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It is during difficult times like this that the true American spirit reveals itself. I am not talking only of the response of local, state, and federal governments, although they will each play an extremely important role in this effort.

quote by Jo Bonner
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Healthy Back Bag

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poem by Rwetewrt Erwtwer
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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

[...] Read more

poem by Samuel Butler
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Young Americans

They pulled in just behind the fridge
He lays her down, he frowns
Gee my lifes a funny thing, am I still too young?
He kissed her then and there
She took his ring, took his babies
It took him minutes, took her nowhere
Heaven knows, shed have taken anything, but
All night
She wants the young american
Young american, young american, she wants the young american
All right
She wants the young american
Scanning life through the picture windows
She finds the slinky vagabond
He coughs as he passes her ford mustang, but
Heaven forbid, shell take anything
But the freak, and his type, all for nothing
He misses a step and cuts his hand, but
Showing nothing, he swoops like a song
She cries where have all papas heroes gone?
All night
She wants the young american
Young american, young american, she wants the young american
All right
She wants the young american
All the way from washington
Her bread-winner begs off the bathroom floor
We live for just these twenty years
Do we have to die for the fifty more?
All night
He wants the young american
Young american, young american, he wants the young american
All right
He wants the young american
Do you remember, your president nixon?
Do you remember, the bills you have to pay
Or even yesterday
Have you been an un-american?
Just you and your idol singing falsetto bout
Leather, leather everywhere, and
Not a myth left from the ghetto
Well, well, well, would you carry a razor
In case, just in case of depression
Sit on your hands on a bus of survivors
Blushing at all the afro-sheilas
Aint that close to love?
Well, aint that poster love?
Well, it aint that barbie doll
Her hearts been broken just like you have
And

[...] Read more

song performed by David Bowie
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Young American

They pulled in just behind the fridge
He lays her down, he frowns
"Gee my life's a funny thing, am I still too young?"
He kissed her then and there
She took his ring, took his babies
It took him minutes, took her nowhere
Heaven knows, she'd have taken anything, but
All night
She wants the young American
Young American, young American, she wants the young American
All right
She wants the young American
Scanning life through the picture windows
She finds the slinky vagabond
He coughs as he passes her Ford Mustang, but
Heaven forbid, she'll take anything
But the freak, and his type, all for nothing
He misses a step and cuts his hand, but
Showing nothing, he swoops like a song
She cries "Where have all Papa's heroes gone?"
All night
She wants the young American
Young American, young American, she wants the young American
All right
She wants the young American
All the way from Washington
Her bread-winner begs off the bathroom floor
"We live for just these twenty years
Do we have to die for the fifty more?"
All night
He wants the young American
Young American, young American, he wants the young American
All right
He wants the young American
Do you remember, your President Nixon?
Do you remember, the bills you have to pay
Or even yesterday
Have you been an un-American?
Just you and your idol singing falsetto 'bout
Leather, leather everywhere, and
Not a myth left from the ghetto
Well, well, well, would you carry a razor
In case, just in case of depression
Sit on your hands on a bus of survivors
Blushing at all the afro-Sheilas
Ain't that close to love?
Well, ain't that poster love?
Well, it ain't that Barbie doll
Her heart's been broken just like you have
And

[...] Read more

song performed by David Bowie
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The Rhythm (feat. Ice-T, Donald D & Diva)

The rythm is both the songs manicle and it's demonic charge charge
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
I'm Everlast born to be a caucassion but it makes no difference what persuasion you are
As long as you know how to get up on the floor and start workin' a sweat
To a musical measure that makes you move as soon as the needle drops into the groove
So get up and dance to the gift I'm giving, forget about your troubles get into the rhythm
Talking 'bout the rhythm (all we need is rhythm)
Talking 'bout the rhythm (all we need is rhythm)
Talking 'bout the rhythm (all we need is rhythm)
Talking 'bout the rhythm (all we need is rhythm)
Talking 'bout the rhythm (all we need is rhythm)
Talking 'bout the rhythm (all we need is rhythm)
Talking 'bout the rhythm (all we need is rhythm)
Talking 'bout the rhythm (all we need is rhythm)
Talking 'bout the rhythm (all we need is rhythm)
Talking 'bout the rhythm (all we need is rhythm)
Yo, yo, you know what the world needs...we need peace, rhythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
The rythm
You linger for the rap singer, when Donald D brings the party to the deal my presence is felt world wide
You don't dance to this it's suicide
Put your hands into the air on, the M.C. cop, the girlies are pipen' hot
Natorious Lama is how I'm livin' don't step to me step to the rhythm

[...] Read more

song performed by Everlast
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Allegany Camp

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poem by Rwetewrt Erwtwer
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The Loves of the Angels

'Twas when the world was in its prime,
When the fresh stars had just begun
Their race of glory and young Time
Told his first birth-days by the sun;
When in the light of Nature's dawn
Rejoicing, men and angels met
On the high hill and sunny lawn,-
Ere sorrow came or Sin had drawn
'Twixt man and heaven her curtain yet!
When earth lay nearer to the skies
Than in these days of crime and woe,
And mortals saw without surprise
In the mid-air angelic eyes
Gazing upon this world below.

Alas! that Passion should profane
Even then the morning of the earth!
That, sadder still, the fatal stain
Should fall on hearts of heavenly birth-
And that from Woman's love should fall
So dark a stain, most sad of all!

One evening, in that primal hour,
On a hill's side where hung the ray
Of sunset brightening rill and bower,
Three noble youths conversing lay;
And, as they lookt from time to time
To the far sky where Daylight furled
His radiant wing, their brows sublime
Bespoke them of that distant world-
Spirits who once in brotherhood
Of faith and bliss near ALLA stood,
And o'er whose cheeks full oft had blown
The wind that breathes from ALLA'S throne,
Creatures of light such as still play,
Like motes in sunshine, round the Lord,
And thro' their infinite array
Transmit each moment, night and day,
The echo of His luminous word!

Of Heaven they spoke and, still more oft,
Of the bright eyes that charmed them thence;
Till yielding gradual to the soft
And balmy evening's influence-
The silent breathing of the flowers-
The melting light that beamed above,
As on their first, fond, erring hours,-
Each told the story of his love,
The history of that hour unblest,
When like a bird from its high nest

[...] Read more

poem by Thomas Moore
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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

[...] Read more

poem by Charles Churchill
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American Girls

Darling, Im afraid to close my eyes when Im going to bed
Im afraid youll crack the phone down over my head
Why are all american girls so rough?
Damn, that girl cant ever hurt you enough
Lady (lady), you knock me on my knees and I cant stand up
You got the look in your eye and you smack my butt
Why are all american girls so rough?
Why do all american girls act so tough?
Why are all american girls so rough?
Darling, Im afraid to close my eyes when Im goin to bed
Im afraid youll crack the phone down over my head
Why are all american girls so rough?
Damn, that girl cant ever hurt you enough
Lady (lady), you knock me on my knees and I cant stand up
You got that look in your eye and you smack my butt
Why are all american girls so rough?
Why do all american girls act so tough?
Why are all american girls so rough?
That hole youre digging in my ribs
It aint no real wound
So baby take it easy
Lets try to be friends
Why are all american girls so rough?
Damn, that girl cant ever hurt you enough
Lady (lady), you knock me down on my knees and I cant stand up
You got the look in your eye, you smack my butt
Why are all american girls so rough?
Why do all american girls act so tough?
Why are all american girls so rough?
American girls
American girls
Why are all american girls so rough?
American girls
American girls
American girls
Why are all american girls so rough?
American girls
American girls
American girls
Why are all american girls so rough?
Why are all american girls so rough?

song performed by Weezer
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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?

What is Culture?

I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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poem by Nyein Way
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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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Spirit

I can see my destination
I can hear my call
No more hesitation, mmm
This time I'm goin' for all
'Cause I know where this road leads to
And therefore I will rise
I know this dream will come true, mmm
And I will soar the sky
(Spirit, spirit)
Would you guide me? Oh
(Spirit) oh (spirit)
Stand by me
Come on, Come on, Come on
Set me free
I can feel the penetration
Of a strong wind movin' me, mmm
I feel can the elevation, mmm
Of an angel lifting me, mmm
'Cause I know where this road leads to
Therefore I will rise
I know this dream will come true, oh
And I will soar the sky
(Spirit) spirit (spirit) spirit
Would you guide me? Ohh
(Spirit) spirit (spirit) spirit
Standin' by me
Come on, Come on, Come on
Set me free
(Oh spirit)
Now that I've found my way home
I've got to get there, get there (get there)
Though one step seems one mile long
Your bridge before my face (your bridge before my face)
I will take the leap of faith (I will take the leap of faith)
(Spirit) spirit (spirit) spirit
Would you guide me? Oh
(Spirit) spirit (spirit) spirit
Stand by me, oh
(Spirit) spirit (spirit) spirit
Set me free...
(Spirit) spirit (spirit) spirit
Spirit, set me free
(Spirit) help me find my way (spirit) stand by my side
Spirit take my hand and be my guide
(Spirit) run free (spirit) run free
Run free, run free
(Spirit) run free (spirit) run free...

song performed by R. Kelly
Added by Lucian Velea
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

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poem by Byron from Don Juan (1824)
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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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A Fable For Critics

Phoebus, sitting one day in a laurel-tree's shade,
Was reminded of Daphne, of whom it was made,
For the god being one day too warm in his wooing,
She took to the tree to escape his pursuing;
Be the cause what it might, from his offers she shrunk,
And, Ginevra-like, shut herself up in a trunk;
And, though 'twas a step into which he had driven her,
He somehow or other had never forgiven her;
Her memory he nursed as a kind of a tonic,
Something bitter to chew when he'd play the Byronic,
And I can't count the obstinate nymphs that he brought over
By a strange kind of smile he put on when he thought of her.
'My case is like Dido's,' he sometimes remarked;
'When I last saw my love, she was fairly embarked
In a laurel, as _she_ thought-but (ah, how Fate mocks!)
She has found it by this time a very bad box;
Let hunters from me take this saw when they need it,-
You're not always sure of your game when you've treed it.
Just conceive such a change taking place in one's mistress!
What romance would be left?-who can flatter or kiss trees?
And, for mercy's sake, how could one keep up a dialogue
With a dull wooden thing that will live and will die a log,-
Not to say that the thought would forever intrude
That you've less chance to win her the more she is wood?
Ah! it went to my heart, and the memory still grieves,
To see those loved graces all taking their leaves;
Those charms beyond speech, so enchanting but now,
As they left me forever, each making its bough!
If her tongue _had_ a tang sometimes more than was right,
Her new bark is worse than ten times her old bite.'

Now, Daphne-before she was happily treeified-
Over all other blossoms the lily had deified,
And when she expected the god on a visit
('Twas before he had made his intentions explicit),
Some buds she arranged with a vast deal of care,
To look as if artlessly twined in her hair,
Where they seemed, as he said, when he paid his addresses,
Like the day breaking through, the long night of her tresses;
So whenever he wished to be quite irresistible,
Like a man with eight trumps in his hand at a whist-table
(I feared me at first that the rhyme was untwistable,
Though I might have lugged in an allusion to Cristabel),-
He would take up a lily, and gloomily look in it,
As I shall at the--, when they cut up my book in it.

Well, here, after all the bad rhyme I've been spinning,
I've got back at last to my story's beginning:
Sitting there, as I say, in the shade of his mistress,
As dull as a volume of old Chester mysteries,

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poem by James Russell Lowell
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Young Americans

They pulled in just behind the fridge
He lays her down, he frowns
"gee my life's a funny thing, am i still too young?"
He kissed her then and there
She took his ring, took his babies
It took him minutes, took her nowhere
Heaven knows, she'd have taken anything, but
Chorus (he)
All night
She wants the young american
Young american, young american, she wants the young american
All right
She wants the young american
Scanning life through the picture window
She finds the slinky vagabond
He coughs as he passes her ford mustang, but
Heaven forbid, she'll take anything
But the freak, and his type, all for nothing
He misses a step and cuts his hand, but
Showing nothing, he swoops like a song
She cries "where have all papa's heroes gone?"
Chorus (she)
All the way from washington
Her bread-winner begs off the bathroom floor
"we live for just these twenty years
Do we have to die for the fifty more?"
Chorus (he)
All night
He wants the young american
Young american, young american, he wants the young american
All right
He wants the young american
Do you remember, your president clinton?
Do you remember, bill, you have to pay
Or even yesterday?
Have you have been an un-american?
Just you and your idol singing falsetto 'bout
Leather, leather everywhere, and
Not a myth left from the ghetto
Well, well, well, would you carry a razor
In case, just in case of depression?
Sit on your hands on a bus of survivors
Blushing at all the afro-sheilas
Ain't that close to love?
Well, ain't that poster love?
Well, it ain't that barbie doll
Her heart's been broken just like you have
Chorus (you)
All night
You want the young american

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song performed by Cure
Added by Lucian Velea
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The American Way

1
I am a great American
I am almost nationalistic about it!
I love America like a madness!
But I am afraid to return to America
I'm even afraid to go into the American Express—

2
They are frankensteining Christ in America
in their Sunday campaigns
They are putting the fear of Christ in America
under their tents in their Sunday campaigns
They are driving old ladies mad with Christ in America
They are televising the gift of healing and the fear of hell
in America under their tents in their Sunday
campaigns
They are leaving their tents and are bringing their Christ
to the stadiums of America in their Sunday
campaigns
They are asking for a full house an all get out
for their Christ in the stadiums of America
They are getting them in their Sunday and Saturday
campaigns
They are asking them to come forward and fall on their
knees
because they are all guilty and they are coming
forward
in guilt and are falling on their knees weeping their
guilt
begging to be saved O Lord O Lord in their Monday
Tuesday Wednesday Thursday Friday Saturday
and Sunday campaigns

3
It is a time in which no man is extremely wondrous
It is a time in which rock stupidity
outsteps the 5th Column as the sole enemy in America
It is a time in which ignorance is a good Ameri-cun
ignorance is excused only where it is so
it is not so in America
Man is not guilty Christ is not to be feared
I am telling you the American Way is a hideous monster
eating Christ making Him into Oreos and Dr. Pepper
the sacrament of its foul mouth
I am telling you the devil is impersonating Christ in America
America's educators & preachers are the mental-dictators
of false intelligence they will not allow America
to be smart
they will only allow death to make America smart

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poem by Gregory Corso
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Canto the Sixteenth

I
The antique Persians taught three useful things,
To draw the bow, to ride, and speak the truth.
This was the mode of Cyrus, best of kings --
A mode adopted since by modern youth.
Bows have they, generally with two strings;
Horses they ride without remorse or ruth;
At speaking truth perhaps they are less clever,
But draw the long bow better now than ever.

II
The cause of this effect, or this defect, --
"For this effect defective comes by cause," --
Is what I have not leisure to inspect;
But this I must say in my own applause,
Of all the Muses that I recollect,
Whate'er may be her follies or her flaws
In some things, mine's beyond all contradiction
The most sincere that ever dealt in fiction.

III
And as she treats all things, and ne'er retreats
From any thing, this epic will contain
A wilderness of the most rare conceits,
Which you might elsewhere hope to find in vain.
'T is true there be some bitters with the sweets,
Yet mix'd so slightly, that you can't complain,
But wonder they so few are, since my tale is
"De rebus cunctis et quibusdam aliis."

IV
But of all truths which she has told, the most
True is that which she is about to tell.
I said it was a story of a ghost --
What then? I only know it so befell.
Have you explored the limits of the coast,
Where all the dwellers of the earth must dwell?
'T is time to strike such puny doubters dumb as
The sceptics who would not believe Columbus.

V
Some people would impose now with authority,
Turpin's or Monmouth Geoffry's Chronicle;
Men whose historical superiority
Is always greatest at a miracle.
But Saint Augustine has the great priority,
Who bids all men believe the impossible,
Because 't is so. Who nibble, scribble, quibble, he
Quiets at once with "quia impossibile."

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poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Don Juan: Canto The Sixteenth

The antique Persians taught three useful things,
To draw the bow, to ride, and speak the truth.
This was the mode of Cyrus, best of kings--
A mode adopted since by modern youth.
Bows have they, generally with two strings;
Horses they ride without remorse or ruth;
At speaking truth perhaps they are less clever,
But draw the long bow better now than ever.

The cause of this effect, or this defect,--
'For this effect defective comes by cause,'--
Is what I have not leisure to inspect;
But this I must say in my own applause,
Of all the Muses that I recollect,
Whate'er may be her follies or her flaws
In some things, mine's beyond all contradiction
The most sincere that ever dealt in fiction.

And as she treats all things, and ne'er retreats
From any thing, this epic will contain
A wilderness of the most rare conceits,
Which you might elsewhere hope to find in vain.
'Tis true there be some bitters with the sweets,
Yet mix'd so slightly, that you can't complain,
But wonder they so few are, since my tale is
'De rebus cunctis et quibusdam aliis.'

But of all truths which she has told, the most
True is that which she is about to tell.
I said it was a story of a ghost--
What then? I only know it so befell.
Have you explored the limits of the coast,
Where all the dwellers of the earth must dwell?
'Tis time to strike such puny doubters dumb as
The sceptics who would not believe Columbus.

Some people would impose now with authority,
Turpin's or Monmouth Geoffry's Chronicle;
Men whose historical superiority
Is always greatest at a miracle.
But Saint Augustine has the great priority,
Who bids all men believe the impossible,
Because 'tis so. Who nibble, scribble, quibble, he
Quiets at once with 'quia impossibile.'

And therefore, mortals, cavil not at all;
Believe:--if 'tis improbable you must,
And if it is impossible, you shall:
'Tis always best to take things upon trust.
I do not speak profanely, to recall

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poem by Byron
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You're Not From Brighton

Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used, funk as we used to
You're not from Brighton
You're not from Brighton
You're not from Brighton
You're, you're, you're, you're
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Said check baby, check baby
Check baby, check said
Check baby, check baby
Check one two
Check baby, check baby
Check baby, check said
Check check baby
Check check one two
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two
Said check one two, check one two
Check one two, check one two

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song performed by Fatboy Slim
Added by Lucian Velea
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