A Sleepy Life 2026

rec writer project #1

facts & figures to manifesto 17/02/09

Qui est responsable de la crise que nous vivons? Les responsables ne sont-ils pas toujours en place, encore aux commandes?
Il faut travailler à repousser la suffisance / l’arrogance et le dogmatisme de nos dirigeants qui sont au service d'une ploutocratie qui castre la démocratie.

Exigeons la démission des têtes de tout organisme en faillite (souvent des cumulards) et mettons des jeunes créatifs à la place. Aussi, les actionnaires feraient bien de rendre l'argent des dividendes qu'ils ont touché et cela pour aider les victimes de la crise. La crise, ce n'est pas le peuple qui l'a créé mais bien ceux qui réclament leur profit toujours plus.

Les profits amoncelés depuis des décennies doivent être utilisés pour la population à travers des projets ciblés utiles pour elle et l’humanité entière !
[ €ncore presque €14 milliards de bénéfices pour Total cette année…
"la part des dividendes versés aux actionnaires des sociétés non financières a été multipliée pratiquement par cinq, passant de moins de 5 % au milieu des années 1980 à 23 % en 2006".
Frédéric Lefebvre ne conteste pas ces chiffres, et donne les siens : "Le salaire moyen dans le secteur privé a augmenté de 3,8 % en 2007. Pendant ce temps, les dividendes ont augmenté de 23,5 % et les salaires des dirigeants du CAC 40 de 56 %." ]
Le tabou de la propriété des ultra-riches doit tomber. L’inégalité grossière et dangereuse est redevenue courante, et l’arbitraire réapparaît comme dans l’Ancien Régime.
Il ya trop d'argent en jeu... Trop de cumuls de mandats (de pouvoirs concentrés dans qques mains)... Trop de tentations…
Or, le pouvoir corrompt ; le pouvoir de plus en plus concentré, de plus en plus absolu, corrompt absolument.
La démocratie est devenue une coquille vide. Le (pseudo) citoyen est réduit à parler dans le vide, entre les cases de castes où l’absence de concertation et un réel manque de respect pour l’autre aboutissent à l’intolérance. [ D' abord indifférence, par passivité, puis nos relations virent à l'intolérance quand nous somme poussés dans nos retranchements. ]
L’idéologie totalitaire du « marché » et sa « pensée unique » confinent à une fuite en avant. Et l’histoire n’a cessé de montrer que la concurrence effrénée nous condamne à la guerre (plus ou moins larvée, de la violence sociale à la répression sanglante).
We urgently need to renew our democracy. It must be done periodically. We need to understand its idealism tempered by a grasp of bullying / power tactics involved in group dynamics.
Even though there is no universally accepted definition of 'democracy', there are two principles that any definition of democracy includes. The first principle is that all members of the society have equal access to power and the second that all members enjoy universally recognized freedoms and liberties.
POUR RENOVER LA DEMOCRATIE (= identifier et réguler les forces / dynamiques anti-démocratiques aussi):
- pas de cumul des mandats = NO CAREER politicians
- minimum WAGE... => MAX wage
- laws FOR the people
- JOINTLY-owned companies
- NO inherited wealth (above a limit that the people must define)
~ “NO LIMITS” = Inhuman
+ NO commercial advertizing! ( advertising is the modern substitute for argument; its function is to make the worse appear the better. - George Santayana )
...

Underlying thoughts:
"a government's most sacred duty is "to do equal and impartial justice to all its citizens." Thomas jefferson

- renoncer au projet, c'est accepter d'abandonner le monde aux méchants, à l'inégalité, à la domination

- “The way to love anything is to realize that it might be lost.” Gilbert Chesterton

- Si nous sommes des « Casseurs de pub », c’est parce que la pub est une machine à casser. Une machine à casser la nature, l’humain, la société, la démocratie, la liberté de la presse, la culture et les cultures, l’économie ou encore l’éducation.
X Advertising is the modern substitute for argument; its function is to make the worse appear the better. - George Santayana
 Infantilism is possibly the hallmark of our generation John Wells

"Eduquer, ce n'est pas SEDUIRE, c'est le contraire" - JD Nasio (psychanalyste)

 

Questions*
Why is it that every one & everything is taxed except capital movements?
Is it right that PROFITable companies should lay off employees? Shouldn't employees have as much to say as already rich share-holders? (how much should they be able to DEMAND?)
When is too much simply too much? In a democracy, why should the minority dictate to the majority (common good vs special interests)?

+ [ taboo / shocking THEMES of QUIZ "M.E.S.S 2009" ]
A Poverty & Wealth (obscene wealth & contrast)
<=> INEQUALITY; privilege & plutocracy vs democracy & the common good)

B Ecology & Health
<=> What future... for our children?

C Lying to the public (advertizing lies... the Corporation...)
- at what cost?
--- the arms trade..
.
D Human Rights
- prisons françaises

lies & manipulation

lies & manipulation [ comic relief: the Daily Show ]

- arms trade
- War (against / on...) and torture

- climate change
- POLLUTION* (below)

- FINANCIAL crisis / rip off; the "Corporation" <=> the economy = system of wealth (and growth) confiscation!
- INEQUALITY (imbalance in power ===> cruelty / injustice)

- food crisis (poisoning & shortage)

- Dumbing down / infantilization
- advertizing


* supercherie = n. trickery, deception, fraud, hoax <=> lies & manipulation

Go to source web page>> (http://ninucleaire-nieffetdeserre.org/spip.php?article122)
"Sortir du nucléaire" a lancé en juin 2008 une campagne nationale intitulée "Ni nucléaire, ni effet de serre" qui se poursuit jusqu’au 31 décembre 2008. 700 000 documents de cette campagne ont déjà été diffusés.

See Writing collated from my Journal "Prof" WRITE* - My thoughts

See Writing collated from my Journal "Prof" WRITE* - My thoughts
STOP! Le cri du Coeur = The cry of revolt: enough! ~
Issues of contention ~ controversial issues
=> Irreverent Essays FREE thinking on important issues
= ENOUGH! (How AWARE are you?)

Titre? «  le souffre-douleur » --- "JEUX DE ROLES"
- l'imposture de la mythologie éducative actuelle ('Just trying'!)
+
--- TRUST (human) vs (dehumanizing) VIOLENCE
- trust = asking + giving (freely) + accepting / refusing
X BULLYING* ~ harcèlement... "micro-violences"

Le mobbing = moral harassment, persecution
http://www.quintura.com/?request=moral%20harassment&searchvia=1&page=1&savelink
Bullying* --- The Bully = s.o who gets a kick out of intimidation; gets what (s)he needs by riding roughshod over others’ feelings (or is simply impervious?); has a ruthless streak, ready to do anything it takes to domineer…
http://www.quintura.com/?request=moral%20harassment&searchvia=1&page=1&savelink

bullying = ? ~ harcèlement... "micro-violences" + voir dictionnaire quebecois
Noun
1. the act of intimidating a weaker person to make them do something
(synonym) intimidation
(hypernym) aggression
(hyponym) terrorization, terrorisation, frightening
Adjective
1. noisily domineering; tending to browbeat others
(synonym) blustery
(similar) domineering

Bullying is the act of intentionally causing unhappiness to others through verbal harassment (bword://!!ARV6FUJ2JP,harassment/), physical assault (bword://!!ARV6FUJ2JP,assault/), or other more subtle methods of coercion (bword://!!ARV6FUJ2JP,coercion/) such as manipulation (bword://!!ARV6FUJ2JP,manipulation/). There is currently no legal definition of bullying.
In colloquial speech, bullying often describes a form of harassment perpetrated by an abuser who possesses more physical and/or social power and dominance than the victim. The victim of bullying is sometimes referred to as a target. The harassment can be verbal, physical and/or emotional.
Norwegian researcher Dan Owelus defines bullying as when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons." He defines negative action as "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways."
This article uses material from Wikipedia® and is licensed under the GNU Free Documentation License (http://en.wikipedia.org/wiki/Wikipedia:Text_of_the_GNU_Free_Documentation_License)
+
Der Begriff „Bullying“ (engl. (bword://!!DZ6P2U34SE,Englische Sprache/) für „tyrannisieren“) wird unterschiedlich interpretiert.
Bullying wird insbesondere in Großbritannien und Irland als Synonym für „Mobbing (bword://!!DZ6P2U34SE,Mobbing/)“ verwendet.
Bullying steht auch für ein weniger subtiles Verhalten als Mobbing, wobei körperliche Gewalt (bword://!!DZ6P2U34SE,Gewalt/) oder deren Androhung eine prominentere Rolle spielt als beim Mobbing, das eher psychologisch als physisch betrieben wird. Einige deutschsprachige Autoren verwenden deshalb den Begriff „Bullying“ für Mobbing unter Kindern und Jugendlichen in der Schule (bword://!!DZ6P2U34SE,Mobbing in der Schule/) in bewusster Abgrenzung zum Mobbingbegriff.

=> Unheralded bullying... Collective blindness toward evil* group psychology which promotes a monstruous pecking order

*evil = anything which stunts the human spirit!
[ knows] "the darker subtleties of high school so well -- the lunchroom caste system, the mechanics of manipulation, the evolution of a rumor, transitions of power..."

Le mobbing = moral harassment, persecution
http://www.quintura.com/?request=moral%20harassment&searchvia=1&page=1&savelink
Bullying* --- The Bully = s.o who gets a kick out of intimidation; gets what (s)he needs by riding roughshod over others’ feelings (or is simply impervious?); has a ruthless streak, ready to do anything it takes to domineer…
http://www.quintura.com/?request=moral%20harassment&searchvia=1&page=1&savelink
bullying = en français?!? … voir dictionnaire quebecois
~ harcèlement... "micro-violences"

English: Noun
1. the act of intimidating a weaker person to make them do something
(synonym) intimidation
(hypernym) aggression
(hyponym) terrorization, terrorisation, frightening
/ Adjective
1. noisily domineering; tending to browbeat others
(synonym) blustery
(similar) domineering

Bullying is the act of intentionally causing unhappiness to others through verbal harassment (bword://!!ARV6FUJ2JP,harassment/), physical assault (bword://!!ARV6FUJ2JP,assault/), or other more subtle methods of coercion (bword://!!ARV6FUJ2JP,coercion/) such as manipulation (bword://!!ARV6FUJ2JP,manipulation/). There is currently no legal definition of bullying.
In colloquial speech, bullying often describes a form of harassment perpetrated by an abuser who possesses more physical and/or social power and dominance than the victim. The victim of bullying is sometimes referred to as a target. The harassment can be verbal, physical and/or emotional.
Norwegian researcher Dan Owelus defines bullying as when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons." He defines negative action as "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways."
This article uses material from Wikipedia® and is licensed under the GNU Free Documentation License (http://en.wikipedia.org/wiki/Wikipedia:Text_of_the_GNU_Free_Documentation_License)
+
Der Begriff „Bullying“ (engl. (bword://!!DZ6P2U34SE,Englische Sprache/) für „tyrannisieren“) wird unterschiedlich interpretiert.
Bullying wird insbesondere in Großbritannien und Irland als Synonym für „Mobbing (bword://!!DZ6P2U34SE,Mobbing/)“ verwendet.
Bullying steht auch für ein weniger subtiles Verhalten als Mobbing, wobei körperliche Gewalt (bword://!!DZ6P2U34SE,Gewalt/) oder deren Androhung eine prominentere Rolle spielt als beim Mobbing, das eher psychologisch als physisch betrieben wird. Einige deutschsprachige Autoren verwenden deshalb den Begriff „Bullying“ für Mobbing unter Kindern und Jugendlichen in der Schule (bword://!!DZ6P2U34SE,Mobbing in der Schule/) in bewusster Abgrenzung zum Mobbingbegriff.

=> Unheralded bullying... Collective blindness toward evil* group psychology which promotes a monstruous pecking order

*evil = anything which stunts the human spirit!
[ knows] "the darker subtleties of high school so well -- the lunchroom caste system, the mechanics of manipulation, the evolution of a rumor, transitions of power..."

Go to source web page>> (http://www.answers.com/topic/mean-girls?cat=entertainment&utm_medium=Email&utm_content=map4u2001@yahoo.com&utm_term=/topic/mean-girls&utm_source=Listrak&utm_campaign=Answers.com Today's Highlights)
My thoughts* BULLYING…
bullying

Noun
1. the act of intimidating a weaker person to make them do something
(synonym) intimidation
(hypernym) aggression
(hyponym) terrorization, terrorisation, frightening

Adjective
1. noisily domineering; tending to browbeat others
(synonym) blustery
(similar) domineering
The Bully = s.o who gets a kick out of intimidation; gets what (s)he needs by riding roughshod over others’ feelings (or is simply impervious?); has a ruthless streak, ready to do anything it takes to domineer…
…
And bullying leads to:
Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Gossip, Boyfriends and Other Realities of Adolescence, a book Rosalind Wiseman. ~

Go to source web page>> (http://www.answers.com/topic/mean-girls?cat=entertainment&utm_medium=Email&utm_content=map4u2001@yahoo.com&utm_term=/topic/mean-girls&utm_source=Listrak&utm_campaign=Answers.com Today's Highlights)
 Bullying is the act of intentionally causing unhappiness to others through verbal harassment (bword://!!ARV6FUJ2JP,harassment/), physical assault (bword://!!ARV6FUJ2JP,assault/), or other more subtle methods of coercion (bword://!!ARV6FUJ2JP,coercion/) such as manipulation (bword://!!ARV6FUJ2JP,manipulation/). There is currently no legal definition of bullying.
In colloquial speech, bullying often describes a form of harassment perpetrated by an abuser who possesses more physical and/or social power and dominance than the victim. The victim of bullying is sometimes referred to as a target. The harassment can be verbal, physical and/or emotional.
Norwegian researcher Dan Owelus defines bullying as when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons." He defines negative action as "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways."
This article uses material from Wikipedia® and is licensed under the GNU Free Documentation License (http://en.wikipedia.org/wiki/Wikipedia:Text_of_the_GNU_Free_Documentation_License)
+
Der Begriff „Bullying“ (engl. (bword://!!DZ6P2U34SE,Englische Sprache/) für „tyrannisieren“) wird unterschiedlich interpretiert.
Bullying wird insbesondere in Großbritannien und Irland als Synonym für „Mobbing (bword://!!DZ6P2U34SE,Mobbing/)“ verwendet.
Bullying steht auch für ein weniger subtiles Verhalten als Mobbing, wobei körperliche Gewalt (bword://!!DZ6P2U34SE,Gewalt/) oder deren Androhung eine prominentere Rolle spielt als beim Mobbing, das eher psychologisch als physisch betrieben wird. Einige deutschsprachige Autoren verwenden deshalb den Begriff „Bullying“ für Mobbing unter Kindern und Jugendlichen in der Schule (bword://!!DZ6P2U34SE,Mobbing in der Schule/) in bewusster Abgrenzung zum Mobbingbegriff.

Spotlight

 
Tina Fey
 

If you or your teenage daughter or sister has ever had to run the gauntlet of sneers for wearing the wrong outfit, jeers for saying the wrong thing, or jibes for having the wrong friends, you know how treacherous and unkind adolescence can be. Comedienne and actress Tina Fey (http://email.answers.com/c.asp?5OxWU//qrZVX2pdDOrNl6QuxUy7TB/QgK6bwXoX/v03Q) — who turns 38 today — has said that she learned to cope with her awkwardness and nerdy reputation by honing a biting sense of humor. She wrote (and appeared in) Mean Girls (http://email.answers.com/c.asp?LvGCHDF+Lm00QyMgJp1RiwuxUy7TB/QgK6bwXoX/v03Q), a film that was also partially based on Rosalind Wiseman's (http://email.answers.com/c.asp?rjNzzIZduuYQUs3jL80SnAuxUy7TB/QgK6bwXoX/v03Q) book, Queen Bees and Wannabes (http://email.answers.com/c.asp?EsPsptlKPQ+c8omhs97pbwuxUy7TB/QgK6bwXoX/v03Q).

Go to source web page>> (outbind://10-00000000D47088011B1849478A85D7D93E88C766E4A42300)
Plot of movie: Cady Heron (Lindsay Lohan (http://www.answers.com/topic/lindsay-lohan)) is a 15-year-old girl who has spent most of her life in Africa, where she was home-schooled by her zoologist parents. When her family relocates to the United States, Cady finds herself attending a high school in suburban Illinois, where she gets a crash course in the various sub-strata of the student body: the jocks, the cheerleaders, the stoners, the "cool" kids, and so on. Much to her surprise, Cady finds herself embraced by a clique of rich and popular girls known to outsiders as "the Plastics," led by Regina George (Rachel McAdams (http://www.answers.com/topic/rachel-mcadams)), Gretchen Weiners (Lacey Chabert (http://www.answers.com/topic/lacey-chabert)), and Karen Smith (Amanda Seyfried (http://www.answers.com/topic/amanda-seyfried-actor-drama-comedy-drama)). While Cady is grateful for her new friends, it doesn't take long for her to realize how manipulative they can be, and she soon discovers she's violated an unwritten law when she goes out on a date with Aaron (Jonathan Bennett), who is charming, good looking...and Regina's former boyfriend. It isn't long before Regina and her pals are on the warpath, and Cady must face a level of vengeful behavior for which years in the jungle never prepared her.

Go to source web page>> (http://www.answers.com/topic/mean-girls?cat=entertainment&utm_medium=Email&utm_content=map4u2001@yahoo.com&utm_term=/topic/mean-girls&utm_source=Listrak&utm_campaign=Answers.com Today's Highlights)

How Girls Bully
From Mike Hardcastle (http://teenadvice.about.com/mbiopage.htm),
Your Guide to Teen Advice (http://teenadvice.about.com).
FREE Newsletter. Sign Up Now! (http://teenadvice.about.com/gi/pages/mmail.htm)
The Covert Tactics Used When Girls Bully
Most studies about bullying focus on boys as aggressors but girls can be bullies too and when girls bully it can be an entirely different beast. When we think of bullying we tend to think of physical violence and outward taunting but when girls bully their tactics are often quiet and covert.
 
Girls Who Bully Can Be Hard to Recognize
From the outside looking in it can be hard to tell a group of girls who are bullying apart from a group of girls who are innocently standing around. Girls socialize differently than boys. As girls get older their peer interactions become less physical and more cerebral. Girls engage in verbal bonding by sharing stories, hopes, and dreams. Since girls bond differently than boys it makes sense that when they bully it would be different too.
Teachers and parents tend to talk about the obvious when they talk about bullying. Playground scuffles, name calling, stealing personal items and damaging property are commonly cited examples of bullying behavior. But when girls bully they aren’t so obvious. Girls can be quietly vicious with their victims and adults often fail to treat their behavior as bullying.
 
Girls and Boys Do Not Bully the Same Ways
The tactics used by girls who bully are distorted versions of some normal mechanisms of social development. According to research done by Lagerspetz, Bjorqvist and Peltonen at the University of Miami, when girls bully they use things like alienation, ostracism, deliberate and calculated random exclusions, and spreading of rumors to harass their peers.
Girls get other kids to gang up on one or more peers as a way of exerting control. Sometimes they incite other children to act out aggressively and sit back to watch the show. They form groups that pick and choose members at random and exclude others without real reason. They form alliances with other social groups in an effort to jockey for popularity and positions of power among peers. All too often the bullying tactics used by girls are brushed off as cruel but normal social interactions.
In Girls, Bullying Behaviors and Peer Relationships: The Double Edged Sword of Exclusion and Rejection, Barbara Leckie explains how bullying by girls manifests itself and how it is handled by adults. Leckie went over numerous studies dating back as far as 1980 and identified the many different ways that girls bully. She also found that adults were slower to react to the bullying tactics used by girls.
 
Adults Can Be Slow to React to Girls Who Bully
If there is violence or physical acting out of any sort adults are quick to intervene and when necessary will punish offenders, but when the bullying takes on a less obvious form even adults don’t seem to know what to do. When girls bully it often goes unaddressed. Since adults don't always label the tactics used by girls as bullying kids who fall victim don’t know where to turn for help.
The mindset still exists that not all kids can be friends and the social structure of the school system encourages the formation of groups and reinforces the idea of social hierarchies. This makes many adults slow to recognize things like exclusion and alienation as something sinister. These behaviors are often dismissed as an unfortunate part of the normal formation of peer groups.
While it is normal for girls and boys to form social groups and close bonds with certain people at the exclusion of others it becomes bullying when those groups make power plays over other groups or individuals. Having friends is one thing; having friends who work to make others feel that they are not good enough to be included is another. Playing the popularity game in a way that causes fear or inadequacy in others is a form of bullying and it is a common tactic used by girls.
 
Girls Bully in Packs
Sadly, good kids who know better go along with these types of popularity power games for fear of being singled out and cast out of the group. Since adults often treat this exclusionary behavior as mere social clashing kids who are caught in the middle are afraid to stand up to the bully. It seems easier to do nothing than it does to do the right thing.
Kids who quietly go along with a bully add to the bully's power by giving victims the illusion that the bully has peer support. The victim feels like everybody is against them, not just the bully. When adults do not address exclusionary behavior the same way they would address more traditionally forms of bullying it worsens the problem. Kids who know better feel powerless to do the right thing when adults don’t react.
Girls who bully will pick on boys as well as other girls. They act out as consistently as boys who bully and pick their targets in much the same way. While girls have been known to get violent when they bully it is much more common for them to use emotional tactics.
 
How Girls Bully
Girls bully by using emotional violence. They do things that make others feel alienated and alone. Some of the tactics used by girls who bully include:
anonymous prank phone calls or harassing emails from dummy accounts
playing jokes or tricks designed to embarrass and humiliate
deliberate exclusion of other kids for no real reason
whispering in front of other kids with the intent to make them feel left out
name calling, rumor spreading and other malicious verbal interactions
being friends one week and then turning against a peer the next week with no incident or reason for the alienation
encouraging other kids to ignore or pick on a specific child
inciting others to act out violently or aggressively
Boys are not the only bullies, girls bully too. Being singled out, ridiculed, excluded, or alienated is a form of bullying. Being beaten up emotionally on a daily basis does damage to the victims. It is time that the problem was addressed for what it is, a gender difference in bullying but bullying none-the-less.
This About.com page has been optimized for print. To view this page in its original form, please visit: http://teenadvice.about.com/od/violencebullying/a/girlbullies.htm
©2007 About.com, Inc., a part of The New York Times Company (http://www.nytco.com). All rights reserved.

Go to source web page>> (http://teenadvice.about.com/od/violencebullying/a/girlbullies.htm?p=1)

A clique (pronounced AmE (http://www.answers.com/topic/american-english) /klɪk/, BrE (http://www.answers.com/topic/british-english) /kliːk/) is an informal and restricted social group (http://www.answers.com/topic/group-sociology) formed by people who share common interests or patterns of behavior. They are often subsets of larger social groups and are most commonly associated with teenagers (http://www.answers.com/topic/adolescence), although they may exist anywhere. Teenage cliques have been relevantly addressed in both literature and cinema. An example of cliques is in the game Bully (http://www.answers.com/topic/bully-video-game), which contains various stereotypical social groups such as nerd (http://www.answers.com/topic/nerd), jocks (http://www.answers.com/topic/jock-3), and bullies (http://www.answers.com/topic/bullies-1), among others.
Cliques also exist politically, in the form of ruling cliques (http://www.answers.com/topic/ruling-clique) or a group of politicians who limit control of others through insular conduct. Political cliques are often a feature of corruption when power is not shared equally among those who are supposedly on a level footing. A complex series of military alliances (http://www.answers.com/topic/military-alliance) between warlords (http://www.answers.com/topic/warlord) in a civil war (http://www.answers.com/topic/civil-war-1) can form cliques, as did the Zhili clique (http://www.answers.com/topic/zhili-clique) in the history of the Republic of China (http://www.answers.com/topic/history-of-the-republic-of-china). Similar situations also featured in the rise of Nazi Germany (http://www.answers.com/topic/nazi-germany), and are also common in many Middle Eastern (http://www.answers.com/topic/middle-east) and South American (http://www.answers.com/topic/south-america) nations which are not wholly democratic.
See also
Adolescence (http://www.answers.com/topic/adolescence)
Bullying (http://www.answers.com/topic/bullying-1)
Cabal (http://www.answers.com/topic/cabal-novella)
High school subcultures (http://www.answers.com/topic/youth-subculture-2)
Crowd psychology (http://www.answers.com/topic/crowd-psychology)
Social network (http://www.answers.com/topic/social-network)
Films
Angus (http://www.answers.com/topic/angus-film-1)
Bratz: The Movie (http://www.answers.com/topic/bratz-the-movie-1)
The Breakfast Club (http://www.answers.com/topic/the-breakfast-club-1)
Carrie (http://www.answers.com/topic/carrie-film-3)
Clueless (http://www.answers.com/topic/clueless-film)
Heathers (http://www.answers.com/topic/heathers)
High School Musical (http://www.answers.com/topic/high-school-musical)
Jawbreaker (http://www.answers.com/topic/jawbreaker-3)
Mean Girls (http://www.answers.com/topic/mean-girls)
Odd Girl Out (http://www.answers.com/topic/odd-girl-out)
The Outsiders (http://www.answers.com/topic/the-outsiders-film)
Pretty Woman (http://www.answers.com/topic/pretty-woman)
Romy and Michele's High School Reunion (http://www.answers.com/topic/romy-and-michele-s-high-school-reunion)
Literature
The Clique series (http://www.answers.com/topic/the-clique-series) of young–adult novels by Lisi Harrison (http://www.answers.com/topic/lisi-harrison)
The Outsiders (http://www.answers.com/topic/the-outsiders-novel) by S. E. Hinton (http://www.answers.com/topic/s-e-hinton)
Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Gossip, Boyfriends, and Other Realities of Adolescence (http://www.answers.com/topic/queen-bees-and-wannabes) by Rosalind Wiseman (http://www.answers.com/topic/rosalind-wiseman)
External links
Social weapons - ostracisation & intimidation (http://teenadvice.about.com/library/weekly/aa101600a.htm)
A clique first-aid kit for parents (http://www.parentsoup.com/experts/preteens/articles/0,,166448_169150,00.html)
What role does your daughter play in cliques? (http://www.parentsoup.com/debate/mean/articles/0,,435953_438393-2,00.html)
 
This entry is from Wikipedia

Go to source web page>> (http://www.answers.com/topic/clique?cat=technology)


Bully, also known as Canis Canem Edit

Go to source web page>> (http://www.answers.com/topic/bully-video-game?cat=entertainment)
The gameplay is similar to the Grand Theft Auto series. It consists of a series of storyline driven missions required to complete the game, and a series of optional side missions. The main storyline is linear but the gameplay not as much, with the main character, Jimmy Hopkins, having the option to roam over the school campus and town, completing missions whenever he feels like it. The game makes extensive use of minigames. Some are used to earn money (http://www.answers.com/topic/money), others to improve Jimmy's abilities.
School classes themselves are done in the form of minigames, broken into five levels of increasing difficulty. English, for example, is a word scramble minigame, and as Jimmy completes the level, he learns to apologize to bullies, deliver better taunts, apologize to prefects and finally to apologize to the police (http://www.answers.com/topic/police).
Similar to the Grand Theft Auto series, Jimmy has a multitude of weapons available, although they tend to run along the lines of things a school boy might actually attain, such as slingshots (http://www.answers.com/topic/slingshot), bags of marbles (http://www.answers.com/topic/marbles-2), stink bombs (http://www.answers.com/topic/stink-bomb), and later in the game a bottle rocket (http://www.answers.com/topic/bottle-rocket-1) launcher and a spud gun. He also has an assortment of vehicles to operate - mainly bicycles with different abilities, but also a moped (http://www.answers.com/topic/moped), a go-kart (http://www.answers.com/topic/kart-racing) and a skateboard (http://www.answers.com/topic/skateboard).
Setting
The game takes place at Bullworth Academy, a fictional independent (http://www.answers.com/topic/independent-school) boarding school (http://www.answers.com/topic/boarding-school) in the New England (http://www.answers.com/topic/new-england-wishbone-ash-album) area of the United States (http://www.answers.com/topic/united-states). Jimmy ends up enrolled in the school when his newly married mother and fifth new stepfather go on her year-long honeymoon cruise. The school is located in the also fictional town of Bullworth, which resembles Connecticut (http://www.answers.com/topic/connecticut-10) (this would also explain the high prevalence of 'Old money (http://www.answers.com/topic/old-money-1)' and 'Nouveau Riche (http://www.answers.com/topic/nouveau-riche)' influences). The school itself is a classical neo-gothic (http://www.answers.com/topic/gothic-revival) design and is similar to many other schools and colleges in New England and Britain (http://www.answers.com/topic/united-kingdom), in particular Fettes (http://www.answers.com/topic/fettes-college) School in Edinburgh (http://www.answers.com/topic/edinburgh). A reference to the year being 1995 (http://www.answers.com/topic/1995) as the setting can be seen in one of the various arcade machine minigames but school sports flags show the school as champions as recently as 1999 (http://www.answers.com/topic/1999).
Plot summary
The game is divided into six different chapters.
Chapter 1: Making New Friends and Enemies: Jimmy comes to Bullworth Academy and immediately runs into trouble with the Bullies.
Chapter 2: Rich Kid Blues: Jimmy is now more popular, but he must deal with the spoiled Preppies.
Chapter 3: Love Makes the World Go Around: Jimmy gets mixed in with the love affairs of Lola and Johnny Vincent, leader of the Greasers.
Chapter 4: A Healthy Mind in a Healthy Body and Other Lies: Jimmy decides to take on the Jocks, but he first needs to convince the Nerds to help him.
Chapter 5: The Fall and Rise of Jimmy Hopkins, Age 15: Jimmy, after briefly enjoying his power as king of Bullworth Academy, is expelled. He has to clear his name and get re-enrolled back into the Academy.
Chapter 6: Endless Summer: Jimmy can tie up any loose ends, such as finishing races, finding collectibles, etc.
Characters


Artwork of the main character, Jimmy Hopkins.
Main article: List of characters in Bully (http://www.answers.com/topic/list-of-characters-in-bully)
The game focuses on Bullworth's newest student, Jimmy Hopkins. As he advances through his academic career at Bullworth Academy, he may interact with the school's students and teachers, as well as people from the neighboring towns, many of whom will give him tasks to complete. He is greeted by Gary Smith, a scheming, unstable sociopath (http://www.answers.com/topic/antisocial-personality-disorder) and Pete Kowalski, a shy student who has yet to make any friends. Jimmy has to navigate his way through the five cliques at the school - the Bullies (http://www.answers.com/topic/bullying-1), Nerds (http://www.answers.com/topic/nerd), Preppies, Greasers (http://www.answers.com/topic/greaser-subculture) and Jocks (http://www.answers.com/topic/jock-subculture), as well as the Townie kids, the school faculty and all the other adult townsfolk.

Go to source web page>> (http://www.answers.com/topic/bully-video-game?cat=entertainment)



A Youth subculture is a youth (http://www.answers.com/topic/youth)-based subculture (http://www.answers.com/topic/subculture) with distinct styles, behaviors and interests. According to subculture theorists such as Dick Hebdige (http://www.answers.com/topic/dick-hebdige), members of a subculture often signal their membership by making distinctive and symbolic tangible choices in, for example, clothing (http://www.answers.com/topic/clothing) styles, hairstyles (http://www.answers.com/topic/hairstyle-1) and footwear (http://www.answers.com/topic/footwear). However, intangible elements, such as common interests, dialects (http://www.answers.com/topic/dialect) and slang (http://www.answers.com/topic/slang), music genres (http://www.answers.com/topic/music-genre-1) and gathering places can also be an important factor. Youth subcultures offer participants an identity outside of that ascribed by social institutions (http://www.answers.com/topic/social-organisation-1) such as family (http://www.answers.com/topic/family), work (http://www.answers.com/topic/employment), home (http://www.answers.com/topic/home-garden-california) and school (http://www.answers.com/topic/school).
Social class (http://www.answers.com/topic/class-structure), gender (http://www.answers.com/topic/gender) and ethnicity (http://www.answers.com/topic/ethnic) can be important in relation to youth subcultures. Youth subcultures can be defined as meaning systems, modes of expression or lifestyles (http://www.answers.com/topic/lifestyle) developed by groups in subordinate (http://www.answers.com/topic/hierarchy) structural positions in response to dominant systems — and which reflect their attempt to solve structural contradictions rising from the wider societal context.[1] (#http://www.answers.com/topic/youth-subculture-2) The study of subcultures often consists of the study of the symbolism (http://www.answers.com/topic/symbolism) attached to clothing, music, other visible affections by members of the subculture and also the ways in which these same symbols are interpreted by members of the dominant culture.
The term scene can refer to an exclusive subculture or faction. Scenes are distinguished from the broad culture through either fashion (http://www.answers.com/topic/fashion); identification with specific (sometimes obscure or experimental) musical genres (http://www.answers.com/topic/music-genre-1) or political perspectives; and a strong in-group or tribal (http://www.answers.com/topic/tribe) mentality.[2] (#http://www.answers.com/topic/youth-subculture-2) The term can also be used to depict specific subsets of a subculture, habitually geographical, such as the American drum and bass (http://www.answers.com/topic/drum-and-bass) scene or the London Goth scene. A quantity of scenes tend to be volatile, imprudent to trends and changes, with some participants acting elitist (http://www.answers.com/topic/elitism) towards those considered to be less fashionable, or oppositional to the general culture although others do endow with mutual support in marginalized groups. In-group behavior can sometimes elicit external opposition. Subcultures that show a systematic hostility to the dominant culture are sometimes described as countercultures (http://www.answers.com/topic/counterculture).
Features of youth subcultures
Youth subcultures are often defined or distinguishable by elements such as fashion (http://www.answers.com/topic/fashion), clothing (http://www.answers.com/topic/clothing), hairstyles (http://www.answers.com/topic/hairstyle-1). Vehicles (http://www.answers.com/topic/vehicle-1)—such as cars (http://www.answers.com/topic/effects-of-the-automobile-on-societies), motorcycles (http://www.answers.com/topic/motorcycle), motor scooters (http://www.answers.com/topic/motor-scooter), skateboards (http://www.answers.com/topic/skater), surf boards (http://www.answers.com/topic/surfing)—have played central roles in certain youth subcultures. For example, in the United Kingdom (http://www.answers.com/topic/united-kingdom) in the 1960s, mods (http://www.answers.com/topic/mod-lifestyle) were associated with scooters, while rockers (http://www.answers.com/topic/rocker-subculture) were associated with motorcycles. Many youth subcultures are associated with specific music genres (http://www.answers.com/topic/music-genre-1), and in some cases music has been the primary characteristic of the group, such as with punk rockers (http://www.answers.com/topic/punk-subculture), ravers, metalheads (http://www.answers.com/topic/metalhead-1), hip hoppers, goths (http://www.answers.com/topic/goth-subculture), emo kids (http://www.answers.com/topic/emo-6), Indie (http://www.answers.com/topic/indie-culture), and Hippie (http://www.answers.com/topic/hippie)
High school subcultures
A high school subculture (http://www.answers.com/topic/subculture) is a group of students (http://www.answers.com/topic/student) in a secondary education (http://www.answers.com/topic/secondary-school) setting that shares a distinct set of behaviors (http://www.answers.com/topic/human-behavior), beliefs (http://www.answers.com/topic/belief) or interests that differentiates itself from the dominant culture (http://www.answers.com/topic/culture). These groups, sometimes called cliques (http://www.answers.com/topic/clique), often identify with a larger subculture in the out-of-school world. Stereotypical behaviors in high school subcultures have included: associating socially with other members of the same group; eating meals together; wearing similar clothing styles (where uniforms do not exist); using distinct dialects (http://www.answers.com/topic/dialect) and slang (http://www.answers.com/topic/slang); and participating together in a specific extracurricular activity.
Theories of youth subculture
Early studies in youth culture were mainly produced by functionalist sociologists (http://www.answers.com/topic/functionalism-anthropology), and focus on youth as a single form of culture. In explaining the development of the culture, they utilized the concept of anomie (http://www.answers.com/topic/anomie). Talcott Parsons (http://www.answers.com/topic/talcott-parsons) argued that as we move from the family and corresponding values to another sphere with differing values, (e.g. the workplace) we would experience an "anomic situation."[citation needed] The generalizations involved in this theory ignore the existence of subcultures. Marxist theories (http://www.answers.com/topic/marxist-philosophy) account for some diversity, because they focus on classes and class-fractions rather than youth as a whole. Stuart Hall and Tony Jefferson (1993) describe youth subcultures as symbolic or ritualistic attempts to resist the power of bourgeois hegemony by consciously adopting behavior that appears threatening to the establishment.[3] (#http://www.answers.com/topic/youth-subculture-2)
Interactionist theorist (http://www.answers.com/topic/symbolic-interactionism) Stan Cohen argues youth subcultures are not coherent social groupings that arise spontaneously as a reaction to social forces, but that mass media labeling results in the creation of youth subcultures by imposing an ideological framework in which people can locate their behavior.[4] (#http://www.answers.com/topic/youth-subculture-2) Post-structuralist theories (http://www.answers.com/topic/poststructuralism) of subculture utilize many of the ideas from these other theories, including hegemony and the role of the media. Dick Hebdige describes subcultures as a reaction of subordinated groups that challenge the hegemony of the dominant culture.[5] (#http://www.answers.com/topic/youth-subculture-2) This theory accounts for factors such as gender, ethnicity and age. Youth can be seen as a subordinate group in relation to the dominant, adult society.
See also
Subculture (http://www.answers.com/topic/subculture)
Adolescence (http://www.answers.com/topic/adolescence)
Counterculture (http://www.answers.com/topic/counterculture)
Generation Y (http://www.answers.com/topic/generation-y)
Hipster (http://www.answers.com/topic/hipster-1940s-subculture)
Internet Generation (http://www.answers.com/topic/internet-generation-1)
List of subcultures (http://www.answers.com/topic/list-of-subcultures)
List of youth subcultures (http://www.answers.com/topic/list-of-youth-subcultures)
Notes
^ (#http://www.answers.com/topic/youth-subculture-2) Brake, Michael (1985) Comparative Youth Culture: The sociology of youth culture and youth subcultures in America, Britain and Canada, Routledge, New York
^ (#http://www.answers.com/topic/youth-subculture-2) Straw, Will (1991). "Systems of Articulation, Logics of Change: Communities and Scenes in Popular Music", Cultural Studies, 5, 3, pp.273, 368-88
^ (#http://www.answers.com/topic/youth-subculture-2) Hall, Stuart & Jefferson, Tony (1993) Resistance Through Rituals: Youth Subcultures in Post-war Britain, Routledge, London
^ (#http://www.answers.com/topic/youth-subculture-2) Cohen, Stan (1964) Folk Devils and Moral Panics, Paladin, London
^ (#http://www.answers.com/topic/youth-subculture-2) Hebdige, D. (1979) Subculture in the meaning of style, Menthuen & Co, London

Go to source web page>> (http://www.answers.com/topic/youth-subculture-2)
Crowd psychology is a branch of social psychology (http://www.answers.com/topic/social-psychology). Ordinary people can typically gain direct power by acting collectively. Historically, because large groups of people (http://www.answers.com/topic/group-sociology) have been able to affect dramatic and sudden social change in a manner that bypasses established due process (http://www.answers.com/topic/due-process), they have also provoked controversy. Social scientists have developed several different theories for explaining crowd (http://www.answers.com/topic/the-crowd) psychology, and the ways in which the psychology (http://www.answers.com/topic/psychology) of the crowd differs significantly from the psychology of those individuals within it. Carl Jung (http://www.answers.com/topic/carl-jung) coined the notion of the Collective unconscious (http://www.answers.com/topic/collective-unconscious). Other major thinkers of crowd psychology include Gustave Le Bon (http://www.answers.com/topic/gustave-le-bon), Wilfred Trotter (http://www.answers.com/topic/wilfred-trotter), Gabriel Tarde (http://www.answers.com/topic/gabriel-tarde), Sigmund Freud (http://www.answers.com/topic/sigmund-freud) and Elias Canetti (http://www.answers.com/topic/elias-canetti).
Theories of crowd psychology
Classical theories
The main idea of Sigmund Freud's crowd behavior theory is that people who are in a crowd act differently towards people than those who are thinking individually. The minds of the group would merge together to form a way of thinking. Each member's enthusiasm would be increased as a result, and one becomes less aware of the true nature of one's actions.
Le Bon’s idea that crowds foster anonymity and sometimes generate emotion has become somewhat of a cliché (http://www.answers.com/topic/clich-19). Yet, it has been contested by some critics, such as Clark McPhail who points out that some studies show that "the madding crowd" does not take on a life of its own, apart from the thoughts and intentions of members. Norris Johnson, after investigating a panic at a 1979 Who (http://www.answers.com/topic/who-musical-artists) concert concluded that the crowd was composed of many small groups of people mostly trying to help each other.
However, it must be noted that if Le Bon often referred to the cliché of the irrational crowd, which was current in the 19th century and before (in particular in the fields of criminology (http://www.answers.com/topic/criminology), which tended to describe crowds as irrational and criminal groups), he considered himself the founder of "crowd psychology". Thus, he didn't consider crowds as totally irrational, but simply thought that ordinary individualist psychology wasn't relevant to this phenomenon. Le Bon was a pioneer in propaganda (http://www.answers.com/topic/propaganda), which he considered a suitable and rational technique for managing groups, using for example communal reinforcement (http://www.answers.com/topic/communal-reinforcement) of beliefs, etc. Le Bon's 1895 The Crowd: A Study of the Popular Mind influenced many 20th century figures, including Adolf Hitler (http://www.answers.com/topic/adolf-hitler), whose Mein Kampf (http://www.answers.com/topic/mein-kampf) insisted on Le Bon's work.[1] (#http://www.answers.com/topic/crowd-psychology)
Wilfred Trotter (http://www.answers.com/topic/wilfred-trotter), an English surgeon, wrote similarly, becoming famous for his book Instincts of the Herd in Peace and War. He introduced Wilfred Bion (http://www.answers.com/topic/wilfred-bion) with whom he lived and worked, to the ideas of Sigmund Freud (http://www.answers.com/topic/sigmund-freud), and would later become personal physician to Freud. Wilfred Bion, and Ernest Jones, who also worked for Trotter, became influential figures in the British Psychoanalytic movement, and Bion who wrote a collection of papers on Experiences in Groups said that he was much influenced by Trotter.
Sigmund Freud (http://www.answers.com/topic/sigmund-freud) would criticize Le Bon's concept of "collective soul". collective unconscious (http://www.answers.com/topic/collective-unconscious), asserting that crowds do not have a soul of their own, nor do specific ethnic groups have a Volkgeist (http://www.answers.com/topic/geist-game). Rather, individuals identify (http://www.answers.com/topic/the-psychoanalytic-view-on-identification) themselves to their leaders through their own "ideal ego" (that is, their subjective (http://www.answers.com/topic/subjectivity-3) representation of their leader). The Freudian concept of an "ideal ego" later became the super-ego (http://www.answers.com/topic/id-ego-and-super-ego). Ultimately, leaders themselves identify themselves to an idea (http://www.answers.com/topic/idea-technology).
Theodor Adorno (http://www.answers.com/topic/theodor-w-adorno) criticized the belief in a spontaneity of the masses: according to him, the masses were an artificial product of "administrated" modern life. The Ego of the bourgeois subject dissolved itself, giving way to the Id and the "de-psychologized" subject. Furthermore, the bond linking the masses to the leader through the spectacle, as fascism (http://www.answers.com/topic/italian-fascism) displayed in its public representations, is feigned: "When the leaders become conscious of mass psychology and take it into their own hands, it ceases to exist in a certain sense... Just as little as people believe in the depth of their hearts that the Jews are the devil, do they completely believe in their leader. They do not really identify themselves with him but act this identification, perform their own enthusiasm, and thus participate in their leader's performance... It is probably the suspicion of this fictitiousness of their own 'group psychology' which makes fascist crowds so merciless and unapproachable. If they would stop to reason for a second, the whole performance would go to pieces, and they would be left to panic."[2] (#http://www.answers.com/topic/crowd-psychology)
Edward Bernays (http://www.answers.com/topic/edward-bernays) (1891 – 1995), nephew of psychoanalyst Sigmund Freud, was considered the father of the field of public relations. Bernays was one of the first to attempt to manipulate public opinion using the psychology of the subconscious. He felt this manipulation was necessary in society, which he felt was irrational and dangerous.
Convergence theory
Convergence theory holds that crowd behavior is not a product of the crowd itself, but is carried into the crowd by particular individuals. Thus, crowds amount to a convergence of like-minded individuals. In other words, while contagion theory states that crowds cause people to act in a certain way, convergence theory says the opposite: that people who wish to act in a certain way come together to form crowds.
An example of convergence theory states that there is no homogeneous activity within a repetitive practice, sometimes observed when an immigrant population becomes common in a previously homogeneous area, and members of the existing community (apparently spontaneously) band together to threaten those trying to move into their neighborhoods. In such cases, convergence theorists contend, the crowd itself does not generate racial hatred or violence; rather, the hostility has been simmering for some time among many local people. A crowd then arises from convergence of people who oppose the presence of these neighbors. Convergence theory claims that crowd behavior as such is not irrational; rather, people in crowds express existing beliefs (http://www.answers.com/topic/belief) and values (http://www.answers.com/topic/value-personal-and-cultural) so that the mob reaction is the rational product of widespread popular feeling.
Emergent-norm theory
Ralph Turner and Lewis Killian developed the emergent-norm theory of crowd dynamics. These researchers concede that social behavior is never entirely predictable, but neither are crowds irrational. If similar interests may draw people together, distinctive patterns of behavior may emerge in the crowd itself. Crowds begin as collectivities, acting, and protest crowds – norms may be vague and changing as when, say, one person at a rock concert holds up a lit cigarette lighter to signal praise for the performers, followed by others. In short, people in crowds make their own rules as they go along.
Decision-making, then, plays a major role in crowd behavior, although casual observers of a crowd may not realize it. Crowd behavior reflects the desires of participants, but it is also guided by norms that emerge as the situation unfolds. Emergent-norm theory points out that people in a crowd take on different roles. Some step forward as leaders; others become lieutenants, rank-and-file followers, inactive bystanders or even opponents. Each Member in the crowd plays a significant role.
Defense mechanism
Another form of crowd behavior is where a large group of people become subservient and become almost totally obedient in the face of great danger and even death, even when this listless behavior allows others to harm and kill them easily. This is a strange contradiction to a person's normal instinctive resistance to anything that might harm or kill them. It usually occurs in crowds that are being held captive and have been under a great deal of stress and fear for prolonged periods of time. It was seen during the Holocaust (http://www.answers.com/topic/holocaust) with people in concentration camps (http://www.answers.com/topic/internment) allowing themselves to be led to their deaths without resisting. [citation needed] The theory behind this behavior is that when faced with an imminent threat individuals in a crowd will try and become invisible within the group to become anonymous. The reason for doing this is an unconscious hope of staying unnoticed by the people issuing the threat, thus allowing them to survive. It can be compared to herd behavior in animals and school behavior in fish. It relies heavily on the fact that humans are essentially still herd animals and that they have an instinct to use the great numbers in a group to hide themselves within it to lessen the chance that they will be singled out and killed by a predator. The people within the crowd will become extremely obedient to their captors in order to avoid being detected. It has proven to be a dangerous form of behavior that allows large numbers of people to be killed with little resistance by another group of people.
References
^ (#http://www.answers.com/topic/crowd-psychology) See Serge Moscovici (http://www.answers.com/topic/serge-moscovici), L’Age des foules: un traité historique de psychologie des masses, Fayard (http://www.answers.com/topic/fayard), 1981
^ (#http://www.answers.com/topic/crowd-psychology) Theodor Adorno (http://www.answers.com/topic/theodor-w-adorno), "Freudian Theory and the Pattern of Fascist Propaganda" in The Culture Industry: Selected Essays on Mass Culture, London, Routledge (http://www.answers.com/topic/routledge), 1991, p.132
Bibliography
Berk, Richard A. Collective Behavior. Dubuque, Iowa: Wm. C. Brown, 1974
Buford, Bill. Among the Thugs (http://www.answers.com/topic/among-the-thugs): The Experience, and the Seduction, of Crowd Violence. New York, NY: W. W. Norton & Co., Inc. (1990)
Canetti, Elias (http://www.answers.com/topic/elias-canetti) (1960). Crowds and Power. Viking Adult. ISBN 0-670-24999-8. 
Johnson, Norris R. "Panic at 'The Who Concert Stampede': An Empirical Assessment." Social Problems. Vol. 34, No. 4 (October 1987):362-73
La Boétie, Etienne (http://www.answers.com/topic/tienne-de-la-bo-tie-2), The Politics of Obedience: The Discourse of Voluntary Servitude (16th century) with an introduction by Murray Rothbard (http://www.answers.com/topic/murray-rothbard), Free Life Editions, 1975. ISBN 0-914156-11-X (etext freely available here (http://www.constitution.org/la_boetie/serv_vol.htm), translated by Harry Kurz under the title "Anti-Dictator", Columbia Univ. Press, 1942, with an introduction)
Le Bon, Gustave (http://www.answers.com/topic/gustave-le-bon) (1895). The Crowd: A Study of the Popular Mind (http://onlinebooks.library.upenn.edu/webbin/gutbook/lookup?num=445). Retrieved on November 15, 2005.
Mackay, Charles (http://www.answers.com/topic/charles-mackay) (1841). Extraordinary Popular Delusions and the Madness of Crowds (http://www.answers.com/topic/extraordinary-popular-delusions-and-the-madness-of-crowds). Wordsworth Editions. ISBN 1-85326-349-4. 
McDougall, William (http://www.answers.com/topic/william-mcdougall-1), The Group Mind (1920)
Mc Phail, Clark, The Myth of the Madding Crowd, New York, Aldine de Gruyter, 1991.
Moscovici, Serge (http://www.answers.com/topic/serge-moscovici)
(English) Social influence and social change, Academic Press (http://www.answers.com/topic/academic-press), 1976.
(French) Psychologie des minorités actives, P.U.F., 1979
(French) L’Age des foules: un traité historique de psychologie des masses, Fayard (http://www.answers.com/topic/fayard), 1981 (about Gustave Le Bon (http://www.answers.com/topic/gustave-le-bon)'s invention of crowd psychology and Gabriel Tarde (http://www.answers.com/topic/gabriel-tarde))
(English) Social Representations: Explorations in Social Psychology, Polity Press, 2000
Rheingold, Howard (http://www.answers.com/topic/howard-rheingold), Smart Mobs: The Next Social Revolution (http://www.answers.com/topic/smart-mob), 2003
Reich, Wilhelm (http://www.answers.com/topic/wilhelm-reich), Mass Psychology of Fascism, 1946 revised and enlarged US edition
Surowiecki, James (http://www.answers.com/topic/james-surowiecki), The Wisdom of Crowds: Why the Many Are Smarter Than the Few and How Collective Wisdom Shapes Business, Economies, Societies and Nations (http://www.answers.com/topic/the-wisdom-of-crowds), 2004
Tarde, Gabriel (http://www.answers.com/topic/gabriel-tarde). Les lois de l'imitation (1890), La logique sociale (1895), L'Opinion et la foule (1901), etc.
Trotter, Wilfred (http://www.answers.com/topic/wilfred-trotter), The Instincts of the Herd in Peace and War, 1914
Turner, Ralph, and Lewis M. Killian. Collective Behavior 2d ed. Englewood Cliffs, NJ: Prentice Hall, 1972; 3d ed., 1987; 4th ed., 1993.
See also
Bread and circuses (http://www.answers.com/topic/bread-and-circuses)
Carl Jung (http://www.answers.com/topic/carl-jung)
Charisma (http://www.answers.com/topic/charisma)
Collective behavior (http://www.answers.com/topic/collective-behavior)
Collective Effervescence (http://www.answers.com/topic/collective-effervescence)
Collective hysteria (http://www.answers.com/topic/mass-hysteria)
Collective consciousness (http://www.answers.com/topic/collective-consciousness) (and Georg Lukács (http://www.answers.com/topic/gy-rgy-luk-cs)' critique of Le Bon's crowd psychology, notably through the concept of class consciousness (http://www.answers.com/topic/class-consciousness))
Collective unconscious (http://www.answers.com/topic/collective-unconscious)
Communal reinforcement (http://www.answers.com/topic/communal-reinforcement)
Conformity (psychology) (http://www.answers.com/topic/conformity-psychology)
The Wisdom of Crowds (http://www.answers.com/topic/the-wisdom-of-crowds)
Elliott wave theory (http://www.answers.com/topic/elliott-wave-principle)
Edward Bernays (http://www.answers.com/topic/edward-bernays)
Gabriel Tarde (http://www.answers.com/topic/gabriel-tarde) and Gustave Le Bon (http://www.answers.com/topic/gustave-le-bon), early theorists of crowd and social psychology (http://www.answers.com/topic/social-psychology)
Group behavior (http://www.answers.com/topic/group-behaviour)
Groupthink (http://www.answers.com/topic/groupthink)
Herd behavior (http://www.answers.com/topic/herd-behavior)
Herding instinct (http://www.answers.com/topic/herd-behavior)
Hive mind (http://www.answers.com/topic/hive-mind)
LGAT (http://www.answers.com/topic/large-group-awareness-training)
Mob mentality (http://www.answers.com/topic/herd-behavior)
Nazism (http://www.answers.com/topic/nazism) and fascism (http://www.answers.com/topic/fascism) (Nuremberg rally (http://www.answers.com/topic/nuremberg-rally) etc)
Over-soul (http://www.answers.com/topic/over-soul-1)
Social proof (http://www.answers.com/topic/social-proof)
Volksgeist (http://www.answers.com/topic/zeitgeist) ("Spirit of the People")
Wilfred Trotter (http://www.answers.com/topic/wilfred-trotter)

This entry is from Wikipedia

Irreverent Essays

... Irreverent Essays
- FREE thinking on important issues
= ENOUGH!
--- "JEUX DE ROLES" - l'imposture de la mythologie éducative actuelle ('Just trying'!)
+
TRUST (human) vs (dehumanizing) VIOLENCE
- trust = asking + giving (freely) + accepting / refusing

illusions ds l'éducation

Fait-on du français, uniquement en cours de français ? Autre illusion ministérielle… Parfois l’élève s’exerce plus à la pratique de notre langue en période d’histoire ou en cours de sciences. Il doit y faire des recherches documentaires ; il est obligé d’argumenter pour écrire un projet. Il y trouve plus d’intérêt que dans une suite d’activités séquencées où sont séparées vocabulaire, grammaire, orthographe et sens.
Qu’apporte à l’enseignement, cette volonté de compartimenter, de morceller en disciplines et sous-disciplines ? Le contraire de ce qui est attendu en réalité… Les évaluations montrent une diminution de la motivation, le temps effectif de l’apprentissage est réduit. Il faut que l’élève entre dans le travail, trouve du sens à l’exercice à faire. Il est certaine heure où sur 60 minutes, l’élève apprend 10 minutes… et encore ! Quand on observe une classe, que de temps perdus à attendre, à régler des questions d’organisation, voire de discipline. Dans cette conception de l’école, seule la bonne note peut encore fournir un peu d’envie d’apprendre, toutefois l’esprit consommateur de l’enfant est renforcé. Ce dernier entre alors dans une position d’attente qu’il conserve durant toute sa scolarité et qui fait perdre un temps immense d’apprentissage. Le « bon » élève attend que le maître enseigne pour apprendre. Pour la plupart des élèves tout devient alors prétexte à distraction ou à violence, la situation scolaire devient insupportable pour tout un chacun.

Favoriser l’autodidaxie, apprendre à l’élève à apprendre, favoriser son autonomie, son inventivité a contrario sont beaucoup d’heures gagnées. Les illusions pédagogiques sont nombreuses, et elles ont la vie dure ! Pourquoi attendre le lycée pour se rendre compte que les élèves ne sont pas assez « engagés » ou « autonomes » comme le remarque le même ministre Darcos dans sa réforme des lycées, et par là mal préparés aux études supérieures ou à la vie professionnelle. Tout le système préalable –et cela va être amplifié par cette nouvelle réforme- a favorisé la passivité, la docilisation des esprits, la soumission des comportements, –sauf chez quelques enseignants atypiques–.

Quand abordera-t-on en lieu et place de ces querelles illusoires d’heures, les questions pertinentes pour transformer l’école ? Quels savoirs sont aujourd’hui prioritaires pour un enfant du XXIème siècle ? Qui peut croire que le but de l’école primaire, c’est seulement apprendre à « lire, à écrire et compter[2] ». Pourquoi n’y a-t-il pas de place pour apprendre à… parler, à avoir confiance en soi ou à développer son imaginaire, son inventivité, sa réflexion critique, son esprit d’initiative dans une société en grand manque ? Etc.. Pourquoi les savoirs pertinents pour décoder l’époque ne sont-ils pas encore à l’école ? Pourquoi n’envisage-t-on toujours pas des initiations au droit, à l’économie, à l’anthropologie ou à l’éthique dès l’école maternelle ? Autant de savoirs désormais indispensables au quotidien et qui demandent une imprégnation très jeune.

Quand se rendra-t-on compte que ce n’est pas quand le maître enseigne que l’élève apprend ! L’apprentissage est un processus complexe qui ne peut passer par une « bonne » méthode. L’élève apprend à partir de ce qu’il est, son activité intellectuelle doit être engagée en permanence. Les ressorts sont multiples : la dynamique et la personnalité de l’élève sont déterminantes, ses conceptions préalables s’avèrent des passages obligés. L’enseignant ou du moins l’environnement éducatif est bien sûr prépondérant mais rarement comme on le croit, par une pédagogie de la transmission ou de l’activité. Tout est affaire de désir, de rencontres, d’interactions, d’aventure même...

Apprendre est une élaboration de sens ; c’est se confronter à la réalité, aux autres, à une culture ; c’est s’exprimer, argumenter, mais autant formaliser, modéliser, mémoriser. C’est encore et surtout mobiliser ensuite les savoirs et surtout prendre de temps pour réfléchir sur leur place, leur rôle et leurs usages ; autant de moments le plus souvent absents à l’école. Il faudra bien un jour revoir sérieusement l’emploi du temps, le cloisonnement disciplinaire et les activités pédagogiques, voire l’organisation constante en classes et en niveaux d’une part, et certainement la formation des enseignants d’autre part. Ce que l’enseignant peut seulement transmettre en direct est sa propre passion d’apprendre.

André Giordan
Go to source web page>>

Free university writing courses:

1. Massachusetts Institute of Technology (mit.edu)
Introduction to Fiction (http://ocw.mit.edu/OcwWeb/Literature/21L-003Fall2003/CourseHome/index.htm)
Writing and Reading Short Stories (http://ocw.mit.edu/OcwWeb/Writing-and-Humanistic-Studies/21W-755Fall-2006/CourseHome/index.htm)
Advanced Essay Workshop (http://ocw.mit.edu/OcwWeb/Writing-and-Humanistic-Studies/21W-745Spring-2005/CourseHome/index.htm)
MIT offers dozens of free writing courses online through its MIT OpenCourseWare initiative. Course topics include everything from writing fiction, poems and essays to analyzing all forms of literature. Lecture notes, videos, suggested reading lists and more will help you to become the writer you've always wanted to be. No registration is required.
http://education-portal.com/articles/10_Universities_Offering_Free_Writing_Courses_Online.html

3. Open University (open.ac.uk)
Fiction Writing Course (http://openlearn.open.ac.uk/course/view.php?id=2748)
Descriptive Writing Course (http://openlearn.open.ac.uk/course/view.php?id=2799)
Essay Writing Course (http://openlearn.open.ac.uk/course/view.php?id=2903)
The UK's largest academic institution, Open University, offers a number of different writing courses through their OpenLearn website. The free curriculum includes both undergraduate and graduate level courses that are available to everyone regardless of country of origin. No registration is required.
http://education-portal.com/articles/10_Universities_Offering_Free_Writing_Courses_Online.html

8. News University (newsu.org)
Cleaning Your Copy (http://www.newsu.org/courses/course_detail.aspx?id=nu_cleancopy04)
Beat Basics and Beyond (http://www.newsu.org/courses/course_detail.aspx?id=nu_beatbasics04)
Covering Breaking News (http://www.newsu.org/courses/course_detail.aspx?id=ona_katrina06)
News University has a solid e-learning program designed to providing training to journalists. Most of the courses offered at News U are free, especially those that are self-directed. Courses cover everything from writing and editing to reporting and ethics. News U also offers a newsletter, a blog and other great resources. Registration is required, but the course is free for everyone.
http://education-portal.com/articles/10_Universities_Offering_Free_Writing_Courses_Online.html

9. E-Zine University (ezineuniversity.com)
Writing Clearly and Effectively (http://www.ezineuniversity.com/courses/ez401/401-03wl.html)
Conquering Confusing Words (http://www.ezineuniversity.com/courses/ez401/401-02db.html)
Quick Ways to Clean Up Your Writing (http://www.ezineuniversity.com/courses/ez401/401_01sm.html)
E-Zine University offers quite a few courses written by Internet publisher Kate Schultz and visiting professors. Although the courses offered at E-Zine University are designed mainly for web writers and e-zine writers, they would be helpful to almost any scribe. Courses are very short and don't take much time to complete. No registration is required.

10. Wikiversity (wikiversity.org)
Introduction to Web Writing (http://en.wikiversity.org/wiki/Introduction_to_Web_Writing)
Technical Writing Courses (http://en.wikiversity.org/wiki/Technical_writing)
Narrative Dialog Editing (http://en.wikiversity.org/wiki/Lesson:Narrative_dialog_editing:Quick_overview)
Wikiversity is an active learning project that encourages people to create and benefit from online courses and tutorials. There are currently several different writing courses that can be found at Wikiversity. Although these courses vary in length and content, there's something for everyone. No registration is required.
http://education-portal.com/articles/10_Universities_Offering_Free_Writing_Courses_Online.html

Abîmes d'inégalité

Agent of social change... in a world of gross inequality & discrimination?

Nos soi-disant démocraties [DIVEST their own peoples] s'ingénient à masquer les abîmes d'inégalité et détourner l'attention de l'absence de débouchés (elle-même due à l'accaparement des richesses par une petite minorité financière)
Le mécanisme de l'exclusion asseoit le pouvoir et les privilèges des plutocrates [ they exercise power by virtue of wealth ]

a mission!
- 1st, the facts to make known... Goal: a world to understand... A vision illustrated
[make sense of this world]

Lister le mensonges & et les scandales "ordinaires" [ "Vous avez la parole!" ] à lister:

- la démocratie "bafouée"
facts: lobbies "fric" - politique 'pub' - argent "fou" (qui impose son fonctionnement sur la vie de tous / impose sa 'dictature': rendements élevés - OPA - fusions... chômage / pénurie et pénibilité du travail) - inégalités 'criardes' (anti-démocratiques: salaires des PDG... "Golden Parachutes + Handshakes")... [ illustrations par la presse* - ex: 'S'enrichir en dormant - Comment doubler tranquillement son capital" dans Vie Financière du 20-26 avril 2007 ] - la Raison d'Etat (le commerce des armes!)

- la dignité humaine bafouée
facts: les inégalités 'criardes' (anti-démocratiques) et discriminations / exclusions - droits de l'homme niés: les 'bavures' policières, les prisons surpeuplés... [ voir le 'catalogue' d'Amnesty International ]

- la santé bafouée et le monde en péril
facts: arômes 'naturels' - accumulation de produits chimiques (et métaux lourds) - énergie 'propre' (nucléaire) - la pollution sans raison (garder)... LA GESTION DU COURT TERME (HISTORIQUE) [ voir le 'catalogue' du Mouvement pour les Droits et le Respect des Générations Futures (MDRGF)] - Pesticides ; Environmental Information...


la presse* qui illustre:
Dominations (idéologique, économique...)
Commercialisation de tous les rapports humains:
- Commerce agricole (marché unique <=> pensée unique)
- Commerce des 'corps' (marchandisation: objets - marchandises)
Go to source web page>>