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Even without reforms, the Social Security fund will be able to meet 100 percent of its obligations until 2042.

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poem by Rwetewrt Erwtwer
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poem by Rwetewrt Erwtwer
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poem by Rwetewrt Erwtwer
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poem by Rwetewrt Erwtwer
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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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We Can Create A Modern International Community

And I wonder when Congress will allow public nationwide schools...
in the United States to set aside time for children again to pray?
To pray for, or quietly reflect on behalf of, their once great Nation!

To pray for their nation during this proclaimed danger time...
of struggle against the forces of evil dark international terrorism!
But in the White House lurks a dark soul of 100% fetus murder!

Barack against murder international terrorism with Pro-Abortion Record!
Like Pharaoh in the time of the birth of Moses, like King Harold at the birth of Jesus, killing innocent children based on state law is ok in America today!

Why? How can this be? On 9th of March 2008 Barack proclaimed “We were once were, we are no longer a Christian nation, at least not just....”
No Ten Commandments, No God’s law displayed in government buildings!

15th April 2009 Barack proclaimed “We can create a modern international community that is respectful that is secure that is prosperous....
(in an aside to himself) and like Baal Worshippers we will support propagate

State Policies funding killing innocent children against the will of the majority of Americans and I Barack will use tax payer dollars to kill innocent unborn! We will fill White House high office with Pro Abortion all! Yes We Can!

Darth Vader will create a universal New World Order!

And in the on going baby killing sweepstakes infant killer Obama selects: -

Pro-Abortion Sen. Joe Biden as Obama’s vice-presidential running mate. Pro-Abortion Rep. Rahm Emanuel as Obama’s White House Chief of Staff.
Pro-Abortion former Sen. Tom Daschle as Obama’s Health and Human Services Secretary.

Former NARAL legal director Dawn Johnsen to serve as a member of Obama’s Department of Justice Review Team. Next appointed Assistant Attorney General for the Office of the Legal Counsel.

Betta check Obama’s rap sheet Pro-Abortion Record, for the rest of his all star elite baby killing machine selections.

'President Barack Obama's Pro-Abortion Record: A Pro-Life Compilation

Washington, DC (LifeNews.com) - The following is a compilation of bill signings, speeches, appointments and other actions that President Barack Obama has engaged in that have promoted abortion before and during his presidency. While Obama has promised to reduce abortions and some of his supporters believe that will happen, this long list proves his only agenda is promoting more abortions.

During the presidential election, Obama selected pro-abortion Sen. Joe Biden as his vice-presidential running mate.

Post-Election / Pre-Inauguration
November 5,2008 - Obama selects pro-abortion Rep. Rahm Emanuel as his White House Chief of Staff. Emanuel has a 0% pro-life voting record according to National Right to Life.

November 19,2008 - Obama picks pro-abortion former Sen. Tom Daschle as his Health and Human Services Secretary. Daschle has a long pro-abortion voting record according to National Right to Life.

November 20,2008 - Obama chooses former NARAL legal director Dawn Johnsen to serve as a member of his Department of Justice Review Team. Later, he finalizes her appointment as the Assistant Attorney General for the Office of the Legal Counsel in the Obama administration.

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November 24,2008 - Obama puts former Emily's List board member Melody Barnes in place as his director of the Domestic Policy Council.

November 30,2008 - Obama named pro-abortion Sen. Hillary Clinton as the Secretary of State. Clinton has an unblemished pro-abortion voting record and has supported making unlimited abortions an international right.

December 10,2008 - Obama selects pro-abortion former Clinton administration official Jeanne Lambrew to become the deputy director of the White House Office of Health Reform. Planned Parenthood is 'excited' about the selection.

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poem by Terence George Craddock
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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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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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Security

Security
Sometimes its hard
When I dont know where youre going
Or where youve been
I got a broken heart
Surely, if you let me know you care for me
My heart will mend
Darling, I cant wait forever
Youve got to let me know or let me go (let me go)
All Im saying is
You cant keep playing with
A heart that loves you so
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Im sure you know
If you take the time to think about it, you will realize
Honey, now not too long ago
I used to play around but thats all over
Youre my only guy
Re-evaluate this situation
Better check out your priorities
Youve got to get it straight
No hesitation
If what you want is me
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Darling, I cant wait forever
Youve got to let me know - or let me go (let me go)
All Im saying is
You cant keep playing with

[...] Read more

song performed by Vanessa Williams
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Three Simple Words

100 children lie awake.
100 lashes left to take.
100 mouths still left to feed.
100 infants cry in need.
100 people die alone.
100 orphans need a home.
100 flags; all burnt in hate
100 murders and court dates.
100 reasons to stand up.
3 simple words; Enough is enough.

poem by William Blake Beckett
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Ladies Room

Every time its the same
What follows me is my fame
Youre what I need to play the game
You say you like to dance
Mmm, I think Ill take a chance
Ooh, baby, maybe its time for romance
Youre such a jewel in the rough
You wanna show me your stuff
For my money, you cant be too soon
Meet, meet you in the ladies room
Meet, meet you in the ladies room
For my money, you cant be too soon
You say you like to play
Well, its too late for you to get away
And youve gotta believe me, when I say
Baby, youre such a jewel in the rough
You wanna show me your stuff
For my money, you cant be too soon
Meet, meet you in the ladies room
Meet, meet you in the ladies room
For my money, you cant be too soon
You cant be too soon
Youre such a jewel in the rough
You wanna show me your stuff, come on baby
For my money, you cant be too soon
Meet, meet you in the ladies room
Ill meet you, greet you in the ladies room
For my money, you cant be too soon
Meet you, greet you in the ladies room
Ill meet you, greet you in the ladies room
For my money, you cant be too soon
Meet you, greet you in the ladies room
Mmm, meet, meet you in the ladies room
For my money, you cant be too soon
Meet, meet you in the ladies room
Ill meet you, greet you in the ladies room
For my money, you cant be too soon
Ill meet, meet you in the ladies room
Ill meet you, greet you in the ladies room
For my money, you cant be too soon
Meet, meet you in the ladies room

song performed by Kiss
Added by Lucian Velea
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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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Meet Me At The Station

(brother williams memphis sanctified singers)
Well if I get to heaven before you do
I will meet you at the station when your train comes along
Ill be watching and waiting, mother dear, for you
I will meet you at the station when your train comes along
Father, when the train
Father, when the train
Meet me at the station when the train comes along
When the train
Father, when the train comes along
I will meet you at the station when your train comes along
Well if my eyes see the glory, before yours do
I will meet you at the station when your train comes along
Ill be watching and waiting, father, for you
I will meet you at the station whe your train comes along
Father, when the train
Father, when the train
Meet me at the station when the train comes along
Father, when the train
Father, when the train comes along
I will meet you at the station when your train comes along
Now if my feet touch the homeline before yours do
I will meet you at the station when the train comes along
Ill be watching and waiting, my brother, for you
I will meet you at the station when the train comes along
When the train
When the train
Meet me at the station when the train comes along
When the train
When the train comes along
Meet me at the station when the train comes along
When the train
When the train
Meet me at the station when the train comes along
When the train
When the train comes along
Meet me at the station when the train comes along
Now if you see gods country before I do
Will you meet me at the station when my train comes along
Will you be there watching, sister, for me
Will you meet me at the station when my train comes along
When my train
When my train
Meet me at the station when my train comes along
When my train
Sister, when my train comes along
Will you meet me at the station when my train comes along
When the train
When the train
Meet me at the station when my train comes along

[...] Read more

song performed by Waterboys
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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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Ninety-Nine Versus One

Ninety-nine and one used to equal 100 percent.
However, math today is askew and I how resent
That the one percent controls the ninety-nine
And seeks to steal their remaining fruit rotting on the vine.

Once ninety nine was ninety-nine times one percent.
Now that one is 40 times or greater of all the money spent.
This 100% contains more powerful, greedy rich every day
As middle class suffers through more poverty and less say.

Many new millionaires and billionaires populate the 100%
While millions lose their homes and can hardly pay rent.
Our wealthy political leaders who fashion income tax laws
Take care that they and theirs are protected in every cause.

"We the people of the United States…" will deteriorate
To read "We the rich and powerful, how much we rate…"
Unless common man wakes up from his slumbering nights
And demands his rightful place in that 100% of his rights!

poem by Gregory Huyette
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Variations At Home And Abroad

It takes a lot of a person's life
To be French, or English, or American
Or Italian. And to be at any age. To live at any certain time.
The Polish-born resident of Manhattan is not merely a representative of
general humanity
And neither is this Sicilian fisherman stringing his bait
Or to be any gender, born where or when
Betty holding a big plate
Karen crossing her post-World War Two legs
And smiling across the table
These three Italian boys age about twenty gesturing and talking
And laughing after they get off the train
Seem fifty percent Italian and the rest percent just plain
Human race.
O mystery of growing up! O history of going to school!
O lovers O enchantments!

The subject is not over because the photograph is over.
The photographer sits down. Murnau makes the movie.
Everything is a little bit off, but has a nationality.
The oysters won't help the refugees off the boats,
Only other human creatures will. The phone rings and the Albanian
nationalist sits down.
When he gets up he hasn't become a Russian émigré or a German circus
clown
A woman is carrying a basket—a beautiful sight! She is in and of
Madagascar.
The uniformed Malay policeman sniffs the beer barrel that the brothers of
Ludwig are bringing close to him.
All humanity likes to get drunk! Are differences then all on the surface?
But even every surface gets hot
In the sun. It may be that the surface is where we are all alike!
But man and woman show that this isn't true.
We will get by, though. The train is puffing at the station
But the station isn't puffing at the train. This difference allows for a sense
of community
As when people feel really glad to have cats and dogs
And some even a few mice in the chimney. We are not alone
In the universe, and the diversity causes comfort as well as difficulty.
To be Italian takes at least half the day. To be Chinese seven-eighths of it.
Only at evening when Chang Ho, repast over, sits down to smoke
Is he exclusively human, in the way the train is exclusively itself when it is
in motion
But that's to say it wrongly. His being human is also his being seven-eighths
Chinese.
Falling in love one may get, say, twenty percent back
Toward universality, though that is probably all. Then when love's gone
One's Nigerianness increases, or one's quality of being of Nepal.
An American may start out wishing
To be everybody or that everybody were the same

[...] Read more

poem by Kenneth Koch
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Joyous Sound

How sweet that joyous sound
Whenever we meet, whenever we meet
How sweet that joyous sound
Whenever we meet again
Oh! - i think you know it well
Whenever we meet, whenever we meet
Hey! - i think you know it well
Whenever we meet again
Just let it in and let it out, ba da da da da de da de da
Then you begin to know without a doubt
That grace will follow us
Wherever we go, wherever we go
That grace will follow us
Whenever we meet again
Just let it in and let it out, ba da da da da de da de da
Then you begin to know without a doubt
That grace will follow us
Wherever we go, wherever we go
That grace will follow us
Whenever we meet again
How sweet that joyous sound
Whenever we meet, whenever we meet
How sweet that joyous sound
Whenever we meet again
Whenever we meet, whenever we meet
Whenever we meet again
Whenever we meet, whenever we meet
Whenever we meet again
Whenever we meet, whenever we meet
Whenever we meet again

song performed by Van Morrison
Added by Lucian Velea
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I do not believe that the Social Security system is in crisis. The Social Security Administration itself recently reported that the system is able to pay full benefits as they are defined today until at least 2042.

quote by James T. Walsh
Added by Lucian Velea
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Willing & Able

Said Im willin and Im able
Im ready 2 place my cards on the table
Ive been holdin back this feelin
4 far 2 long
Now that Im willin, its a fact
Is truly mighty strong
Like a child lost in the wilderness
till I reach my destination, I wont rest
Cuz Im willin (willin)
And Im able (able)
Im ready 2 place my cards on the table (table)
Theres some kings in my deck and a queen or 2
So u know there aint nothin,
Nothin that I wouldnt do (nothin that I wouldnt do)
It twas a long time coming,
But now that its here
All the non-believers better fear me
Cuz Im willin (willin and able)
And Im able
I got good and plenty cards
2 place on the table (table)
Been holdin back this feeling 4 far 2 long
(been holdin back this feeling 4 far 2 long)
Now that Im willing, (this feelin)
This feelin
Its truly mighty strong (truly, i... I)
Im willing (willin)
And able (able)
My vision is all clear, Im feelin kinda stable
U know I am, u know I am
Ready 2 whisper (whisper, whatcha say)
Ready 2 shout (shout, now whatcha say)
Ready 2 scream (scream, now whatcha say)
From the highest mountain top (whatcha say, whatcha say)
Lord, Im willing and able
I wanna dance and sing, somebody watch me do my thing
(willin)
(able)
(willin and able)
(willin)
(able)
(willin and able)
I wanna dance and sing, somebody watch me do my thing
(dance and sing, let me watch u do your thing)
(bring it to me)
Let me take a bite
2 see if ure ripe
Im kinda thinkin about
Takin a hunk, chunk
A piece of your love tonight

[...] Read more

song performed by Prince
Added by Lucian Velea
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