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Social distinctions concern themselves ultimately with whom you may and may not marry.

quote by Katharine Fullerton Gerould
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Social Netowrking Of Robots

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poem by Rwetewrt Erwtwer
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Forever

Baby I have something that I want to ask you baby so sit back and listen
Hey beloved we are here, to joy each other hand and hand, no more playing house
No ,cause I want to make it real do you understand, to have and to hold (ummm
Umm) until death do us part no one no one could ever interrupt the beats of our
Heart cause this is gonna last
Forever and ever and ever and ever and ever and ever and ever and ever and ever
And ever and ever and ever and ever and ever and ever and ever
Now there is no one here to speak out and interrupt this ceromony ah baby yeah
(baby just say) all you got to do is say you love me, say that you love me and
We will walk and we will walk down the aisle watching our people smile, flowers
Are everywhere, nothing else can compare, girl you got the kind of love that
Makes a man like me want to settle down a picket fence and a house yeah
Forever and ever and ever and ever and ever and ever and ever and ever and ever
And ever and ever and ever and ever and ever and ever
Girl Im down on my knees whats its gonna be, whats its gonna be ,whats its
Gonna be, (talk to me) whats its gonna be, whats its gonna be, whats gonna
Be (2 words yeah )whats its gonna be whats gonna be, baby you and me, baby
You and me, baby you and me, baby you and me oh oh oh ohohohohohoh oh oh
Forever and ever and ever and ever and ever and ever and ever and ever and ever
And ever and ever and ever and ever and ever and ever and ever
4/ever baby, you and me baby, I will be your man you will be my lady, well
Walk hand and hand side by side, I will be the perfect groom youre the perfect
Bride would you just think about it baby, think about it baby, you and me will
Be together girl rain, sleet, snow no matter what the weather just think about
It baby, think about it girl well be making love for eternity raise a family
Girl Ill on my knees, say marry me, (marry me) marry me(cause I love u baby
Marry me),marry me (theres no other baby) marry me, (for u baby) marry me
(said a picket fence), marry me,(a dog and a house) marry me (about 12 kids)u
Cooking me brakfast in the morning and Im taking the garbage out marry me
Marry me, marry me, marry me, marry me, marry me,marry me, marry me, marry me,
Marry me, marry me, marry me, marry me, marry me

song performed by R. Kelly
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Marry me

My words are dry but can make you wet,
Marry me and i will turn you on,
My heart has no rhythm,
Marry me i will make a hymn
My hands are so cold,
Marry me and i will make you warm

Marry me, i wont leave my socks at the floor
Marry me, i will wash my pants everyday
Marry me, i wont leave pee sticking on toilet walls
Marry me, i will defy manhood

Marry me, i wont go to the beerhall
Marry me, i will call you your first name,
Marry me, i will open the car door for you
Marry me, i will defy masculinity

Marry me, i will bring a chocolate everyday
Marry me, i will help you with the dishes
Marry me, i will cook for you
Marry me, i will write a poem everyday
Marry me, i will be a man, not like a man

poem by Gaylord Munemo
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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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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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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.

poem by Lee B. Mack
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The Milkmaid's Song

Turn, turn, for my cheeks they burn,
Turn by the dale, my Harry!
Fill pail, fill pail,
He has turned by the dale,
And there by the stile waits Harry.
Fill, fill,
Fill, pail, fill,
For there by the stile waits Harry!
The world may go round, the world may stand still
But I can milk and marry,
Fill pail,
I can milk and marry.

Wheugh, wheugh!
O, if we two
Stood down there now by the water,
I know who'd carry me over the ford
As brave as a soldier, as proud as a lord,
Though I don't live over the water.
Wheugh, wheugh! he's whistling through,
He's whistling 'The Farmer's Daugher.'
Give down, give down,
My crumpled brown!
He shall not take the road to the town,
For I'll meet him beyond the water.
Give down, give down,
My crumpled brown!
And send me to my Harry.
The folk o' towns
May have silken gowns,
But I can milk and marry,
Fill pail,
I can milk and marry.

Wheugh, wheugh! he has whistled through
He has whistled through the water.
Fill, fill, with a will, a will,
For he's whistled through the water,
And he's whistling down
The way to the town,
And it's not 'The Farmer's Daughter!'
Churr, churr! goes the cockchafer,
The sun sets over the water,
Churr, churr! goes the cockchafer,
I'm too late for my Harry!
And, O, if he goes a-soldiering,
The cows they may low, the bells they may ring,
But I'll neither milk nor marry,
Fill pail,
Neither milk nor marry.

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poem by Sydney Thompson Dobell
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Out Is Through

Every time you raise your voice
I see the greener grass
Every time you run for cover
I see this pasture
Every time we're in a funk
I picture a different choice
Every time we're in a rut
This distant grandeur
My tendency to want to do away feels natural
My urgency to dream of softer places feels understandable and I know
The only way out is through
The faster we're in the better
The only way out is through ultimately
The only way out is through
The only way we'll feel better
The only way out is through ultimately
Every time I'm confused
I think there must be easier ways
Every time our horns are locked on toweling throwing
Every time we're at a loss, we've bolted from difficulty
Anytime we're still made of final bowing
My tendency to want to hide away feels easier and
The tendency is picturing another place comforting to go and I know
The only way out is through
The faster we're in the better
The only way out is through ultimately
The only way out is through
The only way we'll feel better
The only way out is through ultimately
We could just walk away and hide our hands in the sand
We could just call it quits, only to start over again
With somebody else
Every time we're stuck in struggle, I'm down for the count that down
Every time I dream of quick fix I'm assuaged
Now I know it's hard when it's through
And I'm damned if I don't know quick fix way
What formerly was treatment silent's now outdated
My tendency to want to run feels unnatural now
The urgency to want to give to you what I want most feels good and I know
The only way out is through
The faster we're in the better
The only way out is through ultimately
The only way out is through
The only way we'll feel better
The only way out is through ultimately
The only way out is through
The faster we're in the better
The only way out is through ultimately
The only way out is through
The only way we'll feel better

[...] Read more

song performed by Alanis Morissette
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Im So Young

I have a girlfriend
She says Im her only one
We wanna get married
But were so young
So young
Cant marry no one
They say our love is
Just a teenage affection
But no one knows
Our hearts direction
So young
Cant marry no one
Im Im Im so young
Im Im Im so young
Im Im Im so young
Cant marry no one, no one
Pretty soon now
Ill go to sea
Their mothers baby
Will have seen the last of me
So young
Cant marry no one, no one
Cant marry no one
Cant marry no one
Cant marry no one
Cant marry no one
Cant marry no one
Cant marry no one

song performed by Beach Boys
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The Sorcerer: Act II

DRAMATIS PERSONAE

Sir Marmaduke Pointdextre, an Elderly Baronet

Alexis, of the Grenadier Guards--His Son

Dr. Daly, Vicar of Ploverleigh

John Wellington Wells, of J. W. Wells & Co., Family Sorcerers

Lady Sangazure, a Lady of Ancient Lineage

Aline, Her Daughter--betrothed to Alexis

Mrs. Partlet, a Pew-Opener

Constance, her Daughter

Chorus of Villagers

(Twelve hours are supposed to elapse between Acts I and II)

ACT II-- Grounds of Sir Marmaduke's Mansion, Midnight

Scene--Exterior of Sir Marmaduke's mansion by moonlight. All the
peasantry are discovered asleep on the ground, as at the end
of Act I.

Enter Mr. Wells, on tiptoe, followed by Alexis and Aline. Mr. Wells
carries a dark lantern.

TRIO--ALEXIS, ALINE, and MR. WELLS

'Tis twelve, I think,
And at this mystic hour
The magic drink
Should manifest its power.
Oh, slumbering forms,
How little ye have guessed
That fire that warms
Each apathetic breast!

ALEXIS. But stay, my father is not here!

ALINE. And pray where is my mother dear?

MR. WELLS. I did not think it meet to see
A dame of lengthy pedigree,

[...] Read more

poem by William Schwenck Gilbert
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Third Book

'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.

For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!

Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.

Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Marry Me

Writer Dolly Parton
From album Little Sparrow
Well I met a boy from Grassy Branch
Fine as he can be
I met him at the big barn dance
And he took a shine to me
Sky-blue eyes, a big wide smile
And tall as a sycamore tree
He's real smart with a real big heart
And he's gonna marry me
He's gonna marry me
And we're gonna go to town
We're gonna buy some real good car
And we're gonna drive around
We'll hold hands an' touch 'n' hug
He talks so sweet to me
Cause he knows a lot about love and stuff
And he's gonna marry me
His momma don't like me one little bit
But you know I don't care
Let her pitch her hissy-fit
Cause I ain't a'marryin' her
He's always been a momma's boy
It's just plain jealousy
She's as mad as an old red hen
Cause he's gonna marry me
Oh, an' he's gonna marry me
An' he's gonna buy me a ring
We're gonna be so free
Cut momma's aprin strings
He's gonna build me a pretty little house
Have a pretty little made-for-three
Cause he done kiss me on the mouth
An' he's gonna marry me
Yeah, he's gonna marry me
He's gonna buy me a ring
We're gonna be so free
Cut momma's aprin strings
He's gonna build me a pretty little house
Have a pretty little made-for-three
Cause he's done kiss me on the mouth
So he's gotta marry me
Yeah he's done kiss me on the mouth
And he's gonna marry me
Yodel-de-de-de-de-de-de-de-de

song performed by Dolly Parton
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Marry Me

He
Marry me marry me
Come and share my destiny
Pair with me
Dare with me
Stand up and declare with me
For we are now
Man and wife
Solemn vow
Made for life
I want you right there with me
Marry me
She
Marry me marry me
Come and share the best in me
Care with me
Bear with me
Raise another heir with me
For we are now
Ef = objr-vol3.html>oscar brown jrs set free -- volume three--married
Solemn vow
Throughout life
Home is where you carry me
Marry me
Both
We are now man and wife
Solemn vow
Made for life
Lovingly
Prayerfully
Marry me
Marry me
Marry me

song performed by Nina Simone
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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

[...] Read more

poem by Nyein Way
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Marry You by Bruno Mars

It's a beautiful night,
We're looking for something dumb to do
Hey baby
I think I wanna marry you

Is it the look in your eyes?
Or is it this dancing juice?
Who cares baby
I think I wanna marry you

Well I know this little chapel on the boulevard we can go
No one will know
Oh come on girl
Who cares if we're trashed got a pocket full of cash we can blow
Shots of patron
And it's on girl

Don't say no, no, no, no-no
Just say yeah, yeah, yeah, yeah-yeah
And we'll go, go, go, go-go
If you're ready, like I'm ready

Cause it's a beautiful night
We're looking for something dumb to do
Hey baby
I think I wanna marry you

Is it the look in your eyes?
Or is it this dancing juice?
Who cares baby
I think I wanna marry you

I'll go get a ring let the choir bells sing like oooh
So whatcha wanna do?
Let's just run girl

If we wake up and you wanna break up that's cool
No, I won't blame you
It was fun girl

Don't say no, no, no, no-no
Just say yeah, yeah, yeah, yeah-yeah
And we'll go, go, go, go-go
If you're ready, like I'm ready

Cause it's a beautiful night,
We're looking for something dumb to do
Hey baby
I think I wanna marry you.

[...] Read more

poem by Shi Yelami
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After A Wedding.

After singing in the choir
at the major’s daughter’s wedding

you were all invited
to the posh reception

and you watched
the other guests

move around
the gardens and marquees

feeling rather out
of your class and league

and then she came
along side you and said

maybe one day
we can get married

like the major’s daughter
and have children

and be happy
and not have to feel

out of our class
and utterly lonely

and not have
my mother breathing

down my neck
to marry some schmuck

and you said
who knows maybe

and you smiled
and she put her arm

through yours
and you walked together

amongst the guests
and other members

of the church choir
beneath the summer sun

[...] Read more

poem by Terry Collett
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Bible in Poetry: 1 Corinthians 7

Marriage:

1’Tis good for man, not to marry.
2 With so much immorality,
Each man should have his own, one wife,
And each woman, own, one husband.
3 The husband should fulfill to wife,
His marital duty always;
And likewise, wife to her husband.
4 Wife's body doesn’t belong to her
Alone, but to her husband too.
In the same way, husband's body
Does not belong to him alone
But also to his wife as well.
5 Do not deprive each other then,
Except by mutual consent and
For just sometime, so that you may
Devote yourselves to some prayer.
Then come again together for
As Satan will not tempt you for
Your lack of self-control in life.
6 I say this as a concession,
And this is not a command then.
7 I wish all men were as I am.
Each man has his own gift from God;
One has this gift, another, that.
8 Now to unmarried and widows:
’Tis good to stay unmarried too.
9 If they can’t control themselves then,
’Tis better they should get married
Than, burn with passion in your life.
10 Lord’s command to the married ones:
A wife must not separate from husband.
11 But if she does, she must stay unmarried,
Or else be reconciled to her husband.
A husband mustn’t divorce his wife.

12 To rest I say (I, not the Lord) :

If any brother has a wife,
Who isn’t a believer but then,
She is willing to live with him,
He must not divorce her, as yet.
13 And if a woman has husband,
Who isn’t a believer as yet,
But is willing to live with her,
She must not divorce him as well.
14 For the unbelieving husband
Has been sanctified through his wife,
And the unbelieving wife too,

[...] Read more

poem by John Celes
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The Progress of Taste, or the Fate of Delicacy

Part first.

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

[...] Read more

poem by William Shenstone
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Social Life

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

song performed by Iggy Pop
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Second Book

TIMES followed one another. Came a morn
I stood upon the brink of twenty years,
And looked before and after, as I stood
Woman and artist,–either incomplete,
Both credulous of completion. There I held
The whole creation in my little cup,
And smiled with thirsty lips before I drank,
'Good health to you and me, sweet neighbour mine
And all these peoples.'
I was glad, that day;
The June was in me, with its multitudes
Of nightingales all singing in the dark,
And rosebuds reddening where the calyx split.
I felt so young, so strong, so sure of God!
So glad, I could not choose be very wise!
And, old at twenty, was inclined to pull
My childhood backward in a childish jest
To see the face of't once more, and farewell!
In which fantastic mood I bounded forth
At early morning,–would not wait so long
As even to snatch my bonnet by the strings,
But, brushing a green trail across the lawn
With my gown in the dew, took will and way
Among the acacias of the shrubberies,
To fly my fancies in the open air
And keep my birthday, till my aunt awoke
To stop good dreams. Meanwhile I murmured on,
As honeyed bees keep humming to themselves;
'The worthiest poets have remained uncrowned
Till death has bleached their foreheads to the bone,
And so with me it must be, unless I prove
Unworthy of the grand adversity,–
And certainly I would not fail so much.
What, therefore, if I crown myself to-day
In sport, not pride, to learn the feel of it,
Before my brows be numb as Dante's own
To all the tender pricking of such leaves?
Such leaves? what leaves?'
I pulled the branches down,
To choose from.
'Not the bay! I choose no bay;
The fates deny us if we are overbold:
Nor myrtle–which means chiefly love; and love
Is something awful which one dare not touch
So early o' mornings. This verbena strains
The point of passionate fragrance; and hard by,
This guelder rose, at far too slight a beck
Of the wind, will toss about her flower-apples.
Ah–there's my choice,–that ivy on the wall,
That headlong ivy! not a leaf will grow

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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