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The movement for the environment really only started in the mid 1970's.

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Social Netowrking Of Robots

end of world war
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end of ww11

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Exodus (Laswell Mix)

[Bob Marley]
Exodus: Movement of Jah people! Oh-oh-oh, yea-eah!
.......
Men and people will fight ya down (Tell me why!)
When ya see Jah light. (Ha-ha-ha-ha-ha-ha-ha!)
Let me tell you if you're not wrong; (Then, why?)
Everything is all right.
So we gonna walk - all right! - through de roads of creation:
We the generation (Tell me why!)
(Trod through great tribulation) trod through great tribulation.
Exodus, all right! Movement of Jah people!
Oh, yeah! O-oo, yeah! All right!
Exodus: Movement of Jah people! Oh, yeah!
Yeah-yeah-yeah, well!
Uh! Open your eyes and look within:
Are you satisfied (with the life you're living)? Uh!
We know where we're going, uh!
We know where we're from.
We're leaving Babylon,
We're going to our Father land.
2, 3, 4: Exodus: movement of Jah people! Oh, yeah!
(Movement of Jah people!) Send us another brother Moses!
(Movement of Jah people!) From across the Red Sea!
(Movement of Jah people!) Send us another brother Moses!
(Movement of Jah people!) From across the Red Sea!
Movement of Jah people!
---
/Instrumental break/
---
Exodus, all right! Oo-oo-ooh! Oo-ooh!
Movement of Jah people! Oh, yeah!
Exodus!
Exodus! All right!
Exodus! Now, now, now, now!
Exodus!
Exodus! Oh, yea-ea-ea-ea-ea-ea-eah!
Exodus!
Exodus! All right!
Exodus! Uh-uh-uh-uh!
Move! Move! Move! Move! Move! Move!
Open your eyes and look within:
Are you satisfied with the life you're living?
We know where we're going;
We know where we're from.
We're leaving Babylon, y'all!
We're going to our Father's land.
Exodus, all right! Movement of Jah people!
Exodus: movement of Jah people!
Movement of Jah people!
Movement of Jah people!

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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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You Started This Fire

I lay with you and it's,
Under-cover.
With a ring-aling that dings.
And penetrates to get to things.

Aaahhh, aaahhh, aaahhh.

I lay with you and it's,
Under-cover.
With a ring-aling that dings.
And penetrates to get to things.
And penetrates to get to things.
Repeat.
And penetrates to get to things.
Repeat.
And penetrates to get to things.

Aaahhh, aaahhh, aaahhh.

Now who started this fire?
With a-ring and a-ding-ding-ding.
And a,
Big dingalingaling.
In this,
Sticky heat!
And, breathing deep.

Now who is accused for this fire?
That makes my breathing deep.
And...
Makes me clinch both fist and teeth.

Now who is accused for this fire?
That makes my breathing deep.
And...
Makes me clinch both fist and teeth.

You lay bare with naked clues!
You must of have started this fire.
You looking as if you know what to do too.
You must of have started this fire,
To build up my desire.

And why do I suspect that,
You have done this thing and...
That you want to bring me,
To a place....
To hear me scream

You lay bare with naked clues!

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Trash Bag

1 bag cement mold
10 inch leather titleist golf bag
2006 kia rio side air bags
1900 s tapestry bag
1,000 face value silver bag buyers
100ft x 200ft plastic bag
16 flow-through infuser bags order e-mail
2001 accura air bags
1966 chevy pickup air bags
1st responder bag subdued
40 catchers equipment bag
10 dolars chanell bags for sale
$20,000 beanie bag
2 004 ben hogan golf bag
100 cotton childrens sleeping bags
2 mil designer bags
12 ounce bean bag
20 pound bag rabbit food
35 bag dirt james teen wendy
10 inch screen laptop bags
20 gallon garbage bags
30 gallon trash bags odor
17 leather laptop bag clearance
42 rolling duffle bag
2 section 17 roller cooler bag
40 long sportsequipment bag
2005 ford taurus air bag
06 toyota corolla air bag
3 x 8 cello bags
1 ball roller bowling bags
10020 garbage bags
250 liter bag
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4 wheeler cargo bags
3 shelf laundry bag cart
2002 altima air bags
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2 x3 zip lock bags
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$1 tea bag holder
400 gauge thick poly bags
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1 bag cement mixers
1920s clutch bag
1.5 oz bag reg chips
1 bag popcorn serving size
2000 saturn sl air bag light
11 gallon garbage bags
306 leather tour sissy bag

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A Day At Tivoli - Prologue

Fair blows the breeze—depart—depart—
And tread with me th' Italian shore;
And feed thy soul with glorious art;
And drink again of classic lore.
Nor sometime shalt thou deem it wrong,
When not in mood too gravely wise,
At idle length to lie along,
And quaff a bliss from bluest skies.

Or, pleased more pensive joy to woo,
At twilight eve, by ruin grey,
Muse o'er the generations, who
Have passed, as we must pass, away.
Or mark o'er olive tree and vine
Steep towns uphung; to win from them
Some thought of Southern Palestine;
Some dream of old Jerusalem.

Come, Pilgrim-Friend! At last our sun outbreaks,
And chases, one by one, dawn's lingering flakes.
Come, Pilgrim-Friend! and downward let us rove
(Thy long-vow'd vow) this old Tiburtian grove.
See where, beneath, the jocund runnels play,
All cheerly brighten'd in the brightening day.
E'en in the far-off years when Flaccus wrote,
('Tis here, I ween, no pedantry to quote,)
Thus led, they gurgled thro' those orchard-bowers
To feed the herb—the fruitage—and the flowers.

Come, then, and snatch Occasion; transient boon!
And sliding into Future all too soon.
That Future's self possession just as brief,
And stolen, soon as given, by Time—the Thief.
Well! if such filching knave we needs must meet,
Let us, as best we may, the Cheater cheat;
And, since the Then, the Now, will flit so fast,
Look back, and lengthen life into the Past.

That Past is here; where old Tiburtus found
Mere mountain-brow, and fenc'd with walls around;
And for his wearied Argives reared a home
Long ere yon seven proud hills had dream'd of Rome.
'Tis here, amid these patriarch olive trees,
Which Flaccus saw, or ancestry of these;
Oft musing, as he slowly strayed him past,
How here his quiet age should close at last.

And here behold them, still! Like ancient seers
They stand; the dwellers of a thousand years.
Deep-furrow'd, strangely crook'd, and ashy-grey,

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Get This Party Started

I'm coming up so you better get this party started
I'm coming up so you better get this party started
Get this party started on a Saturday night
Everybody's waitin' for me to arrive
Sending out the message to all of my friends
We'll be lookin' flashy in my Mercedes Benz
I got lots of style check my gold diamond rings
I can go for miles if you know what I mean
I'm coming up so you better get this party started
I'm coming up so you better get this party started
Pumpin' up the volume breakin' down to the beat
Cruisin' through the westside we'll be checkin' the scene
Boulevard is freakin' as I'm coming up fast
I'll be burnin' rubber you'll be kissin' my ass
Pull up to the bumper and get out of the car
License plates are sellin' number one superstar
I'm coming up so you better get this party started
I'm coming up so you better get this party started
Get this party started
Makin' my connections as I enter the room
Everybody's chillin' as I set up the groove
Pumpin' up the volume with this brand new beat
Everybody's dancing and they're dancing for me
I'm your operator you can call anytime
I'll be your connection to the party line
I'm coming up so you better get this party started
(I'm coming up, uh-huh)
I'm coming up so you better get this party started
(I'm coming up, I'm coming)
I'm coming up so you better get this party started
(I'm coming up so you better)
I'm coming up so you better get this party started
Get this party started
Get this party started
Get this party started

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The pilgrimage to Mecca

What holy rites Mohammed's laws ordain,
What various duties bind his faithful train,--
What pious zeal his scatter'd tribes unites
In fix'd observance of these holy rites,--
At Mecca's shrine what votive crowds surround
With annual pomp the consecrated ground,--
The muse shall tell:--revolving years succeed,
And Time still venerates Mohammed's creed.


Nor faint the glory shed o'er Mecca's brow:
Land of the Prophet! known to fame art thou.
Here first in peace his infant hopes were known,
Here fix'd the Chief his Temple and his Throne:
Though from thy gates opposing factions here
With stern defiance drove the gifted Seer;
Yet, sacred City of his love! 'twas thine
To heap the earliest incense on his shrine;
To own the terrors of his conq'ring blade,
And hail with joy the Exile thou hadst made.
Yes--thou art known to fame! to thee, 'tis said,
A voice divine the wand'ring Abram led:
Within thy courts, at his command restor'd,
Blaz'd the pure altars of Creation's Lord.
And hence thy race, for ancient faith renown'd,
Surpassing favour with Mohammed found;
His seat of Empire hence thy walls became,
And shar'd, for sanctity, Mohammed's fame,
Nor strange that hence, with pious gifts array'd,
Thy shrine rever'd the Moslem tribes invade;
Such duteous zeal the Prophet's laws demand,
And fabled raptures of his promis'd land.
For woe to him, who ne'er with awe profound,
At Mecca's shrine, hath kiss'd the holy ground:
For him, denied celestial joys to share,
No blooming Houris shall his couch prepare;
But his the doom, where countless horrors reign,
To feel a dark eternity of pain;
Of deep remorse the bitter tear to shed,
Each hope of Paradise for ever fled.


Behold! one impulse every heart enthralls;
Wide spreads the fervour 'mid Byzantium's walls:--
Where, proudly soaring, frown from Europe's coast
Her regal tow'rs o'er Asia's subject host,
With mingling crowds behold the darken'd lands,
And the wild tumult of assembling bands;
So vast the force, 'twould seem, with ire renew'd,
His warrior train Byzantium's Lord review'd;

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Big Night

Oh, it's gonna be a big night
We're gonna have a good time
It's gonna be a big, big, big, big, big, big night

1,2,3, all my boys and girls
We gonna party like it's the end of the world
Let's get it started, started, started, whoa, oh

Waitin' on weekends it's Friday night
We gonna get dressed up
For the time of our lives
Let's get it started, started, started

'Cause I've been feelin' down, down, down
I need a pick me up, round, round, round
I wanna spin it up loud, loud, loud
DJ take me away

Oh
It's gonna be a big night
We're gonna have a good time
It's gonna be a big, big, big, big, big, big night

Oh
It's gonna be a big night
We gonna have a good time
It's gonna be a big, big, big, big, big, big night

It's been a long week
Been workin' overtime
I need a heartbeat
To get this party right

I'm on another level
Turn up the bass and treble
Turn it up, turn it up, turn it up

'Cause I've been feelin' down, down, down
I need a pick me up, round, round, round
I wanna spin it up loud, loud, loud
DJ take me away

Oh
It's gonna be a big night
We gonna have a good time
It's gonna be a big, big, big, big, big, big night

Oh
It's gonna be a big night
We gonna have a good time

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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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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.


Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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The Loves of the Angels

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

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

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

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

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Dear all poem lovers

Dear all

Thanks a lot to you for having chosen to read this. I know very well that as a poem lover, you will be a nature lover too. You will also appreciate that all of us need to turn environment-friendly for sustenance and continuance of our very existence.

This is not a poem or poetic impression, but a request to you to contribute your bit on the occasion of World Environment Day, which falls on 5th June 2010 (for that matter each year) .

This year let us observe, rather not celebrate, World Environment Day.

Let us resolve to restrict the use of all natural non-renewable resources, especially the fuel resource.

As a sequel to this resolution, let us undertake a walk for at least 15 minutes anytime between 8.00 am and 10.00 am on 5th June 2010, a Saturday. We will walk with a pinned up message as shown below

WALK
YOUR
WAY
TODAY
WORLD
ENVIRONMENT
DAY

on an A4 size paper on your front and back in your streets or roads demonstrating your concern for environment. You need not be in groups and there need not be any slogans, just a silent walk. I would even suggest that this be done when you leave home for market, for leaving children in school, for ATM, for that matter any walk with a defined destination and a planned purpose.

You demonstrate this to show that you will not miss opportunities to walk walkable distances and to cut short the consumption of oil resources. The other purpose you serve by the display is that you are reminding others also of the importance of World Environment Day.

You may enlarge your commitment, if possible, by not using your petrol or diesel driven vehicles during 8.00 am to 10.00 am on that day.

This is posted well in advance so that, if convinced with the idea, you may like to propagate the same, and bring in a lot of people in this silent way of observing World Environment.

Thanks.

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Trade You Lay

Don't get me started.
No don't get me started.
Don't get me started,
Don't!

You tell me for you I am the one,
But if I was younger...
I'd be fun.
But don't get me started.
Don't.

You want a poppa and a friend.
To toy around in your play pen.

Don't get me started.
Don't get me started,
Don't get me started,
Don't!

Because...
I refuse to be,
A piece of trade you lay.
I'm not that way.

No I...
Refuse to be,
Treated like a piece of meat!
Not today.

Don't get me started.
Don't get me started,
Don't get me started,
Don't!

Don't get me started.
Don't get me started,
Don't get me started,
Don't!

I...
Refuse to be,
Treated like a piece of meat.
Or a trade you lay.
Trade you lay.
Trade you lay.

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Night In The City

Standin at the airport lookin down the strip,
She was cryin her eyes, she was bitin her lip.
Seven-four-seven just left from gate eleven
And theres no turnin round cos its just leavin the ground
And gettin higher higher.
Standin at the dock-side lookin out to sea
When I saw her but she did not see me.
There she stood with no hope because shed missed the boat
And as her dreams sailed away she headed back for the day,
Back to the city city.
Night in the city, o-o-oh,
Madness at mid-mid-mid-midnight,
Night in the city drivin you insane.
In the city city
Night in the city, o-o-oh,
Madness at mid-mid-mid-midnight,
Night in the city drivin you insane.
I was runnin kinda lonely at the city place.
I waited for an hour, I never saw her face.
Crazy ladies that wait and slide around like a snake.
I just cant take anymore, Im going in through the door
Into the city city.
Ill get you, yes, Im gonna get you,
Ill get you, yes, Im gonna get you,
Ill get you, yes, Im gonna get you,
Ill get you, yes, Im gonna get you,
Ill get you, yes, Im gonna get you,
Ill get you, yes, Im gonna get you,
Drivin you insane.
Night in the city, o-o-oh,
Madness at mid-mid-mid-midnight,
Night in the city drivin you insane,
Drivin you insane,
Drivin you insane.

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Orlando Furioso Canto 15

ARGUMENT
Round about Paris every where are spread
The assailing hosts of Africa and Spain.
Astolpho home by Logistilla sped,
Binds first Caligorantes with his chain;
Next from Orrilo's trunk divides the head;
With whom Sir Aquilant had warred in vain,
And Gryphon bold: next Sansonet discerns,
Ill tidings of his lady Gryphon learns.

I
Though Conquest fruit of skill or fortune be,
To conquer always is a glorious thing.
'Tis true, indeed, a bloody victory
Is to a chief less honour wont to bring;
And that fair field is famed eternally,
And he who wins it merits worshipping,
Who, saving from all harm his own, without
Loss to his followers, puts the foe to rout.

II
You, sir, earned worthy praise, when you o'erbore
The lion of such might by sea, and so
Did by him, where he guarded either shore
From Francolino to the mouth of Po,
That I, though yet again I heard him roar,
If you were present, should my fear forego.
How fields are fitly won was then made plain;
For we were rescued, and your foemen slain.

III
This was the Paynim little skilled to do,
Who was but daring to his proper loss;
And to the moat impelled his meiny, who
One and all perished in the burning fosse.
The mighty gulf had not contained the crew,
But that, devouring those who sought to cross,
Them into dust the flame reduced, that room
Might be for all within the crowded tomb.

IV
Of twenty thousand warriors thither sent,
Died nineteen thousand in the fiery pit;
Who to the fosse descended, ill content;
But so their leader willed, of little wit:
Extinguished amid such a blaze, and spent
By the devouring flame the Christians lit.
And Rodomont, occasion of their woes,
Exempted from the mighty mischief goes:

[...] Read more

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Orlando Furioso Canto 17

ARGUMENT
Charles goes, with his, against King Rodomont.
Gryphon in Norandino's tournament
Does mighty deeds; Martano turns his front,
Showing how recreant is his natural bent;
And next, on Gryphon to bring down affront,
Stole from the knight the arms in which he went;
Hence by the kindly monarch much esteemed,
And Gryphon scorned, whom he Martano deemed.

I
God, outraged by our rank iniquity,
Whenever crimes have past remission's bound,
That mercy may with justice mingled be,
Has monstrous and destructive tyrants crowned;
And gifted them with force and subtlety,
A sinful world to punish and confound.
Marius and Sylla to this end were nursed,
Rome with two Neros and a Caius cursed;

II
Domitian and the latter Antonine;
And, lifted from the lowest rabble's lees,
To imperial place and puissance, Maximine:
Hence Thebes to cruel Creon bent her knees,
Mezentius ruled the subject Agiline,
Fattening his fields with blood. To pests like these
Our Italy was given in later day,
To Lombard, Goth, and Hun a bleeding prey.

III
What shall I of fierce Attila, what say
Of wicked Ezzeline, and hundreds more?
Whom, because men still trod the crooked way,
God sent them for their pain and torment sore.
Of this ourselves have made a clear assay,
As well as those who lived in days of yore;
Consigned to ravening wolves, ordained to keep
Us, his ill-nurturing and unuseful sheep;

IV
Who, as if having more than served to fill
Their hungry maw, invite from foreign wood
Beyond the mountain, wolves of greedier will,
With them to be partakers of their food.
The bones which Thrasymene and Trebbia fill,
And Cannae, seem but few to what are strewed
On fattened field and bank, where on their way
Adda and Mella, Ronco and Tarro stray.

[...] Read more

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When Love Starts Talkin

I thought I had my life worked out
I thought I knew what it was all about
Then love started talkin
Your love started talkin
I had my mind on the open road
I thought I knew where I wanted to go
Then love started talkin
Your love started talkin
(chorus)
When love starts talkin
You got no choice
But to shut up and listen
Its a powerful voice
Open the door
And let it walk in
Thats what you gotta do
When love starts talkin
I thought I had it wrapped up neat and nice
I didnt need nobodys advice
Then love started talkin
Your love started talkin
(repeat chorus)
I thought I heard it all before
I thought I didnt need to hear no more
Then love started talkin
Your love started talkin
Your love started talkin
Your love started talkin
Your love started talkin
Love started talkin

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When Love Starts Talkin

I thought I had my life worked out
I thought I knew what it was all about
Then love started talkin
Your love started talkin
I had my mind on the open road
I thought I knew where I wanted to go
Then love started talkin
Your love started talkin
(chorus)
When love starts talkin
You got no choice
But to shut up and listen
Its a powerful voice
Open the door
And let it walk in
Thats what you gotta do
When love starts talkin
I thought I had it wrapped up neat and nice
I didnt need nobodys advice
Then love started talkin
Your love started talkin
(repeat chorus)
I thought I heard it all before
I thought I didnt need to hear no more
Then love started talkin
Your love started talkin
Your love started talkin
Your love started talkin
Your love started talkin
Love started talkin

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Orlando Furioso Canto 18

ARGUMENT
Gryphon is venged. Sir Mandricardo goes
In search of Argier's king. Charles wins the fight.
Marphisa Norandino's men o'erthrows.
Due pains Martano's cowardice requite.
A favouring wind Marphisa's gallery blows,
For France with Gryphon bound and many a knight.
The field Medoro and Cloridano tread,
And find their monarch Dardinello dead.

I
High minded lord! your actions evermore
I have with reason lauded, and still laud;
Though I with style inapt, and rustic lore,
You of large portion of your praise defraud:
But, of your many virtues, one before
All others I with heart and tongue applaud,
- That, if each man a gracious audience finds,
No easy faith your equal judgment blinds.

II
Often, to shield the absent one from blame,
I hear you this, or other, thing adduce;
Or him you let, at least, an audience claim,
Where still one ear is open to excuse:
And before dooming men to scaith and shame,
To see and hear them ever is your use;
And ere you judge another, many a day,
And month, and year, your sentence to delay.

III
Had Norandine been with your care endued,
What he by Gryphon did, he had not done.
Profit and fame have from your rule accrued:
A stain more black than pitch he cast upon
His name: through him, his people were pursued
And put to death by Olivero's son;
Who at ten cuts or thrusts, in fury made,
Some thirty dead about the waggon laid.

IV
Whither fear drives, in rout, the others all,
Some scattered here, some there, on every side,
Fill road and field; to gain the city-wall
Some strive, and smothered in the mighty tide,
One on another, in the gateway fall.
Gryphon, all thought of pity laid aside,
Threats not nor speaks, but whirls his sword about,
Well venging on the crowd their every flout.

[...] Read more

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