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I wasn't driven into medicine by a social conscience but by rampant curiosity.

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Social Netowrking Of Robots

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Tale XIV

THE STRUGGLES OF CONSCIENCE.

A serious Toyman in the city dwelt,
Who much concern for his religion felt;
Reading, he changed his tenets, read again,
And various questions could with skill maintain;
Papist and Quaker if we set aside,
He had the road of every traveller tried;
There walk'd a while, and on a sudden turn'd
Into some by-way he had just discern'd:
He had a nephew, Fulham: --Fulham went
His Uncle's way, with every turn content;
He saw his pious kinsman's watchful care,
And thought such anxious pains his own might spare,
And he the truth obtain'd, without the toil, might

share.
In fact, young Fulham, though he little read,
Perceived his uncle was by fancy led;
And smiled to see the constant care he took,
Collating creed with creed, and book with book.
At length the senior fix'd; I pass the sect
He call'd a Church, 'twas precious and elect;
Yet the seed fell not in the richest soil,
For few disciples paid the preacher's toil;
All in an attic room were wont to meet,
These few disciples, at their pastor's feet;
With these went Fulham, who, discreet and grave,
Follow'd the light his worthy uncle gave;
Till a warm Preacher found the way t'impart
Awakening feelings to his torpid heart:
Some weighty truths, and of unpleasant kind,
Sank, though resisted, in his struggling mind:
He wish'd to fly them, but, compell'd to stay,
Truth to the waking Conscience found her way;
For though the Youth was call'd a prudent lad,
And prudent was, yet serious faults he had -
Who now reflected--'Much am I surprised;
I find these notions cannot be despised:
No! there is something I perceive at last,
Although my uncle cannot hold it fast;
Though I the strictness of these men reject,
Yet I determine to be circumspect:
This man alarms me, and I must begin
To look more closely to the things within:
These sons of zeal have I derided long,
But now begin to think the laugher's wrong!
Nay, my good uncle, by all teachers moved,
Will be preferr'd to him who none approved; -
Better to love amiss than nothing to have loved.'

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The Vision Of Piers Plowman - Part 20

Thanne as I wente by the way, whan I was thus awaked,
Hevy chered I yede, and elenge in herte;
For I ne wiste wher to ete ne at what place,
And it neghed neigh the noon, and with Nede I mette,
That afrounted me foule and faitour me called.
'Coudestow noght excuse thee, as dide the kyng and othere -
That thow toke to thy bilyve, to clothes and to sustenaunce,
Was by techynge and by tellynge of Spiritus Temperancie,
And that thow nome na moore than nede thee taughte,
And nede ne hath no lawe, ne nevere shal falle in dette
For thre thynges he taketh his lif for to save? -
That is, mete whan men hym werneth, and he no moneye weldeth,
Ne wight noon wol ben his borugh, ne wed hath noon to legge;
And he ca[cch]e in that caas and come therto by sleighte,

He synneth noght, soothliche, that so wynneth his foode.
And though he come so to a clooth, and kan no bettre chevyssaunce,
Nede anoon righte nymeth hym under maynprise.
And if hym list for to lape, the lawe of kynde wolde
That he dronke at ech dych, er he [deide for thurst].
So Nede, at gret nede, may nymen as for his owene,
Withouten conseil of Conscience or Cardynale Vertues -
So that he sewe and save Spiritus Temperancie.
'For is no vertue bi fer to Spiritus Temperancie -
Neither Spiritus Iusticie ne Spiritus Fortitudinis.
For Spiritus Fortitudinis forfeteth ful ofte
He shal do moore than mesure many tyme and ofte,
And bete men over bittre, and som body to litel,
And greve men gretter than good feith it wolde.
'And Spiritus Iusticie shal juggen, wole he, nel he,
After the kynges counseil and the comune like.
And Spiritus Prudencie in many a point shal faille
Of that he weneth wolde falle if his wit ne weere.
Wenynge is no wysdom, ne wys ymaginacion
Homo proponit et Deus disponit -
[God] governeth alle goode vertues;
And Nede is next hym, for anoon he meketh
And as lowe as a lomb, for lakkyng that hym nedeth;
For nede maketh nede fele nedes lowe-herted.
Philosophres forsoke welthe for thei wolde be nedy,
And woneden wel elengely and wolde noght be riche.
'And God al his grete joye goostliche he lefte,
And cam and took mankynde and bicam nedy.'
So he was nedy, as seith the Book, in manye sondry places,
That he seide in his some on the selve roode,
''the Fox and fowel may fle to hole and crepe,

And the fissh hath fyn to flete with to reste,
Ther nede hath ynome me, that I moot nede abide
And suffre sorwes ful soure, that shal to joye torne.''

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The Vision Of Piers Plowman - Part 19

Thus I awaked and wroot what I hadde ydremed,
And dighte me derely, and dide me to chirche,
To here holly the masse and to be housled after.
In myddes of the masse, tho men yede to offryng,
I fel eftsoones aslepe - and sodeynly me mette
That Piers the Plowman was peynted al blody,
And com in with a cros bifore the comune peple,
And right lik in alle lymes to Oure Lord Jesu.
And thanne called I Conscience to kenne me the sothe
'Is this Jesus the justere,' quod I, 'that Jewes dide to dethe?
Or it is Piers the Plowman! Who peynted hym so rede?'
Quod Conscience, and kneled tho, ' Thise arn Piers armes -
Hise colours and his cote armure; ac he that cometh so blody
Is Crist with his cros, conquerour of Cristene.'
'Why calle ye hym Crist?' quod I, 'sithen Jewes called hym Jesus?
Patriarkes and prophetes prophecied bifore
That alle kynne creatures sholden knelen and bowen
Anoon as men nempned the name of God Jesu.
Ergo is no name to the name of Jesus,
Ne noon so nedeful to nempne by nyghte ne by daye.
For alle derke develes arn adrad to heren it,
And synfulle aren solaced and saved by that name;
And ye callen hym Crist; for what cause, telleth me?
Is Crist moore of myght and moore worthi name
Than Jesu or Jesus, that al oure joye com of?'
'Thow knowest wel,' quod Conscience, 'and thow konne reson,
That knyght, kyng, conquerour may be o persone.
To be called a knyght is fair, for men shul knele to hym;
To be called a kyng is fairer, for he may knyghtes make;
Ac to be conquerour called, that cometh of special grace,
And of hardynesse of herte and of hendemesse -
To make lordes of laddes, of lond that he wynneth,
And fre men foule thralles, that folwen noght hise lawes.

'The Jewes, that were gentil men, Jesu thei despised -
Bothe his loore and his lawe; now are thei lowe cherles.
As wide as the world is, wonyeth ther noon
But under tribut and taillage as tikes and cherles;
And tho that bicome Cristene bi counseil of the Baptiste
Aren frankeleyns, free men thorugh fullynge that thei toke
And gentil men with Jesu - for Jesus was yfulled
And upon Calvarie on cros ycrouned kyng of Jewes.
' It bicometh to a kyng to kepe and to defende,
And conqueror of his conquest hise lawes and his large.
And so dide Jesus the Jewes - he justified and taughte hem
The lawe of lif that laste shal evere,
And fended from foule yveles, feveres and fiuxes,
And from fendes that in hem was, and false bileve.
Tho was he Jesus of Jewes called, gentile prophete,
And kyng of hir kyngdom, and croune bar of thornes.

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The Vision Of Piers Plowman - Part 13

And I awaked therwith, witlees nerhande,
And as a freke that fey were, forth gan I walke
In manere of a mendynaunt many yer after,
And of this metyng many tyme muche thought I hadde
First how Fortune me failed at my mooste nede,
And how that Elde manaced me, myghte we evere mete;
And how that freres folwede folk that was riche,
And [peple] that was povere at litel pris thei sette,
And no corps in hir kirkyerd ne in hir kirk was buryed
But quik he biquethe hem aught or sholde helpe quyte hir dettes;
And how this coveitise overcom clerkes and preestes;
And how that lewed men ben lad, but Oure Lord hem helpe,
Thorugh unkonnynge curatours to incurable peynes;
And how that Ymaginatif in dremels me tolde
Of Kynde and of his konnynge, and how curteis he is to bestes,
And how lovynge he is to bestes on londe and on watre
Leneth he no lif lasse ne moore;
The creatures that crepen of Kynde ben engendred;
And sithen how Ymaginatif seide, ' Vix iustus salvabitur,'
And whan he hadde seid so, how sodeynliche he passed.
I lay down longe in this thoght, and at the laste I slepte;

And as Crist wolde ther com Conscience to conforte me that tyme,
And bad me come to his court - with Clergie sholde I dyne.
And for Conscience of Clergie spak, I com wel the rather;
And there I [merkede] a maister - what man he was I nyste -
That lowe louted and loveliche to Scripture.
Conscience knew hym wel and welcomed hym faire;
Thei wesshen and wipeden and wenten to the dyner.
Ac Pacience in the paleis stood in pilgrymes clothes,
And preyde mete par charite for a povere heremyte.
Conscience called hym in, and curteisliche seide,
' Welcome, wye, go and wassh; thow shalt sitte soone.'
This maister was maad sitte as for the mooste worthi,
And thanne Clergie and Conscience and Pacience cam after.
Pacience and I were put to be mettes,
And seten bi oureselve at a side borde.
Conscience called after mete, and thanne cam Scripture
And served hem thus soone of sondry metes manye -
Of Austyn, of Ambrose, of alle the foure Evaungelistes
Edentes et bibentes que apud eos sunt.
Ac this maister ne his man no maner flessh eten,
Ac thei eten mete of moore cost - mortrews and potages
Of that men myswonne thei made hem wel at ese.
Ac hir sauce was over sour and unsavourly grounde
In a morter, Post mortem, of many bitter peyne -
But if thei synge for tho soules and wepe salte teris
Vos qui peccata hominum comeditis, nisi pro eis lacrimas et
oraciones effuderitis, ea que in deliciis comeditis, in tormentis evometis.
Conscience ful curteisly tho commaunded Scripture

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Another Reason To Believe

BAD MEDICINE
Bon Jovi
Your love is like bad medicine
Bad medicine is what I need
Woah, shake it up just like bad medicine
There aint no doctor that can cure my disease
Bad medicine
I aint got a fever got a permanent disease
And it'll take more than a doctor to prescribe a remedy
And I got lots of money but it isn't what I need
Gonna take more than a shot to get this poison outta me
And I got all the symptoms, count 'em 1 2 3
First you need (Thats what you get for falling in love)
Then you bleed (You get a little and its never enough)
On your knees (Thats what you get for falling in love)
And now this boys addicted cause your kiss is the drug
Your love is like bad medicine
Bad medicine is what I need
Shake it up just like bad medicine
There aint no doctor that can cure my disease
Bad, bad medicine
I don't need no needle to be giving me a thrill
And I don't need no anesthesia or a nurse to bring a pill
I got a dirty down addiction that doesn't leave a track
I got a jolt for your affection like a monkey on my back
There aint no paramedic gonna save this heart attack
When you need (Thats what you get for falling in love)
Then you bleed (You get a little and its never enough)
On your knees (Thats what you get for falling in love)
Now this boys addcited cause your kiss is the drug
Your love is like bad medicine
Bad medicine is what I need
Shake it up just like bad medicine
So lets play doctor baby, cure my disease
Bad, bad medicine ... is what I want
Bad, bad medicine ... its what I need
I need a respirator cause I'm running out of breath
Your an all night generator
Wrapped in stockings and a dress
When yo

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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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John Dryden

The Hind And The Panther, A Poem In Three Parts : Part III.

Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,

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Remember This Lack of Conscience - 'For Maya Angelou'.

When time goes past and dithers not
One sees the blame that gathers moss
To feel akin with woe as one
I'll forgive myself and you to soldier on

Remember this lack of conscience when we meet
I was violated, raped and beaten within to provide a treat

Remember this lack of conscience when I get out
To see through with vision all I espy

Remember this lack of conscience which will know no bounds
To hideously transform love profound

Remember this lack of conscience when I am free
You will lose and you know me

Remember this lack conscience less you forget
That freedom is precious and not a threat

Remember this lack of conscience when the bars are bent
I will slip out into the depths of crass to vent

Remember this lack of conscience to come
The Devil has a new spawn and drum

Remember this lack of conscience gathering
To prove nothing but give a battering

Remember this lack of conscience wild
It has no remorse just like a child

Remember this lack of conscience like the Hawk
Which draws blood, looks on and gawks

Remember this lack of conscience with the Demon within
It's a Golem to clear the the Evil and get even

Remember this lack of conscience when you renege
The death of love can be ones grave

Remember this lack of conscience and tremor not
No fruit you bear or shall ever to care

Remember this lack of conscience that prevails
The trial is over and you have failed

Remember this lack of conscience and grow
To a woman that a man can know

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Hatred (A Duet)

You keep on accusing me
Of making your life misery
But if thats not abusing me, what isnt
You wanna be my friend, well its too late
My love for you has turned to hate
And I think that its a permanent condition
You say you wanna make the peace
Smile and turn the other cheek
I cant put myself in such a weak position
Now Im willing to accept this fate
You and me just cant cohabitate
We agree to hate and thats our fast decision
Hatred, hatred
Is the only thing that keeps us together
Hatred, hatred
Is the only thing that lasts forever
Driven by hate, driven by hate
Driven by hate, driven by hate
On the surface Im a mild-mannered person
Thats until you scratch the animal inside
Then you bring out all my animal aggression
I gotta hatred for you that is never gonna die
Driven to hate, driven to hate
Driven to hate, driven to hate
Chorus:
Hatred, hatred
Is the only thing that lasts forever
Hatred, hatred
Is the only thing that keeps us together
While races try to integrate
Nations try to gravitate
Towards equal rights, regardless of religion
Politicians might decree
For the sake of humanity
Love and peace instead of a collision
You and me accept reality
Theres no way that we can agree
The world cant make us alter this position
At least you and I know where we stand
We cant be friends, walk hand in hand
My hostility for you defies description
Hatred, hatred
Is the only thing that keeps us together
Hatred, hatred
Is the only thing that lasts forever
Driven by hate, driven by hate
Driven by hate, driven by hate
Hates the only thing we have in common
Theres no escape, well always be this way
So we might as well just learn to live together

[...] Read more

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Hatred

You keep on accusing me
Of making your life misery
But if that's not abusing me, what isn't
You wanna be my friend, well it's too late
My love for you has turned to hate
And i think that it's a permanent condition
You say you wanna make the peace
Smile and turn the other cheek
I can't put myself in such a weak position
Now i'm willing to accept this fate
You and me just can't cohabitate
We agree to hate and that's our fast decision
Hatred, hatred
Is the only thing that keeps us together
Hatred, hatred
Is the only thing that lasts forever
Driven by hate, driven by hate
Driven by hate, driven by hate
On the surface i'm a mild-mannered person
That's until you scratch the animal inside
Then you bring out all my animal aggression
I gotta hatred for you that is never gonna die
Driven to hate, driven to hate
Driven to hate, driven to hate
Chorus:
Hatred, hatred
Is the only thing that lasts forever
Hatred, hatred
Is the only thing that keeps us together
While races try to integrate
Nations try to gravitate
Towards equal rights, regardless of religion
Politicians might decree
For the sake of humanity
Love and peace instead of a collision
You and me accept reality
There's no way that we can agree
The world can't make us alter this position
At least you and i know where we stand
We can't be friends, walk hand in hand
My hostility for you defies description
Hatred, hatred
Is the only thing that keeps us together
Hatred, hatred
Is the only thing that lasts forever
Driven by hate, driven by hate
Driven by hate, driven by hate
Hate's the only thing we have in common
There's no escape, we'll always be this way
So we might as well just learn to live together

[...] Read more

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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.

Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.

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Hands Of Self Will

Why did the killer kill?
Driven to it. Like you are.
Driven to eat chocolate.

Opportunity offers. Sentient hands.
Fetishes cravings. Easily fulfilled.
Can’t help. Can’t help yourself.
Driven driven driven to it.

Like obese victim of self-driven
compulsive consumption.
Driven to it. To do it. Do it. Do it.

Like jaded junkie craving
each driven deadly dream
razored raw needle shot veins.

Seasoned alcoholic sucking last
pitiful drops desperately
fetish fevered tongue
dating neck dead empty bottle.

Clothed clotting vomit sweet
slow sickening soul
sucking addiction induced desires.

Driven to it. Demonic possession driven.
Like leeches carefully campaign causes
to save worthy world. Social crusaders
driven reflective reform in own image.

Driven Driven Driven By Hands
With A Will Of Their Own.

God alone can judge each betrayal
weigh each deed on cosmic scale.


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Hoodoo / Voodoo Medicine Man

Silence, I'm ashamed, I was left as a child
Dragged from the cradle, I was weaned in the wild
Ran with the wolf pack, flesh torn to shreds
In the compensations, I was left there for dead
Read it in the paper it ain't fair
You know who today don't seem to care
Livin', lovin', gettin' loose
Masturbatin' with a noose
Now someone's kickin' out the chair
Some kind of voodoo
Come across this land
Some kind of voodoo
Be the medicine man
Everybody's lookin' at the sky
Don't believe the cover-ups and lies
They been tellin' us since birth
Pissin' off old Mother Earth
My gones are bygones prophesied
Some kind of voodoo
Come across this land
Some kind of hoodoo
Be the medicine man
Get ready
Wonder should I go or should I stay
'Cause what we got ain't workin' anyway
I did my best, God knows I tried
I feel like I been crucified
Why did you, why did you, why did you take it all away
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man

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Being Driven Right Out of My Mind

You got me shook up and my mind is gone!
I go to bed with all my house lights on.
I feel the thumpin' from those gansta beats.
Somebody's juggling balls of concrete.
And I drink tea...
To help me fall asleep.

You got me shook up and my mind is gone!
Oh oh.
I go to bed with all my house lights on.
Oh oh.
I feel the thumpin' from those gansta beats.
Oh oh.
And I drink tea.
To help me fall asleep.
It's after three...
And the walls are creaking.

And I'm,
Being driven right out of my mind.
Oh yes I'm,
Being driven right out of my mind.
And I'm,
Being driven right out of my mind.
Oh yes I'm,
Being driven.
I'm...
Being driven.
I'm...
Being driven.
I'm...
Being driven.

I feel the thumpin' from those gansta beats.
Oh oh.
And I drink tea.
Oh oh.
To help me fall asleep.
It's after three...
Oh oh.
And the walls are creaking.

And I'm,
Being driven right out of my mind.
Oh yes,
I'm being driven right out of my mind.
I find,
I'm being driven right out of my mind.
Oh yes,
I'm being driven.

[...] Read more

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Medicine Man

I'm the doctor, I can mend your broken heart
I'm the healer, I could take you right back to the start
So if you wanna take the chance well you better be sure
Baby, I'm the medicine man, I've got the cure
I'm the medicine man
I will make you the kinda girl that feels no pain
I can take you and put you back together again
So if you wanna jump on board well you better be sure
Baby, I'm the medicine man, I've got the cure
I'm the medicine man
That's what I am
Doing what I can
Cause I'm the medicine man
Listen, lady, don't make me drive you outta your mind
Cause together this remedy's not hard to find
So if you wanna take the chance and I'm damn sure that you do
Baby, I'm the medicine man
Now the rest's up to you
I'm the medicine man
That's what I am
Doing what I can
Cause I'm the medicine man
Medicine man, medicine man

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Medicine Man

(coverdale)
You never leave her alone,
I can see you never learn
When youre playing with fire,
You get your fingers burned
There aint no use in crying,
Baby dont delay,
You can call your doctor,
Ill be there right away
Im the medicine man,
Your doctor of love
Medicine man,
Doctor of love
When theres a feeling inside,
That just cant be denied,
I will be your medicine man
Now dont you ever worry,
If you feel the fever rise,
Youll never fool nobody,
When theres fire in your eyes
There aint no use denying,
When you need it deep inside
Youve got your witch doctor
To keep you satisfied
Im the medicine man,
Your doctor of love
Medicine man,
Doctor of love
When theres a feeling inside,
That just cant be denied,
I will be your medicine man.
You never leave her alone,
I can see you never learn
When youre playing with fire,
You get your fingers burned
There aint no use in crying,
Baby dont delay,
You can call your doctor,
Ill be there right away
Im the medicine man,
Your doctor of love
Medicine man,
Doctor of love
When theres a feeling inside,
That just cant be denied,
I will be your medicine man
Your doctor of love
Im medicine man,
Doctor of love...

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Driven

Words by neil peart, music by geddy lee and alex lifeson
Driven up and down in circles
Skidding down a road of black ice
Staring in and out storm windows
Driven to a fools paradise
But its my turn to drive
Driven to the margin of error
Driven to the edge of control
Driven to the margin of terror
Driven to the edge of a deep, dark hole
Driven day and night in circles
Spinning like a whirlwind of leaves
Stealing in and out back alleys
Driven to another den of thieves
But its my turn to drive
Driven in --- driven to the edge
Driven out --- on the thin end of the wedge
Driven off --- by things Ive never seen
Driven on --- by the road to somewhere Ive never been
Its my turn to drive
The road unwinds towards me
What was there is gone
The road unwinds before me
And I go riding on

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Hateful Hate

[ music: natalie merchant/words: natalie merchant ]
In the dark night a giant slumbered untouched for centuries
til awakened by a white mans cry: this is the eden I was to find.
There were lands to be charted and to be claimed for a crown,
When a hero was made by the length he could stay in this dangerous land of hateful hate.
Curiosity filled the heads of these, there was an upper room they had to see.
Curiosity killed the best of these for a heros hometown welcoming.
Still they moved on and on.
Who came building missions?
Unswerving men of the cloth who gave their lives in numbers untold so that black sheep entered the fold.
Captured like human livestock, destined for slavery.
Naked, walked to the shore where great ships moored for the hellbound journies.
Bought and sold with a hateful hate.
Curiosity filled the breasts of these with some strange ecstasy.
Curiosity killed the best of these by robbing their lives of dignity.
Still they moved on and on.
Calling men of adventure for a jungle bush safari.
Come conquer the, his claws and teeth.
See death in his eyes to know youre alive.
European homesteads grew up in the colonies with civilized plans for wild hinterlands, their guns and God willing.
Such a hateful hate.
Curiosity spilled the blood of these for their spotted skins and ivory.
Curiosity filled the heads of these madmen with the lies of destiny.
Curiosity spilled the blood of these, then blotted their lives from history.
Curiosity filled the heads of these, one man claimed all that he could see.
Curiosity still entices these madmen with a lusting and a greed.
Their legacy, legacy, legacy...

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This He Is Going to Fix

The breaking down and restructuring,
Can not be missed.
Not even if you still fantasizing.
A collapsing underneath us,
Has clearly begun.
If you don't believe that yet...
Forget about your agendas.
You best to get comfortable...
With the coming of a basicness.

And sadness and regret all around,
Will be seen and easily found.

And rampant will be those crazed into a rage.
And rampant will these minds snap quick.
And rampant...
Comes a higher consciousness,
Clearly splitting...
Those faithful from those of wickedness.
And rampant with those whose eyes dry quick!
When sudden wave of serenity...
Blesses them into bliss.

You'll see.
Rampant will God come to show...
This He is going to fix.
And rampant will those wicked folks,
Be shocked by the quickness of it!

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