club

n.

1. A stout heavy stick, usually thicker at one end, suitable for use as a weapon; a cudgel.
2. Sports. An implement used in some games to drive a ball, especially a stick with a protruding head used in golf.
3. Games.
   1. A black figure shaped like a trefoil or clover leaf on certain playing cards.
   2. A playing card with this figure.
   3. clubs (used with a sing. or pl. verb) The suit of cards represented by this figure.
4. A group of people organized for a common purpose, especially a group that meets regularly: a garden club.
5. The building, room, or other facility used for the meetings of an organized group.
6. Sports. An athletic team or organization.
7. A nightclub.

v., clubbed, club·bing, clubs.

v.tr.

1. To strike or beat with or as if with a club.
2. To use (a firearm) as a club by holding the barrel and hitting with the butt end.
3. To gather or combine (hair, for example) into a clublike mass.
4. To contribute to a joint or common purpose.

v.intr.
To join or combine for a common purpose; form a club.

[Middle English, from Old Norse klubba.]

noun

A group of people united in a relationship and having some interest, activity, or purpose in common: association, confederation, congress, federation, fellowship, fraternity, guild, league, order, organization, society, sorority, union. See group.

Many schools and community organizations sponsor clubs for children and adolescents. These clubs provide opportunities for youth to participate in activities, interact with peers in a supervised setting, and form relationships with adults. Some clubs focus on a specific area, thus allowing members to develop their skills and interests in that area. Other clubs provide an array of activities from which children and adolescents can choose.

Club Participation

Researchers have described how often children and adolescents participate in clubs, as well as the characteristics of young people that tend to join clubs. In 2001 Sandra Hofferth and Zita Jankuniene published the results of a study on how elementary school students spent their time after school. Using data from a longitudinal nationally representative random sample of U.S. residents, they found that although quite a few children reported belonging to youth organizations, only about 20 percent of the children actually attended clubs and youth organizations after school. On average, on any given day, these students spent between thirty minutes and one hour and twenty minutes at youth organizations engaged in supervised extracurricular activities.

Studies of high school students show that about 25 percent of adolescents join music-oriented clubs, such as choir or band, and 20 percent join academic or career-related clubs, such as a science club, a Spanish club, or Future Farmers of America. More children from middle-class families than from lower-class families report participating in school clubs. Participation is also higher in rural or small schools. One study found that club participants tended to be females from two-parent families with high socioeconomic status.

Why Participation Is Expected to Benefit Youth

There are a number of reasons that both scholars and parents expect young people to benefit from participation in clubs and youth organizations. These reasons have to do with the activities, roles, and relationships available to children and adolescents when they participate in clubs. Activities are important in several ways. For one, participation in a supervised constructive activity limits the time that is available for less constructive activity, such as television watching, or for getting involved in risky behaviors. For another, activities offered by clubs or youth organizations enable members to learn valuable skills. Many of the activities offered by clubs help students to extend and elaborate on the more formal knowledge learned in school.

Club membership provides an opportunity to participate in new roles. The leadership roles that are available in clubs provide a valuable experience that is not generally available to young people. Other roles, such as being a helper in a service club, a soloist in a music club, or an artist making scenery in a drama club, enable identity exploration.

Finally, relationships formed with adult leaders and with peers at the clubs are important. Adults and peers at these organizations can serve as models and as sources of social support, friendship, and caring. Several developmental theories point to the importance of adult mentoring for child and adolescent development. Mentoring relationships are important characteristics of clubs and youth programs. Adolescents who have an after-school relationship with a mentor are far less likely to use drugs or alcohol than adolescents who do not have such relationships. Peer relations might also benefit from participation in clubs. "Hanging out" unsupervised with peers contributes negatively to child and adolescent development. However, participation in supervised constructive activities provides adolescents with opportunities to gain social skills from positive interactions with peers.

Shirley Brice Heath has elaborated on the importance of extracurricular activities in the arts. She points out how arts groups offer young people activities, roles, and relationships that can contribute positively to their development. According to Heath, many youth art programs design environments that prepare youth for problem solving, conflict resolution, and productivity in work, family, and other community settings. Heath highlights the critical thinking, identity exploration, collaboration, organization, and pursuit of excellence that transpires when youth participate in artistic groups. Community arts organizations often help older youths to elaborate their knowledge and skill by bringing younger participants into the group. By dedicating themselves to long-term projects, young people learn to stick with and complete projects, and they have the opportunity to produce creative works for audiences by putting on shows and plays. The racial and socioeconomic barriers that are breached by the work of such organizations is likely to benefit both youth and communities.

Benefits of Participation in Clubs

Researchers and club sponsors have been eager to learn how participation in clubs influences youth development. However, studies of the impact of clubs have been conducted mostly on small, local, and nonrepresentative samples of children and adolescents. Furthermore, many studies that have found differences between participants and nonparticipants in clubs and youth organizations have not examined whether such differences existed before the children and youths joined. It might be that joiners have preexisting differences that lead them to become involved in clubs and participate in youth organizations. Students who are drawn to participate in a science club, for instance, are likely to have been more successful academically prior to joining than nonparticipants. For these reasons, the studies must be evaluated carefully.

Studies of students' participation in extracurricular activities during high school have tended to focus on athletics. However, several studies have examined outcomes by type of extracurricular activity. One conclusion is that participation in fine arts programs appears to contribute to better academic performance and psychological well-being, even when taking prior academic performance and psychological functioning into account. Another conclusion is that young people can derive developmental benefits from participating in well-run organizations.

Jacquelynne Eccles and Bonnie Barber investigated the contributions of participation in school and community clubs to the development of approximately 1,200 adolescents from ten school districts serving working and middle-class families in or near Detroit. The researchers identified how much each adolescent participated in academic clubs (science, debate, math, computer, chess, foreign language) and performing arts organizations (drama, art, band, dance), whether at, or outside of, school. Church groups accounted for most of the activities that were grouped together with community service clubs in the social activity category, so any contributions of these activities are confounded with religious belief and practice and cannot be discerned. Although students who participated in the arts were less likely to use alcohol than other students, arts involvement did not change their drinking behavior during high school. Art participants also liked school more, had higher grade point averages during their senior year in high school, and were more likely to attend college full-time. However, only grade point averages actually improved as a result of participation. Art program participants liked school and intended to go to college before participating, and their levels of liking school and scholastic ambition did not change. Adolescents who participated in academic clubs were more academically skilled than other students before participating; however, the club activities also appeared to contribute to increases in the grade point averages of these students.

In a different longitudinal study, McLaughlin concluded that participation in effective programs provided multiple benefits. The National Educational Longitudinal Survey (NELS) followed a nationally representative sample of youths from 1988, when they were in eighth grade, through 1994. McLaughlin and her colleagues used NELS data to estimate general levels of self-esteem, academic achievement, future aspirations, self-efficacy, and civic responsibility of American youth. McLaughlin also gave youths participating in community organizations identified as effective a set of questions from NELS. Participants in effective programs were found to be more likely than nonparticipants to aspire to graduate from high school and to pursue further education. They also did better academically, compared to the national estimate. Adolescents who participated were more optimistic, had higher self-esteem, and expressed greater self-confidence than the national average, and they were more oriented toward serving their communities in the future. A longitudinal follow-up investigation found that the majority of participants in effective community programs were employed and active in their local communities during their twenties.

One study found that there was less juvenile delinquency and less alcohol and drug use among adolescents and adults in ten public housing sites that had Boys and Girls Clubs, compared to five public housing sites with no clubs. Adolescents who resided in public housing developments with Boys and Girls Clubs spent more time in activities that were healthy and constructive than did adolescents from housing developments without Boys and Girls Clubs. A study of two different girls-only programs at four Boys and Girls Clubs in Chicago supported the idea that relationships at the clubs are important contributors to participants' development. The fifty girls who participated in the study felt that the club provided a place for positive peer relationships and for working cooperatively with other girls to achieve goals.

Adult volunteer leaders or mentors at clubs might also benefit. Adult leaders of youth groups such as the Girl Scouts have expressed satisfaction with the experience because of positive youth responsiveness, as well as the usefulness and effectiveness of the programs.

Why Children and Adolescents Participate in Clubs

If clubs are beneficial developmentally, then it is important to understand why children and adolescents want to participate in them. Some researchers have examined the characteristics of clubs that children and adolescents identify as important and that motivate them to want to participate. One reason that clubs succeed is that they are familial - participants feel that they belong and are cared for at the club. Another reason that young people participate is that the available activities are rewarding - participants learn through participating and performing in the activities. Participants also have a sense of ownership, as they are expected to contribute to the planning, maintenance, and success of the organization. Adults at the clubs empower, support, and set high expectations for the participants, and the clubs are responsive to the needs and circumstances of their members.

Another study, using observations, surveys, and interviews, found that most (74%) of the 300 minority adolescents who participated in four affiliates of the Boys and Girls Clubs of America referred to the club as a home and mentioned relationships with the staff as important. Many of the adolescents felt cared for at the club and reported receiving both support and advice. Adolescents mentioned psychosocial benefits far more often than physical characteristics of the clubs.

Milbrey McLaughlin and Heath studied young people in thirty-four locations in low-income urban and rural areas over a twelve-year period from 1987 through 1999. Study participants were interviewed about what motivates them to participate in clubs and organizations. McLaughlin and Heath found that the effective organizations noticed the interests and strengths of participants and saw young people as resources. Effective programs were more than safe places to go - they were focused on activities like sports, arts, or community service. The programs offered adolescents opportunities to develop skills and interests, as well as to learn, plan, perform, or create products. Adolescents were also able to lead activities and to have some sense of ownership of, and responsibility for, the club. Adolescents also formed relationships with adults and peers centered on learning and developing skills. Effective programs provided participants with opportunities to improve through adult feedback, peer feedback, and self-evaluations; and they had safe nurturing environments that helped the adolescents to develop trust and security. These programs were also sensitive to community needs and circumstances in offerings and structure.

Emmalou Norland and Melissa Bennet studied a random sample of adolescent participants in Ohio 4-H programs. Using theory and previous research, they argue that program satisfaction is the best way to determine which adolescents will continue participating in a voluntary extracurricular activity such as 4-H. They found that a participant report of high-quality 4-H club meetings was the most important predictor of participant satisfaction. Other predictors of satisfaction that program planners can influence included opportunities to work with younger members and an ability to assume some level of responsibility. Parental support, but not direct parental involvement, was also found to be important to the adolescents.

Other studies of 4-H participants have underscored other program qualities that influence participation. For example, adolescents strongly value encouragement of leadership, community service, honesty, a strong work ethic, a healthful lifestyle, and the importance of family. Adolescents also valued organizations that met their needs to have fun, develop mature peer relationships, and learn about society. Some 4-H members were most satisfied when their leaders provided a balance between autonomy support (allowing for independence) and control.

Bibliography

Bartko, Todd, and Eccles, Jacquelynne. 1999. "Adolescent Participation in Structured and Unstructured Activities: A Person-Oriented Analysis." Paper presented at the Biennial Meeting of the Society for Research in Child Development in Albuquerque, New Mexico.

Berk, Laura. 1992. "The Extracurriculum." In Handbook of Research on Curriculum, ed. Philip W. Jackson. New York: Macmillan.

Eccles, Jacquelynne, and Barber, Bonnie. 1999. "Student Council, Volunteering, Basketball, or Marching Band: What Kind of Extracurricular Involvement Matters?" Journal of Adolescent Re-search 14:101 - 43.

Heath, Shirley Brice. 1991. "Community Organizations as Family: Endeavors that Engage and Support Adolescents." Phi Delta Kapan 623 - 627.

Heath, Shirley Brice. 2001. "Three's Not a Crowd: Plans, Roles, and Focus in the Arts." Educational Researcher 30:10 - 17.

Hofferth, Sandra, and Jankuniene, Zita. 2001. "Life After School." Educational Leadership 58:19 - 23.

Saito, Rebecca, and Blyth, Dale. 1992. "Understanding Mentoring Relationships." Minneapolis, MN: Search Institute. ERIC Document Reproduction Service ED359295.

Schinke, Steven P. 1991. "The Effects of Boys and Girls Clubs on Alcohol and Other Drug Use and Related Problems in Public Housing." Final Research Report. ERIC Document Reproduction Service ED338739.

Internet Resources

Astroth, Keith. 1996. "Leadership in Non-Formal Youth Groups: Does Style Affect Youth Outcomes." Journal of Extension 34 (6). www.joe.org/joe/1996december/rb2.html

McLaughlin, Milbrey. 2001. "Community Counts: How Youth Organizations Matter for Youth Development." Public Education Network. http://publiceducation.org

Norland, Emmalou, and Bennett, Melissa. 1993. "Youth Participation." Journal of Extension 31 (1). www.joe.org/joe/1993spring/a5.html

Sarver, Daniel; Johnson, Earl; and Verma, Satish. 2000. "A Tool to Assess the Worth of aYouth Organization." Journal of Extension 38 (3). www.joe.org/joe/2000june/rb3.html

— LEE SHUMOW

This entry contains information applicable to United States law only.

An organization comprised of people who voluntarily meet on a regular basis for a mutual purpose other than educational, religious, charitable, or financial pursuits.

The term club is not legal in nature, but is a general term that includes any kind of group that has members who meet for a social, literary, or political purpose, such as health clubs, country clubs, book clubs, and women's associations.

Various types of clubs exist. An incorporated members' club is composed of a group of individuals who each contribute to the club's funds, which are used to pay the expenses of conducting the society. An unincorporated proprietary club is one whose proprietor owns the property and funds and conducts the club to attempt to make a profit. The members are entitled to use the premises and property in exchange for the payment of entrance fees and subscriptions to the proprietor as well as any additional rights and privileges provided in their contractual agreement.

An incorporated club is generally governed by state statute. Many statutes provide for the incorporation of clubs, and the statutory requirements must be strictly observed. A statute may require that an application for incorporation state the purposes of the club in a definitive manner to help the court determine whether the objective of the club is legal. In addition, the application should state the manner in which club revenues are to be provided and the basis upon which an individual may become a member of the club.

A club's certificate of incorporation should indicate pecuniary means, describe the objective of the club, and specify a place of business or office.

If a club is unincorporated, the rules that govern associations apply.

Voluntary clubs are not partnerships, since the members do not join them for profit-making purposes and, unlike partners, are not responsible for the acts of each other. If a club's members do unite for a commercial venture, however, this association would constitute a partnership. In such cases, a club might be required to comply with state law governing partnerships.

The police power of the state encompasses the supervision of amusements and thereby regulates clubs to make sure that the objectives of these organizations are lawful and that the organizations do not become harmful to society. Statutes may authorize the revocation of a club's charter if the club conducts unlawful activities.

Purpose and Objective

The purpose and objective of a club must be in compliance with the law and in the best interests of the community, whether a club is incorporated or not. An application for a club charter will be denied if the proposed bylaws provide for illegal methods of management.

Constitution and Bylaws

The constitution and bylaws adopted by a club constitute a binding contract between the club and its members. There is a presumption that every member of the club is acquainted with its rules. The rules and bylaws of a club must provide for the selection of officers, handling of money or property, selection of members, and dissolution or disbanding of the club itself.

A club's rights and powers are usually governed by applicable statutes and the club's own charter, constitution, and bylaws. Clubs ordinarily have the power to acquire and convey real property, to hold real estate, and to obtain suitable buildings for their accommodation, as well as to borrow money for such purposes.

Private clubs have the right to immunity from public interference, since public authorities have no power to interfere with a private club's festivities when they are organized for a legitimate purpose and do not constitute a breach of the peace.

Liabilities

If a contract is made by a club's duly authorized agent on its behalf, then the club will be liable under the contract. A membership corporation is subject to strictly limited powers and well-defined methods of procedure, and one dealing with such a club is deemed to know this information. Unincorporated clubs are not liable for members' debts.

Concerning liability to its members for torts, an incorporated club that has a clubhouse and is financed by membership dues is financially responsible for injuries due to its negligence. Similarly, a club, whether incorporated or not, that maintains a clubhouse has a duty to keep the premises reasonably safe for its members. It also has a duty to inform and warn guests of all dangers, related to the enjoyment of club privileges, that are not immediately observable.

A club may have various responsibilities to nonmembers. For example, a hunting club may be required to carry insurance in case of an accidental injury within its boundaries. Similarly, a club owes invitees on club property the duty to exercise ordinary care to prevent them from being injured.

Almost every organization that provides food, drink, lodging, or entertainment must obey the federal civil rights laws and any applicable state statutes. The federal laws are designed to protect all people from interference with their right to get a job or education, participate in government, and enjoy public accommodations.

Private membership clubs are exempted from these civil rights laws in order to preserve their rights to privacy and freedom of association. In attempting to determine whether an organization genuinely deserves private club status, courts have considered a number of factors, including the club's criteria for admission, membership fees, membership control over the organization's operations, and use of facilities by nonmembers. Because the courts have applied these factors on a case-by-case basis, the results have been inconsistent. For example, recreational sports clubs such as golf, tennis, fishing and hunting, private dining, and swimming clubs have generally been found to provide public accommodations. Fraternal orders and lodges have proved to be more difficult to categorize. During the 1980s, in three decisions dealing with these types of organizations, the Supreme Court narrowed the definition of freedom of association and upheld the constitutionality of state statutes designed to keep private clubs from discriminating.

In the first case, Roberts v. United States Jaycees, 468 U.S. 609, 104 S. Ct. 3244, 82 L. Ed. 2d 462 (1984), the Supreme Court addressed the constitutionality of a state public accommodations law that had been applied to a private club. The club, the U.S. Jaycees, a major national and international civic organization, had been ordered by the Minnesota Department of Human Rights to accept women as full members. The Court rejected the Jaycees' argument that this order violated its constitutional rights. In its decision, the Court identified two distinct types of protected associations: intimate associations and expressive associations. According to the Court, intimate associations, such as families, are distinguished by "relative smallness, a high degree of selectivity in decisions to begin and maintain the affiliation, and seclusion from others in critical aspects of the relationship." Such associations are always subject to protection, the Court said, whereas large business enterprises are not. Private clubs such as the Jaycees fall somewhere in between the two. According to the Court, factors that may be relevant in determining whether a particular organization is an intimate association include "size, purpose, policies, selectivity, [and] congeniality." The Court concluded that the Jaycees is not subject to protection as an intimate association because its chapters are large and unselective. With regard to the Jaycees' rights as an expressive association, the Court acknowledged that the organization has the right to associate with others for political, social, economic, educational, religious, and cultural purposes. However, the Court held that this right may be infringed by compelling state interests such as the elimination of sex discrimination. The Court concluded that Minnesota has such a compelling interest in ensuring women equal access to the leadership skills, business contacts, and employment promotions offered by the Jaycees.

Three years after Roberts, the Court decided Board of Directors v. Rotary Club, 481 U.S. 537, 107 S. Ct. 1940, 95 L. Ed. 2d 474 (1987). This case involved the application of the Unruh Civil Rights Act (Cal. Civ. Code § 51 [West 1996]), a California statute that prohibits gender discrimination by all "business establishments," to Rotary clubs. The Rotary is a major national and international service club. The Supreme Court held that application of the act to require the Rotary to admit women as members did not violate the club's First Amendment right to intimate or expressive association. The Court pointed out that Rotary chapters range in size from twenty to more than nine hundred members, the organization has a high dropout rate, and many club activities are carried out in the presence of visitors. In finding that application of the Unruh Act would not interfere significantly with the Rotary's right to expressive association, the Court stated, "Indeed, by opening membership to leading business and professional women in the community, Rotary Clubs are likely to obtain a more representative cross section of community leaders with a broadened capacity for service."

In 1988, in New York State Club Ass'n v. City of New York, 487 U.S. 1, 108 S. Ct. 2225, 101 L. Ed. 2d 1 (1988), an association of 125 private clubs challenged the constitutionality of a New York City public accommodations ordinance that prevents discrimination. The ordinance, Local Law No. 63 of 1984, exempts clubs that are "distinctly private" in nature, specifically excluding from that status any club that has more than four hundred members, serves meals on a regular basis, and receives payments directly or indirectly from nonmembers in the pursuit of business. The Court rejected the clubs' challenge to the ordinance, finding that the law could be validly applied. In this case, the Court went beyond its decisions in Roberts and Rotary by approving a statutory presumption that large clubs that serve food and receive payments from nonmembers are not entitled to First Amendment protection. The Court emphasized the fact that significant commerce occurs at most of the clubs and that "business deals are often made and personal contacts valuable for business purposes, employment and professional advancement are formed." Such characteristics, according to the Court, are significant in determining the nonprivate nature of clubs. The law upheld by the Court in this case narrowed the definition of a private club in order to remedy a situation deemed inappropriate by a legislative body.

As a result of this trilogy of U.S. Supreme Court decisions, states have assumed additional authority to enact and apply legislation broadly in order to eliminate discrimination in so-called private clubs that are not truly intimate or expressive associations.

IN BRIEF: A stout heavy stick, usually thicker at one end, suitable for use as a weapon. Also: A group of people organized for a common purpose.

The officer subdued the suspect with a club.

Quotes:

"I'd never join a club that would allow a person like me to become a member." - Woody Allen

If used as a weapon either by or against the dreamer, feelings of either aggression or submission could be at issue. If the dream is of the other type of club (a social organization), chances are the dreamer is aspiring to acquire social, economic, or cultural identity.

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This entry is from Wikipedia, the leading user-contributed encyclopedia. It may not have been reviewed by professional editors (see full disclaimer)

Dansk (Danish)
1.
n. - klub, klørkort, forening
v. intr. - stifte en forening

idioms:

• club together    skillinge sammen, slå sig sammen

2.
n. - kølle, stav, kolbe, magtmiddel
v. tr. - slå ned, bruge som kølle, samle til en pisk, skabe forvirring i

idioms:

• club foot    klumpfod

Nederlands (Dutch)
knuppel(en), (nacht) club, (golf)stok, knotsvormig orgaan, (mv) klaveren, clubhuis

Français (French)
1.
n. - club (politique, littéraire), association, société, boîte de nuit, (Sport) club
v. intr. - assommer, s'associer (pour une cause commune), former un club

idioms:

• club together    cotiser (pour faire)

2.
n. - massue, club (golf), trèfle (cartes)
v. tr. - frapper (qn, qch) à coups de massue, matraquer (qn), assommer (phoque)

idioms:

• club foot    être pied-bot

Deutsch (German)
1.
n. - Klub, Verein, Klubhaus, Vereinslokal
v. - zusammentun, zusammenlegen, zusammenschließen, einen Klub bilden

idioms:

• club together    sich zusammentun, zusammenlegen

2.
n. - Keule, Knüppel, Schläger
v. - knüppeln, prügeln

idioms:

• club foot    Klumpfuß

Ελληνική (Greek)
n. - ρόπαλο, ματσούκι, μπαστούνι (του γκολφ), λέσχη, όμιλος, σύλλογος, εντευκτήριο λέσχης, χορευτικό κέντρο, κλαμπ, (παιγνιόχαρτο) σπαθί
v. - ματσουκίζω, χτυπώ με ρόπαλο, συνασπίζομαι, συνεισφέρω, γυρνώ από κλαμπ σε κλαμπ

idioms:

• club foot    (παθολ.) ραιβοποδία
• club together    συνασπίζομαι

Italiano (Italian)
manganellare, bastonare, randellare, circolo, sodalizio, mazza, manganello, randello, mazza da baseball

idioms:

• club foot    piede equino
• club together    associarsi

Português (Portuguese)
n. - cassetete (m), taco (m) de golfe, clube (m), naipe (m) de paus
v. - bater, reunir(-se)

idioms:

• club foot    dar cacetadas e,, agremiar, conglomerar
• club together    associar-se

Русский (Russian)
бить дубинкой, клуб, дубинка, клюшка

idioms:

• club foot    изуродованная ступня
• club together    собрать между собой

Español (Spanish)
1.
n. - club, casino, asociación, sede de un club, casa de recreo
v. intr. - reunirse, asociarse

idioms:

• club together    reunirse, asociarse

2.
n. - porra, cachiporra, garrote, palo de golf
v. tr. - aporrear, apalear, dar porrazos

idioms:

• club foot    pie zopo, pie deforme

Svenska (Swedish)
n. - klubba, klöverkort, klubb
v. - klubba till/ner, samla ihop till klump, skjuta samman

中文（简体）(Chinese (Simplified))
俱乐部, 球棒, 木棍, 棍打, 联合, 协作, 捐献, 联合起来, 集资, 组成俱乐部

idioms:

• club foot    弯脚, 畸形足
• club together    协作

中文（繁體）(Chinese (Traditional))
n. - 俱樂部, 球棒, 木棍
v. tr. - 棍打, 聯合, 協作
v. intr. - 捐獻, 聯合起來, 集資, 組成俱樂部

idioms:

• club foot    彎腳, 畸形足
• club together    協作

한국어 (Korean)
1.
n. - 클럽, 동호회
v. intr. - 클럽을 조직하다, 협력하여 모으다, 결합시키다

idioms:

• club together    협력하다, 돈을 각출하다

2.
n. - 곤봉
v. tr. - 때리다

日本語 (Japanese)
n. - クラブ, クラブ室, クラブ会館, ナイトクラブ, こん棒
v. - こん棒で打つ, 資金を出し合う, 出し合う

idioms:

• club foot    内反足
• club together    金を出し合う

العربيه (Arabic)
‏(الاسم) هراوة, عصا, مضرب لعبه الغولف, نادي (فعل) ضرب بهراوة‏

עברית (Hebrew)
n. - ‮מועדון‬
v. tr. - ‮תרם כסף לקרן משותפת‬
v. intr. - ‮הצטרף לאחרים לפעולה משותפת, ביקר במועדוני-לילה (מדוברת)‬
n. - ‮אלה, מקל, קלף-תילתן‬
v. tr. - ‮חבט, הכה‬

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Club A	the club
club	Golf Club