and lots of leisure
In this low society
Low society
Im just doing what I can
In this low society
But Im an incidental man
In this low society
I give away what others sell
The secrets yours so never tell
cos if you do youll go to hell
Low society
Side by side and always tired
All for one and no-one hired
All thats left is love inspired
Low society
And when the party is complete
And youre still standing on your feet
The taste of victory is sweet
Low society
And darling dont forget
In this low society
To turn off your t.v. set
In this low society
The most important thing at all
In this low society
Is not to stand too tall
In this low society
In this world that never learns
I can see rome as it burns
All the passion and the power
Turns to ash within an hour
No more play and no more pleasure
In this low society

song performed by Heaven 17
Added by Lucian Velea
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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Twin State

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poem by Caasder Fronds
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There Is No Such Thing As An Individual

She looked at me
and asked.
'What is your answer? '

I was startled
and caught up short.

Simple question.

But I did not know
what the answer was.

'Who am I'?
I blurted out
vying for time;
I gave her my name
narrowing it to the millions
of Jim Jones in the world.

But am I my name?

She said

What else.?

'I am Hedi's Father
and Lisa's husband'

but before this response rolled away
into silence
I knew it wasn't enough.

So who else?

'I like hockey' I said
and knew even this
fell short.

How do I single out
the Me among millions?

What could I say
without out offering
fingerprints or DNA?

What would you say?

Maybe I should have given her
an address.
Only I live there.

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poem by Lonnie Hicks
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Those Who Hurt and Go

When you've been hurt and it is felt,
Is if felt like no one else?
When you've been scandalized to dirt...
Is this a group effort that's hurt?

And when forgiveness is expected,
Is it easy to forget...
Those who left you feeling grief.
Perceiving you to over-react.
And you to be too sensitive.

When you've been hurt and it is felt,
Is if felt like no one else?
When you've been scandalized to dirt...
Is this a group effort that's hurt?

And when forgiveness is expected,
Is it easy to forget...
Those who left you feeling grief.
Perceiving you to over-react.
And you to be too sensitive.

There is a misunderstanding...
As to who should feel what deeply.
To what degree a hurt is felt.
And who is left to grieve.

When you've been hurt and it is felt,
Is if felt like no one else?
When you've been scandalized to dirt...
Is this a group effort that's hurt?

No!
No!
No-no-no.

There's a misunderstanding...
As to who should feel what deeply.
To what degree a hurt is felt.
And who is left to grieve.

There's a misunderstanding...
As to who should feel what deeply.
To what degree a hurt is felt.
And who is left to grieve.

And when forgiveness is expected,
Is it easy to forget...
Those who left you feeling grief,
Believing you are weak.

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poem by Lawrence S. Pertillar
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Thespis: Act I

DRAMATIS PERSONAE

GODS

Jupiter, Aged Diety
Apollo, Aged Diety
Mars, Aged Diety
Diana, Aged Diety
Mercury

THESPIANS

Thespis
Sillimon
TimidonTipseion
Preposteros
Stupidas
Sparkeio n
Nicemis
Pretteia
Daphne
Cymon

ACT I - Ruined Temple on the Summit of Mount Olympus

[Scene--The ruins of the The Temple of the Gods, on summit of
Mount Olympus. Picturesque shattered columns, overgrown with
ivy, etc. R. and L. with entrances to temple (ruined) R. Fallen
columns on the stage. Three broken pillars 2 R.E. At the back of
stage is the approach from the summit of the mountain. This
should be "practicable" to enable large numbers of people to
ascend and descend. In the distance are the summits of adjacent
mountains. At first all this is concealed by a thick fog, which
clears presently. Enter (through fog) Chorus of Stars coming off
duty as fatigued with their night's work]

CHO. Through the night, the constellations,
Have given light from various stations.
When midnight gloom falls on all nations,
We will resume our occupations.

SOLO. Our light, it's true, is not worth mention;
What can we do to gain attention.
When night and noon with vulgar glaring
A great big moon is always flaring.

[During chorus, enter Diana, an elderly goddess. She is carefully
wrapped up in cloaks, shawls, etc. A hood is over her head, a
respirator in her mouth, and galoshes on her feet. During the

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poem by William Schwenck Gilbert
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The Flower And The Leaf

When that Phebus his chaire of gold so hy
Had whirled up the sterry sky aloft,
And in the Bole was entred certainly;
Whan shoures swete of rain discended soft,
Causing the ground, felë tymes and oft,
Up for to give many an hoolsom air,
And every plain was [eek y-]clothed fair

With newe grene, and maketh smalë floures
To springen here and there in feld and mede;
So very good and hoolsom be the shoures
That it reneweth, that was old and deede
In winter-tyme; and out of every seede
Springeth the herbë, so that every wight
Of this sesoun wexeth [ful] glad and light.

And I, só glad of the seson swete,
Was happed thus upon a certain night;
As I lay in my bed, sleep ful unmete
Was unto me; but, why that I ne might
Rest, I ne wist; for there nas erthly wight,
As I suppose, had more hertës ese
Than I, for I n'ad siknesse nor disese.

Wherfore I mervail gretly of my-selve,
That I so long, withouten sleepë lay;
And up I roos, three houres after twelve,
About the [very] springing of the day,
And on I put my gere and myn array;
And to a plesaunt grovë I gan passe,
Long or the brightë sonne uprisen was,

In which were okës grete, streight as a lyne,
Under the which the gras, so fresh of hew,
Was newly spronge; and an eight foot or nyne
Every tree wel fro his felawe grew,
With braunches brode, laden with leves new,
That sprongen out ayein the sonnë shene,
Som very rede, and som a glad light grene;

Which, as me thought, was right a plesaunt sight.
And eek the briddes song[ës] for to here
Would have rejoised any erthly wight.
And I, that couth not yet, in no manere,
Here the nightingale of al the yere,
Ful busily herkned, with herte and ere,
If I her voice perceive coud any-where.

And at the last, a path of litel brede
I found, that gretly had not used be,

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poem by Anonymous Olde English
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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poem by Robert Browning from The Ring and the Book
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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poem by Robert Browning from The Ring and the Book
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Wednesday's Child (Sheffield Wednesday Soccer Club)

It eats soccer. It breathes soccer. It lives soccer. It fades when it's team fades and it blooms when it's team blooms. It has the letters S.W. permanently etched upon it's brain and it probably even arranges it's Monopoly money in S.W. formations. What is it, you ask? It's a soccer fan. You knew that, didn't you? But it isn't just any soccer fan. It is specifically a Sheffield Wednesday soccer fan. Or addict, for want of a better word.

Yes, of course, even I know about Liverpool, Everton, Arsenal and Man. United fans. They're the normal, run-of-the-mill type but Owls supporters are really Something Else!

I have had the somewhat dubious good fortune of becoming rather well acquainted with one of these strange 'animals' but until today, I'd managed to evade any one-to-one discourse on the merits or demerits of one man's passion for his team. On the face of it, you could say I asked for it. In a weak moment, I queried how his team had fared over the past week or so. It was like asking a hypochondriac the state of his health.

Well, there I was, supposedly having a cup of tea with his wife, my friend Sheila. But Sheila knew the signs and, together with two equally clued-up daughters, had opportunely beaten a hasty retreat into the garden. They had long since paid their dues. Now, it was my turn.

It was a reasonably tentative beginning. It is more than probable that Ken, the addict, suspected I would never stay the course but feeling somewhat emotionally trapped by the knowledge that he had no sons with whom to share his enthrallment of the game, what else could I do but don my interested-looking mask, take a deep breath and settle back to hear him out. By tacit consent, we both knew that I was a victim of sorts. Destiny rides again!

My heart sunk a little when I realised that he was starting from scratch. From the actual day when his team first started playing. His enthusiasm was boundless but somehow I found myself becoming absorbed in what he was saying. His eyes took on a bright, azure sparkle and his mouth was motoring at twice the speed of sound as it travelled back and forth in time. I stared in mute fascination. This was for real! This was the guy's life. Dear Lord, where was I when enthusiasm for anything was dished out? I raised my eyes Heavenwards and found myself looking straight into those of a grey, woolly owl who was peering down at me from a built-in show-case. The Sheffield Wednesday Football Club mascot. I knew I was a gonner when I found myself asking how the Club had come to be so named.

Sheffield Wednesday, as we know it today, Ken told me, came into being in 1867 as the football section of the Wednesday Cricket Club, which had been in existence since 1820. The cricket club had been the creation of a group of Sheffield craftsmen who gave it the name 'Wednesday' for the simple reason that that was the day when they took regular afternoons off to pursue their sporting enthusiasms.

Not surprisingly, perhaps, the meeting at which the football section was formed took place on a Wednesday and this, at a local sporting pub, The Adelphi. Members of the cricket club called the meeting because they wanted a way of keeping everybody together during the winter months but the step was probably partly inspired by the dramatic increase in football's popularity in the town over the previous ten years.

Ken's eyes misted over somewhat as he proudly told me that it had been Sheffield who had led the way in organised football even before the birth of the national FA in 1863. So Wednesday no doubt felt it appropriate to have their own football section. At the very least, it would mean that their players would not be tempted to drift off to other clubs at the end of the summer and forget to return in the following spring.

The founders could not have imagined that the infant football section would become the dominant partner. So strong, in fact, that within sixteen years it would break free and Wednesday Football Club would become one of the most famous names in English football - and a force in the professional game to boot (no pun intended!) Would they also have believed that the Cricket Club would survive only until 1924 and then die through lack of support, so that today, it is all but forgotten.

By now, there was no doubt that Ken knew he had my attention for I was leaning forward in my chair, hanging onto every word. Vortex-like, my concentration was being pulled and drawn into the centre of what could only be described as the secret world of the soccer-addict; a passionate and breathtaking intensity which would encompass anything related thereto, from a humble soccer boot to a moth-eaten ticket to some long-ago and memorable match played.

'Look! ' he said, paging through a well-thumbed book, 'here's a picture of Wednesday's first match at Olive Grove. This site was bought from the Duke of Norfolk. Did you know that? ' As if I would! But no reply was necessary as he pressed on regardless to tell me about how officials at the time were unable to persuade either Preston or Aston Villa to provide the opposition for a match but Blackburn Rovers did decide to accept the invitation to play. Things weren't going too well but I wanted to fall off my chair to show him how thrilled I was too when Wednesday recovered from a three-goal deficit to draw 4-4 but he wouldn't have noticed. He was in another world.

And then he was down in the depths again as he showed me pictures of headlines proclaiming how Dooley had broken his leg at Deepdale way back in 1953. It was to be the end of the big centre-forward's career. Oh, shame, Ken, I said. And I really meant it.

1954-55 proved to be a disastrous season with Wednesday finishing bottom of the table, nine points below relegation companions Leicester City. The Owls won only 8 games, losing 24 and conceding 100 goals. However, Ken assured me, they won the Second Division Championship in 1955-56 with three points to spare and in the following season they finished mid-table. But, oh dear, by 1957-58 they were down again. The Addict's voice faded and I thought he had been called by the angels.

'And then....? ' I encouraged. Momentarily, he seemed to surface.

'Go on, get along with you, ' he said with a half-smile, 'you're not really interested.'

'Oh, I am, I am, ' I protested gamely, whereupon he went on to tell me all about the so-called bribes scandal or betting-coup revelations which broke in the Sunday newspapers of 1964. Not only did Wednesday suffer in terms of its reputation but it also lost two of its best players.

The situation sounded sufficiently grave for me to try my mournful-look but no, it wasn't necessary as The Addict changed course and went on to tell me the good news about how in 1971, that bloke Dooley, (who'd broken his leg 18 years or so earlier and subsequently had to have it amputated) had been made manager of the club. He was still an idol in the city and the folk-hero of Hillsborough. But his magic was limited and he proved that he was as human as anyone else in his lack of anticipated performance.

But Sheila was rattling crockery in the kitchen and the thought of a nice cup of tea was becoming more and more enticing. Escape was out of the question. We still had about twenty years more to work through! There's a limit to a body's endurance and a feminine mind's appreciation of a predominantly masculine interest.

So, a little less stoically now, I went 'up' with the Owls and 'down' with the Owls as we travelled through from one Division to another over a timespan of many years. But much of their pain was to dissolve in relief when in 1985, they reached their highest position for 25 years by coming fifth in the FA Cup semi-Final. Even if they did lose to Everton.

In that same year, Wednesday were to equalise in the dying seconds of the match with Chelsea. They were 3-O up at half-time and I can well imagine how Ken had nearly fallen off his chair when hearing on the BBC World Service later that evening that the game had ended at 4-4. He still hasn't got over the sheer horror of it all.

There was no stopping him now and I just had to give in and hear about how the next time round, Chelsea lost the toss with the Owls' Chairman tossing the coin and the replay going to Stamford Bridge. Wednesday lost 2-1 proving that the Chelsea bogey had struck again. 'We can't even beat a bunch of pensioners, ' the Addict grinned. I was impressed by his ability not to take himself and his beloved team too seriously.

'And last year, you actually visited the Club, didn't you? ' I asked, determined to hastily gobble up the few remaining years so that I could go and have my tea. I knew of course that the highlight of his addicthood had been when Wednesday were promoted to First Division by beating Man. United in the Rumbelows League Cup Final at Wembley and didn't want to go into all that lot again. Like I said, there's a limit........

'Ah yes, ' he replied dreamily. Even he was beginning to tire. But no, not yet. I had a feeling we were about to move into extra time. More like injury-time, one would say.

'Come, ' he said, leading me towards a cupboard filled with everything and anything that could have any association whatsoever with his team. I'd seen it all before and I would see it again, but there's an indisputable thrill of sharing both old-time and current mementoes and memorabilia of a soccer club, some six thousand miles away, right here in the living room of one of its most ardent supporters.

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poem by Margaret Kollmer
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Death Of The Middle Class

Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass

ROTMS

By Andrew Gavin Marshall - Global Research

We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.

At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.

In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.

In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:

'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'

In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.

In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.

When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.

It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.

In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.

In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.

The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.

To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.

In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.

At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.

Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.

No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.

So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.

In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.

Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .

poem by Ray Lucero
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The Recluse - Book First

HOME AT GRASMERE

ONCE to the verge of yon steep barrier came
A roving school-boy; what the adventurer's age
Hath now escaped his memory--but the hour,
One of a golden summer holiday,
He well remembers, though the year be gone--
Alone and devious from afar he came;
And, with a sudden influx overpowered
At sight of this seclusion, he forgot
His haste, for hasty had his footsteps been
As boyish his pursuits; and sighing said,
'What happy fortune were it here to live!
And, if a thought of dying, if a thought
Of mortal separation, could intrude
With paradise before him, here to die!'
No Prophet was he, had not even a hope,
Scarcely a wish, but one bright pleasing thought,
A fancy in the heart of what might be
The lot of others, never could be his.
The station whence he looked was soft and green,
Not giddy yet aerial, with a depth
Of vale below, a height of hills above.
For rest of body perfect was the spot,
All that luxurious nature could desire;
But stirring to the spirit; who could gaze
And not feel motions there? He thought of clouds
That sail on winds: of breezes that delight
To play on water, or in endless chase
Pursue each other through the yielding plain
Of grass or corn, over and through and through,
In billow after billow, evermore
Disporting--nor unmindful was the boy
Of sunbeams, shadows, butterflies and birds;
Of fluttering sylphs and softly-gliding Fays,
Genii, and winged angels that are Lords
Without restraint of all which they behold.
The illusion strengthening as he gazed, he felt
That such unfettered liberty was his,
Such power and joy; but only for this end,
To flit from field to rock, from rock to field,
From shore to island, and from isle to shore,
From open ground to covert, from a bed
Of meadow-flowers into a tuft of wood;
From high to low, from low to high, yet still
Within the bound of this huge concave; here
Must be his home, this valley be his world.
Since that day forth the Place to him--'to me'
(For I who live to register the truth
Was that same young and happy Being) became

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poem by William Wordsworth
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