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Sinatra was the biggest influence on my life, my singing career. And rightly so. I mean he was the best singer ever.

quote by James Darren
Added by Lucian Velea
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The Rain

(rock the joint)
Me i'm supa fly (uh-huh)
Supa dupa fly (uh-huh)
Supa dupa fly
{singing} i can't stand the rain!
(uh) me i'm supa fly (uh-huh)
{singing} 'gainst my window
Supa dupa fly (uh-huh)
Supa dupa fly
{singing} i can't stand the rain!
(uh) me i'm supa fly (uh-huh)
{singing} 'gainst my window
Supa dupa fly (uh-huh)
Supa dupa fly
{singing} i can't stand the rain!
(uh-huh) me i'm supa fly (uh-huh)
{singing} 'gainst my window
When the rain hits my window
I take and {inhale, cough} me some indo
Me and timbaland, ooh, we sang a jangle
We so tight, that you get our styles tango
Sway on dosie-do like you loco
{singing} can we get kinky tonight?
Like coco, so-so
You don't wanna play with my yo-yo
I smoke my hydro on the dee-low
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (against my window)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (against my window)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (against my window)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (say what?)
Yeah..
Beep beep, who got the keys to the jeep? v-r-rrrrrrrooooom!
(uh-huh) i'm drivin to the beach
Top down, loud sounds, see my peeps (uhh)
Give them pounds, now look who it be (who it be)
It be me me me and timothy (me me!)
Look like it's bout to rain, what a shame (uh-huh)
I got the armor-all to shine up the stain
Oh missy, try to maintain
Icky-icky-icky-icky-icky-icky-icky..
{singing} i can't stand the rain! (uh-huh, uh-huh)
(uh-huh)
{singing} i can't stand the rain! (say what? uh-huh, uh-huh)
{singing} 'gainst my window (uh-huh)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (yeah)

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song performed by Missy Elliott
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The Biggest Ball Of Twine In Minnesota

Well, I had two weeks of vacation time coming
After working all year down at big roys eating and plumbing
So one night when my family the I were gathered round the dinner table
I said, kids, if you could go anywhere in this great big world, now
Whered you like to go ta
They said, dad, we wanna see the biggest ball of twine in minnesota
They picked the biggest ball of twine in minnesota
So the very next day we loaded up the car
With potato skins and pickled weiners,
Crossword puzzles, spider-man comics, and mamas home made rhubarb pie
Pulled out of the driveway and the neighbors, they all waved good-bye
And so began our three day journey
We picked up a guy holding a sign that said twine ball or bust
He smelled real bad and he said his name was bernie
I put in a slim whitman tape, my wife put on a brand new hair net
Kids were in the back seat jumping up and down,
Yelling are we there yet?
And all of us were joined together in one common thought
As we rolled down the long and winding interstate in our 53 desoto
Were gonna see the biggest ball of twine in minnesota
Were headin for the biggest ball of twine in minnesota
Oh, we couldnt wait to get there
So we drove straight through for three whole days and nights
Of course, we stopped for more pickled weiners now and then
The scenery was just so pretty, boy I wish the kids couldve seen it
But you cant see out of the side of the car
Because the windows are completely covered
With the decals of all the place where weve already been
Theres elvis-o-rama, the tupperware museum,
The boll weevil monument, and cranberry world,
The shuffleboard hall of fame, poodle dog rock,
And the mecca of albino squirrels
Weve been to ghost towns, theme parks, wax museums,
And a place where you can drive through the middle of a tree
Weve seen alligator farms and tarantula ranches,
But theres still one thing we gotta see
Well, we crossed the state line about 6:39
And we saw a sign that said twine ball exit - 50 miles
Oh, the kids were so happy the started singing
99 bottles of beer on the wall for the 27th time that day
So, we pulled off the road at the last chance gas station
Got a few more pickled weiners and a diet chocolate soda
On our way to see the biggest ball of twine in minnesota
Were gonna see the biggest ball of tiwne in minnesota
Finally, at 7:37 early wednesday evening as the sun was setting
In the minnesota sky
Out in the distance, on the horizon, it appeared to me like a vision
Before my unbelieving eye
I parked the car and walked with awe-filled reverence towards that
Glorius huge majestic sphere

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song performed by Weird Al Yankovic
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The Man Who Never Heard of Frank Sinatra

The man who had never heard of Frank Sinatra: he lived
A perfectly ordinary life in America. Born in 1915,
He followed all the fads, read the newspapers, listened

To Television, knew who Dean Martin and Sammy whathisname
Were (Sinatra's friends), but somehow, by a one in a
Zillion fluke, whenever Sinatra came up, he was out of the room.

Or his attention was diverted by something else, and
(You will say this is impossible, that it cannot be), never
Heard him sing, like a man in my generation who somehow

Missed the Beatles though he had heard everything else.
Once, just as he was about to hear the name Frank Sinatra
A plane flew overhead--he was fifty-five years old--his hearing

A little more impaired. He had heard of Humphrey Bogart,
Of Elizabeth Taylor, of Walter Cronkite, and of perhaps a hundred
Forty thousand other celebrities names by the time he died,

And yet he had never heard of Frank Sinatra. The Greeks had
That famous saying, "The luckiest man is he who was never born."
Which is kind of gloomy, but I think they were wrong.

The luckiest man is he who never heard of Frank Sinatra.

poem by Aaron Fogel
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

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poem by Innocent Masina Nkhonyo
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[9] O, Moon, My Sweet-heart!

O, Moon, My Sweet-heart!
[LOVE POEMS]

POET: MAHENDRA BHATNAGAR

POEMS

1 Passion And Compassion / 1
2 Affection
3 Willing To Live
4 Passion And Compassion / 2
5 Boon
6 Remembrance
7 Pretext
8 To A Distant Person
9 Perception
10 Conclusion
10 You (1)
11 Symbol
12 You (2)
13 In Vain
14 One Night
15 Suddenly
16 Meeting
17 Touch
18 Face To Face
19 Co-Traveller
20 Once And Once only
21 Touchstone
22 In Chorus
23 Good Omens
24 Even Then
25 An Evening At ‘Tighiraa’ (1)
26 An Evening At ‘Tighiraa’ (2)
27 Life Aspirant
28 To The Condemned Woman
29 A Submission
30 At Midday
31 I Accept
32 Who Are You?
33 Solicitation
34 Accept Me
35 Again After Ages …
36 Day-Dreaming
37 Who Are You?
38 You Embellished In Song

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poem by Mahendra Bhatnagar
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Orpheus

ORPHEUS.
LAUGHTER and dance, and sounds of harp and lyre,
Piping of flutes, singing of festal songs,
Ribbons of flame from flaunting torches, dulled
By the broad summer sunshine, these had filled
Since the high noon the pillared vestibules,
The peristyles and porches, in the house
Of the bride's father. Maidens, garlanded
With rose and myrtle dedicate to Love,
Adorned with chaplets fresh the bride, and veiled
The shining head and wistful, girlish face,
Ineffable sweetness of divided lips,
Large light of clear, gray eyes, low, lucid brows,
White as a cloud, beneath pale, clustering gold.
When sunless skies uncertain twilight cast,
That makes a friend's face as an alien's strange,
Investing with a foreign mystery
The dear green fields about our very home.
Then waiting stood the gilded chariot
Before the porch, and from the vine-wreathed door,
Issued the white-veiled bride, while jocund youths
And mænads followed her with dance and song.
She came with double glory; for her lord,
Son of Apollo and Calliope,
Towered beside her, beautiful in limb
And feature, as though formed to magic strains,
Like the Bœotian city, that arose
In airy structures to Amphion's lute.
The light serene shone from his brow and eyes,
Of one whose lofty thoughts keep consonance
With the celestial music of the spheres.
His smile was fluent, and his speech outsang
The cadences of soft-stringed instruments.
He to the chariot led Eurydice,
And these twain, mounting with their paranymph,
Drove onward through the dusky twilit fields,
Preceded by the nymphs and singing youths,
And boys diffusing light and odors warm,
With flaming brands of aromatic woods,
And matrons bearing symbols of the life
Of careful wives, the distaff and the sieve;
And followed by the echoes of their songs,
The fragrance crushed from moist and trodden grass,
The blessing of the ever-present gods,
Whom they invoked with earnest hymns and prayer.
From Orpheus' portico, festooned with vines,
Issued a flood of rare, ambrosial light,
As though Olympian portals stood ajar,
And Hymen, radiant by his torch's flame,
Mystic with saffron vest and purple, stood

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poem by Emma Lazarus
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Thespis: Act I

DRAMATIS PERSONAE

GODS

Jupiter, Aged Diety
Apollo, Aged Diety
Mars, Aged Diety
Diana, Aged Diety
Mercury

THESPIANS

Thespis
Sillimon
TimidonTipseion
Preposteros
Stupidas
Sparkeio n
Nicemis
Pretteia
Daphne
Cymon

ACT I - Ruined Temple on the Summit of Mount Olympus

[Scene--The ruins of the The Temple of the Gods, on summit of
Mount Olympus. Picturesque shattered columns, overgrown with
ivy, etc. R. and L. with entrances to temple (ruined) R. Fallen
columns on the stage. Three broken pillars 2 R.E. At the back of
stage is the approach from the summit of the mountain. This
should be "practicable" to enable large numbers of people to
ascend and descend. In the distance are the summits of adjacent
mountains. At first all this is concealed by a thick fog, which
clears presently. Enter (through fog) Chorus of Stars coming off
duty as fatigued with their night's work]

CHO. Through the night, the constellations,
Have given light from various stations.
When midnight gloom falls on all nations,
We will resume our occupations.

SOLO. Our light, it's true, is not worth mention;
What can we do to gain attention.
When night and noon with vulgar glaring
A great big moon is always flaring.

[During chorus, enter Diana, an elderly goddess. She is carefully
wrapped up in cloaks, shawls, etc. A hood is over her head, a
respirator in her mouth, and galoshes on her feet. During the

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poem by William Schwenck Gilbert
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
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This Aint Livin

Intro -
This aint livin;
1st verse -
Nigga;
I hear even the smaller gs be dippin chevy impalas;
While flossin they gold ds;
O.gs is who they follow;
We swallow tomorrows seeds;
What we leave is hollow;
We feed violence and greed;
Let em lead tomorrow;
In time they grippin nines;
Sippin wine they wild;
Still I be starin;
Watch the parents sacrifice they child;
The loves gone;
A thugs home;
With no love feelin so strong;
Make young boys in the club dealers;
Now ones for adolescents;
Now dose for doughs;
Keep your friends by your side;
Even close your foes;
Now three for johnny law;
Tryin to take my chips;
I never pulled the trigger;
Didnt touch that bitch;
Throw your hands in the air;
Its a robbery;
_________ think of pac;
Would you ride with me? ;
Lets go see what our enemies talkin bout;
When gs enter the house nobodys walkin out;
This aint livin;
Its similar to prison;
Were trapped;
My homies jealous plus they tell us that the phones is tapped;
I watch my back twenty-four seven;
And never let a busta send a g to ghetto heaven;
Y-ou know;
This is how it goes;
When we floss with flows;
Before I toss your hoes;
It would cost you mo;
I do shows;
Make a lotta dough;
Murder my foes;
But Id give it all up - if it would help you grow;
This aint livin;
Hook 1 -

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song performed by 2 Pac
Added by Lucian Velea
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Bishop Blougram's Apology

No more wine? then we'll push back chairs and talk.
A final glass for me, though: cool, i' faith!
We ought to have our Abbey back, you see.
It's different, preaching in basilicas,
And doing duty in some masterpiece
Like this of brother Pugin's, bless his heart!
I doubt if they're half baked, those chalk rosettes,
Ciphers and stucco-twiddlings everywhere;
It's just like breathing in a lime-kiln: eh?
These hot long ceremonies of our church
Cost us a little—oh, they pay the price,
You take me—amply pay it! Now, we'll talk.

So, you despise me, Mr. Gigadibs.
No deprecation—nay, I beg you, sir!
Beside 't is our engagement: don't you know,
I promised, if you'd watch a dinner out,
We'd see truth dawn together?—truth that peeps
Over the glasses' edge when dinner's done,
And body gets its sop and holds its noise
And leaves soul free a little. Now's the time:
Truth's break of day! You do despise me then.
And if I say, "despise me"—never fear!
1 know you do not in a certain sense—
Not in my arm-chair, for example: here,
I well imagine you respect my place
(Status, entourage, worldly circumstance)
Quite to its value—very much indeed:
—Are up to the protesting eyes of you
In pride at being seated here for once—
You'll turn it to such capital account!
When somebody, through years and years to come,
Hints of the bishop—names me—that's enough:
"Blougram? I knew him"—(into it you slide)
"Dined with him once, a Corpus Christi Day,
All alone, we two; he's a clever man:
And after dinner—why, the wine you know—
Oh, there was wine, and good!—what with the wine . . .
'Faith, we began upon all sorts of talk!
He's no bad fellow, Blougram; he had seen
Something of mine he relished, some review:
He's quite above their humbug in his heart,
Half-said as much, indeed—the thing's his trade.
I warrant, Blougram's sceptical at times:
How otherwise? I liked him, I confess!"
Che che, my dear sir, as we say at Rome,
Don't you protest now! It's fair give and take;
You have had your turn and spoken your home-truths:
The hand's mine now, and here you follow suit.

[...] Read more

poem by Robert Browning from Men and Women (1855)
Added by Veronica Serbanoiu
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I'm Singing (A Song You Like) :

I'm singing and playing guitar.
I'm singing and playing guitar.
I'm singing, I'm singing a song you like..

And if you want me, and need me real bad.
Just call me.
I'm there when you want.
Just call me.
I'm there when you need my love.

I'll give you, the things that you need.
I'll give you, the things that you want.
I'll give you, the love that you need from me..

Because I'm singing and playing guitar.
I'm singing and playing guitar.
I'm singing, I'm singing a song you like.

When I give you, the love that you need.
Return, your love to me.
Return, your love to me at once..

Because I'm singing and playing guitar.
I'm singing and playing guitar.
I'm singing, I'm singing a song you like.

And when you call me.
Please want me real bad.
I need you.
I need you real bad.
I love you.
I love you for what you are.

I'm singing and playing guitar.
I'm singing and playing guitar.
I'm singing, I'm singing a song you like..

Song-Lyric By Kim Robin Edwards
Copyright 1988,2009..
ALL rights reserved..

See>>www.edwardspoetry.com

poem by Kim Robin Edwards
Added by Poetry Lover
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Autumn

As a harvester, at dusk,
Faring down some woody trail
Leading homeward through the musk
Of may-apple and pawpaw,
Hazel-bush, and spice and haw,--
So comes Autumn, swart and hale,
Drooped of frame and slow of stride.
But withal an air of pride
Looming up in stature far
Higher than his shoulders are;
Weary both in arm and limb,
Yet the wholesome heart of him
Sheer at rest and satisfied.

Greet him as with glee of drums
And glad cymbals, as he comes!
Robe him fair, O Rain and Shine.
He the Emperor--the King--
Royal lord of everything
Sagging Plenty's granary floors
And out-bulging all her doors;
He the god of corn and wine,
Honey, milk, and fruit and oil--
Lord of feast, as lord of toil--
Jocund host of yours and mine!

Ho! the revel of his laugh!--
Half is sound of winds, and half
Roar of ruddy blazes drawn
Up the throats of chimneys wide,
Circling which, from side to side,
Faces--lit as by the Dawn,
With her highest tintings on
Tip of nose, and cheek, and chin--
Smile at some old fairy-tale
Of enchanted lovers, in
Silken gown and coat of mail,
With a retinue of elves
Merry as their very selves,
Trooping ever, hand in hand,
Down the dales of Wonderland.

Then the glory of his song!--
Lifting up his dreamy eyes--
Singing haze across the skies;
Singing clouds that trail along
Towering tops of trees that seize
Tufts of them to stanch the breeze;
Singing slanted strands of rain
In between the sky and earth,

[...] Read more

poem by James Whitcomb Riley
Added by Poetry Lover
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Bad Side Of The Moon

(bernie taupin/elton john)
Published by songs of polygram international - bmi
Seems as though Ive lived my life on the bad side of the moon
To stir your dregs, and sittin still, without a rustic spoon
Now come on people, live with me, where the light has never shone
And the harlots flock like hummingbirds, speakin in a foreign tongue
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
It seems as though Ive lived my life on the bad side of the moon
To stir your dregs, and sittin still, without a rustic spoon
Now come on people, live with me, where the light has never shone
And the harlots flock like hummingbirds, speakin in a foreign tongue
Im a light world away, from the people who make me stay
Sittin on the bad side of the moon
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
There aint no need for watchdogs here, to justify our ways
We lived our lives in manacles, the main cause of our stay
And exiled here from other worlds, my sentence comes to soon
Why should I be made to pay on the bad side of the moon
Im a light world away, from the people who make me stay
Sittin on the bad side of the moon
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life
This is my life, this is my life, this is my life, my life

song performed by April Wine
Added by Lucian Velea
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O Singer of the epic war history

O Singer of the epic war history,
O Singer of life, of liberation hoary,
Of brazen battlefields, long desolate,
O Singer of Gita's ageless glory.

Outlived hast the song thine endless story,
Though war heroes survive still in state,
Frustrated of fate but scarce sorry,
O Singer of the epic war history.

Yudhishthir's dharma, Arjun's archery,
Bheeshma's oath, Bhima's bravery,
Scarce confined remain to Pearly Gate,
And sung are with Gita's ageless glory.

And ye O bard, two roles in one carry:
Of poet laureate and progenitor great,
O ye born in a river ferry,
O Singer of the epic war history

Ye sang thine epic in such swell flurry,
Ganesha, if not quite inadequate,
Lost in thought, felt somewhat weary,
O Singer of ancient ageless glory,

Not mine ‘lone, any pen-pusher's worry
‘Tis to try even to translate,
O Singer of the epic war history,
O Singer of ancient ageless glory.
_______________________________________ __
This is a Villanelle a bit way out. The tercet,
that normally becomes a quatrain only in the last
stanza, is here so in all. Also, the first and the third
lines of the first stanza are repeated with some
modifications.
_____________________________________________ ______
- Villanelle | 02.10.11 |

poem by Aniruddha Pathak
Added by Poetry Lover
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Pop Singer

Never wanted to be no pop singer,
Never wanted to write no pop songs.
Never had no weird hair to get my songs over.
Never wanted to hang out after the show.
Pop singer (writing) of pop songs.
Never wanted to have my picture taken.
Now, who would want to look into these eyes?
Just want to make it real - good, bad or indifferent.
Thats the way that I live and thats the way that Ill die (as a)
Pop singer (of) pop songs.
Pop singer, writing of pop song.
Never wanted to be no pop singer,
Never want to write no pop songs.
Never wanted to have a manager over for dinner.
Never wanted to hang out after the show.
Pop singer, writing pop songs.
Never wanted to be no pop singer, of pop songs.
A pop singer.
Never wanted to write no pop songs.

song performed by John Mellencamp
Added by Lucian Velea
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Nightingale

(mccafferty, sweet, charlton, agnew)
1975 nazareth(dunfermline)ltd.
Sings a sad song for lonely women
Sings about women to lonely men
Sings a peace song to a soldier
Sings about loneliness to a friend
Shes a song, song singer
Let her music touch your heart
Shes a song singer from her heart
Sings a melody to haunt you
And some words to make you cry
If youre sad shell make you happy
When youre down shell take you high
Shes a song, song singer
Let her music touch your heart
Shes a song singer from her heart
Shes a song, song singer
Let her music touch your heart
Shes a song singer from her heart
Shes a song, song singer
Let her music touch your heart
Shes a song singer from her heart

song performed by Nazareth
Added by Lucian Velea
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The Zenana

WHAT is there that the world hath not
Gathered in yon enchanted spot?
Where, pale, and with a languid eye,
The fair Sultana listlessly
Leans on her silken couch, and dreams
Of mountain airs, and mountain streams.
Sweet though the music float around,
It wants the old familiar sound;

And fragrant though the flowers are breathing,
From far and near together wreathing,
They are not those she used to wear,
Upon the midnight of her hair.—

She's very young, and childhood's days
With all their old remembered ways,
The empire of her heart contest
With love, that is so new a guest;
When blushing with her Murad near,
Half timid bliss, half sweetest fear,
E'en the beloved past is dim,
Past, present, future, merge in him.
But he, the warrior and the chief,
His hours of happiness are brief;
And he must leave Nadira's side
To woo and win a ruder bride;

Sought, sword in hand and spur on heel,
The fame, that weds with blood and steel.
And while from Delhi far away,
His youthful bride pines through the day,
Weary and sad: thus when again
He seeks to bind love's loosen'd chain;
He finds the tears are scarcely dry
Upon a cheek whose bloom is faded,
The very flush of victory
Is, like the brow he watches, shaded.
A thousand thoughts are at her heart,
His image paramount o'er all,
Yet not all his, the tears that start,
As mournful memories recall
Scenes of another home, which yet
That fond young heart can not forget.
She thinks upon that place of pride,
Which frowned upon the mountain's side;

While round it spread the ancient plain,
Her steps will never cross again.
And near those mighty temples stand,
The miracles of mortal hand,

[...] Read more

poem by Letitia Elizabeth Landon
Added by Poetry Lover
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The Four Seasons : Winter

See, Winter comes, to rule the varied year,
Sullen and sad, with all his rising train;
Vapours, and clouds, and storms. Be these my theme,
These! that exalt the soul to solemn thought,
And heavenly musing. Welcome, kindred glooms,
Congenial horrors, hail! with frequent foot,
Pleased have I, in my cheerful morn of life,
When nursed by careless Solitude I lived,
And sung of Nature with unceasing joy,
Pleased have I wander'd through your rough domain;
Trod the pure virgin-snows, myself as pure;
Heard the winds roar, and the big torrent burst;
Or seen the deep-fermenting tempest brew'd,
In the grim evening sky. Thus pass'd the time,
Till through the lucid chambers of the south
Look'd out the joyous Spring, look'd out, and smiled.
To thee, the patron of her first essay,
The Muse, O Wilmington! renews her song.
Since has she rounded the revolving year:
Skimm'd the gay Spring; on eagle-pinions borne,
Attempted through the Summer-blaze to rise;
Then swept o'er Autumn with the shadowy gale;
And now among the wintry clouds again,
Roll'd in the doubling storm, she tries to soar;
To swell her note with all the rushing winds;
To suit her sounding cadence to the floods;
As is her theme, her numbers wildly great:
Thrice happy could she fill thy judging ear
With bold description, and with manly thought.
Nor art thou skill'd in awful schemes alone,
And how to make a mighty people thrive;
But equal goodness, sound integrity,
A firm, unshaken, uncorrupted soul,
Amid a sliding age, and burning strong,
Not vainly blazing for thy country's weal,
A steady spirit regularly free;
These, each exalting each, the statesman light
Into the patriot; these, the public hope
And eye to thee converting, bid the Muse
Record what envy dares not flattery call.
Now when the cheerless empire of the sky
To Capricorn the Centaur Archer yields,
And fierce Aquarius stains the inverted year;
Hung o'er the farthest verge of Heaven, the sun
Scarce spreads through ether the dejected day.
Faint are his gleams, and ineffectual shoot
His struggling rays, in horizontal lines,
Through the thick air; as clothed in cloudy storm,
Weak, wan, and broad, he skirts the southern sky;
And, soon-descending, to the long dark night,

[...] Read more

poem by James Thomson
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Singing All Day

Singing all day, singing 'bout nothing.
Singing all day, singing 'bout nothing.
Singing all day, singing 'bout nothing,
Oo, my, my, my,
Oo, my, my, my.
Went down to the station to look for her there,
Looked through the crowds for a glimpse of her hair,
Nothing to see but the crowds keep a-staring at me,
My, my,
Oo, my, my, my.
Down in the street, tryn to remember,
Shuffling my feet outside a menswear,
Is that her in the fur coat?
No its not december yet,
My, my, my,
Oo, my, my, my.
Singing all day, singing 'bout nothing.
Back to the house, maybe shell phone me,
Singing my song, feeling so lonely.
Ill sing very softly, so if the phone rings
I can hear it, I can hear it.
Singing all day, singing 'bout nothing.
Singing all day, singing 'bout nothing.
Singing all day, singing 'bout nothing,
Oo, my, my, my,
Oo, my, my, my.

song performed by Jethro Tull
Added by Lucian Velea
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