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I have suggested that scientific progress requires a favorable environment.

quote by Ernest Lawrence
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Get Some Rest

Getting little rest...
Isn't what's suggested is the best thing.
But...
Once one is committed,
It's difficult to quit.
Like many would would rather sit,
Just to...
Reminisce a bitterness,
Or...
Ignore the taking of those risks,
To...
Excuse the value of it.

And as a bit of a reminder...
Progress isn't made by sitting.
Progress isn't made by quitting.
Progress takes sacrificing,
What is wanted and what one likes.
And...
Progress isn't made by wishing.
Progress isn't made by shrinking...
Away to sneak a taste of cake,
While awaiting for someone else to make.
And...
Progress isn't made by sitting.
No.
Progress isn't made by quitting.
no.
Progress takes sacrificing,
What one wants, prefers and likes.

And,
Getting little rest...
Isn't what's suggested is the best thing.
But...
Once one is committed,
It's difficult to quit.
Like many would would rather sit,
Just to...
Reminisce a bitterness,
Or...
Ignore the taking of those risks,
To...
Excuse the value of it.

And as a bit of a reminder...
Get up and be tough.
Know,
To quit is not the best thing.
But...

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poem by Lawrence S. Pertillar
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The Origin Of The Universe -ten Questions Answered

1.How did the UNIVERSE originate?

It was from the bang, bang and the bang,
It was through the big bang
And you know it for certain.

Yes, the universe originated through the Big Bang.

2.What was the Big Bang?

An explosion of a particle was it
And the particle was smaller than an atom.
It was first explosion for our cause.

Yes, it was a causeless act of explosion of a small particle that resulted in the evolution of an ever expanding universe. Before the Big Bang the universe was smaller than an atom! There was only a point of time then and not a place! The Big Bang theory is the prevailing cosmological model that describes the early development of the Universe.According to the Big Bang theory, the Universe was once in an extremely hot and dense state which expanded rapidly.

3.What followed the act of expansion of the universe?

Then began the expansion,
An expansion that is still going on
And then and thus began the life of our universe.

The rapid expansion caused the Universe to cool and resulted in its present continuously expanding state. According to the most recent measurements and observations, the Big Bang occurred approximately 13.75 billion years ago, which is thus considered the age of the Universe.

4.What happened in the next stage?

There came the phases of energy
And the wonder of electrons, protons and neutrons.
We learnt about from the sweet mouth of our teacher first.

After its initial expansion from a singularity, the Universe cooled sufficiently to allow energy to be converted into various subatomic particles, including protons, neutrons, and electrons.While protons and neutrons combined to form the first atomic nuclei only a few minutes after the Big Bang, it would take thousands of years for electrons to combine with them and create electrically neutral atoms.The first element produced was hydrogen, along with traces of helium and lithium. Giant clouds of these primordial elements would coalesce through gravity to form stars and galaxies, and the heavier elements would be synthesized either within stars orduring supernovae.

5.What is the scientific theory/relevance of the Big Bang?

Truth is that matters much to us
And the core ideas have to lead us.
Or else we might go back to life darker still.

The Big Bang is a well-tested scientific theory and is widely accepted within the scientific community. It offers a comprehensive explanation for a broad range of observed phenomena. Since its conception, abundant evidence has been uncovered in support of the model. The core ideas of the Big Bang—the expansion, the early hot state, the formation of helium, and the formation of galaxies—are derived from many observations that are independent from any cosmological model; these include the abundance of light elements, the cosmic microwave background, large scale structure, and the Hubble diagram for Type I - a supernovae.

6.What will be the phases of the expansion of the universe?

An ever expanding mystery it is
Closer it was then and now it will be farther and farther.
And once begun it can`t go back ever.

As the distance between galaxy clusters is increasing today, it can be inferred that everything was closer together in the past. This idea has been considered in detail back in time to extreme densities and temperatures, and large particle accelerators have been built to experiment in such conditions, resulting in further development of the model. On the other hand, these accelerators have limited capabilities to probe into such high energy regimes.

7.Does the Big Bang theory explain everything?

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poem by M.d Dinesh Nair
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Wait, things are shaping up

I approached a sculptor the other day
For carving a statue of
Gautama Buddha
He asked me a number of questions
Some of them were far stretched
Though I answered all of them
I was thinking within that
All these details were unnecessary
He could read my mind and said
These details were needed to help me
Come out with what exactly you were looking for
He suggested my coming to him
Two weeks later
Why so long and he said
Wait things are shaping up

Two weeks later
I saw practically no progress
He showed me a granite block
Which he said he would carve
As Gautama Buddha
He suggested me to visit him
Two weeks later
“Do you not think we are delaying? ”
I asked and he said
Wait things are shaping up

I went to him as suggested
No change at all
The block was under water
And carving had not started
He said that this curing process
Would help him understand
The quality of the block
And he opined
That we were lucky in
Selecting the right granite
And he suggested my visiting him
A week later
“Yes, I know you are wondering
As to why it is taking so much time”
How he could say even without my telling that
He continued
Wait, things are shaping up

A week later
No great change
But the block got castled here and there
No where near my expectations
“Come after three days and see”

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poem by Bashyam Narayanan
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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.

poem by Bashyam Narayanan
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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?

What is Culture?

I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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poem by Nyein Way
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Suggested

Today...
It is not appropriate to be honest.
Or imply it in retrospect.
We live in times
In which truth is deluded,
With a mixture of suggestions...
Followed by denials confessed!

Suggested is our need for patience...
To allow inconsistency to cease.
Suggested is a resistance...
To want a stop to fighting,
That only increases the movement of the weak.
Suggested is a greatness kept,
By the spilling of blood and sorrows wept.
Suggested is we maintain,
A mental stressing drain!
To keep thieves looting resources...
And driving those of consciousness,
Further into an abyss!

Today...
It is not appropriate to be honest.
Or imply it in retrospect.
We live in times
In which truth is deluded,
With a mixture of suggestions...
Followed by denials confessed!

And deeper with resolutions,
Providing an absence of thoughtful solutions...
Are those who lead pleading,
We can succeed by sheer request!
And that's all they are suggesting we do...
As those who view ahead of us coming,
A deadend awaiting with an awarded mess!

poem by Lawrence S. Pertillar
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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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Economy, A Rhapsody, Addressed to Young Poets

Insanis; omnes gelidis quaecunqne lacernis
Sunt tibi, Nasones Virgiliosque vides.
~Mart.
Imitation.

--Thou know'st not what thou say'st;
In garments that scarce fence them from the cold
Our Ovids and our Virgils you behold.

Part first.

To you, ye Bards! whose lavish breast requires
This monitory lay, the strains belong;
Nor think some miser vents his sapient saw,
Or some dull cit, unfeeling of the charms
That tempt profusion, sings; while friendly Zeal,
To guard from fatal ills the tribe he loves,
Inspires the meanest of the Muse's train!
Like you I loathe the grovelling progeny,
Whose wily arts, by creeping time matured,
Advance them high on Power's tyrannic throne,
To lord it there in gorgeous uselessness,
And spurn successless Worth that pines below!
See the rich churl, amid the social sons
Of wine and wit, regaling! hark, he joins
In the free jest delighted! seems to show
A meliorated heart! he laughs, he sings!
Songs of gay import, madrigals of glee,
And drunken anthems, set agape the board,
Like Demea, in the play, benign and mild,
And pouring forth benevolence of soul,
Till Micio wonder; or, in Shakspeare's line,
Obstreperous Silence, drowning Shallow's voice,
And startling Falstaff, and his mad compeers.
He owns 'tis prudence, ever and anon
To smooth his careful brow, to let his purse
Ope to a sixpence's diameter!
He likes our ways; he owns the ways of wit
Are ways of pleasance, and deserve regard.
True, we are dainty good society,
But what art thou? Alas! consider well,
Thou bane of social pleasure, know thyself:
Thy fell approach, like some invasive damp
Breathed through the pores of earth from Stygian caves
Destroys the lamp of mirth; the lamp which we,
Its flamens, boast to guard: we know not how,
But at thy sight the fading flame assumes
A ghastly blue, and in a stench expires.
True, thou seem'st changed; all sainted, all enskied:
The trembling tears that charge thy melting eyes

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poem by William Shenstone
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Linux Concept(.SVCPD)

Name: Standardize Version Compatible Package Deployment.

Goals: 1. Make All Software On Linux Compatible By A Version Standard.

a: By this if you name something name_x.x.x.(1) and something else of the same version will not conflict with it. Only the number in the brackets will be important for this standardisation. Allow the software creators, programmers, and designers to state what stage the software is in. Why because I believe good organisation will produce better coding. Not just clean code, but clean files that call upon that code.

b: The inner compatibility is important an key. Why are Linux competing against each other? Why is it not a joint effort in it's entirety? Now I'm not speaking of their design or how something works by itself but with other and completely different software. Now imagine for a second if you wanted something that wasn't on you current os (Operating System) , but was on another Linux. Wouldn't it be nice if you could install their package. Without having to rebuilding the source to a package, compiling natively, or having to worry about if it will conflict with any of your currently installed files.

Now the third part of the version number name_x.x.2.x Let it describe the hardware it will work with. Let this number be tested and proven before it is given and if it not let the number clarify what hardware it is for and state it hasn't been completely tested yet. Thus the alpha betas what ever you want call them. Now the second number let it define a controlled listing of bugs/errors. And
let the very first number describe the current version of the modification in code or design.

Next let us add another number x.x.x.x -x
To describe any unavoidable conflicts in detail and to keep a listing of them of files in a specific version type.

Another thing I want from this packaging software.
Is the ability to covert packages between different types.
And upon conversion to.SVCPD I want it automatically generate this version number. I want to it access a database and return a number that describes everything I listed above. I want the user to see what will work, what won't, and explanation why other then just an error code. Or a compiler code. We need to make Linux more user friendly. But not in the eye candy sort of way. But instead in the usability way. Make it to where you can almost install any software on Linux within reason. I want to make it where the design of an operating system is more important then the window environment.
And it is already happening for alot operating systems already have multiple window environments installed.

Another goal is to have the software packaged in.SVCPD to no matter what software environment it is installed it calls upon files from that environment and has a gui interface of that environment. And it not to be necessary to install a different environment for it.

poem by Ace Of Black Hearts
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From That Zone As Shown

With consistency when someone known,
Speaks 24/7 negatively.
From that zone as shown.
That person needs mental therapy.
And if suggested but does not heed.
That person known should be left alone.

Those who take advantage of one's hospitality,
To disrespect a giving done.
For an opportunity,
To reduce a pleasant environment offered.
For a chance to pollute the air others breathe.
That person should be asked to leave.
And fast!

With consistency when someone known,
Speaks 24/7 negatively.
From that zone as shown.
That person needs mental therapy.
And if suggested but does not heed.
That person known should be left alone.
With an asking to leave your environment in peace.

poem by Lawrence S. Pertillar
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Johnson’s Antidote

Down along the Snakebite River, where the overlanders camp,
Where the serpents are in millions, all of the most deadly stamp;
Where the station-cook in terror, nearly every time he bakes,
Mixes up among the doughboys half-a-dozen poison-snakes:
Where the wily free-selector walks in armour-plated pants,
And defies the stings of scorpions, and the bites of bull-dog ants:
Where the adder and the viper tear each other by the throat,—
There it was that William Johnson sought his snake-bite antidote.
Johnson was a free-selector, and his brain went rather queer,
For the constant sight of serpents filled him with a deadly fear;
So he tramped his free-selection, morning, afternoon, and night,
Seeking for some great specific that would cure the serpent’s bite.
Till King Billy, of the Mooki, chieftain of the flour-bag head,
Told him, “Spos’n snake bite pfeller, pfeller mostly drop down dead;
Spos’n snake bite old goanna, then you watch a while you see,
Old goanna cure himself with eating little pfeller tree.”
“That’s the cure,” said William Johnson, “point me out this plant sublime,”
But King Billy, feeling lazy, said he’d go another time.
Thus it came to pass that Johnson, having got the tale by rote,
Followed every stray goanna, seeking for the antidote.

. . . . .
Loafing once beside the river, while he thought his heart would break,
There he saw a big goanna fighting with a tiger-snake,
In and out they rolled and wriggled, bit each other, heart and soul,
Till the valiant old goanna swallowed his opponent whole.
Breathless, Johnson sat and watched him, saw him struggle up the bank,
Saw him nibbling at the branches of some bushes, green and rank;
Saw him, happy and contented, lick his lips, as off he crept,
While the bulging in his stomach showed where his opponent slept.
Then a cheer of exultation burst aloud from Johnson’s throat;
“Luck at last,” said he, “I’ve struck it! ’tis the famous antidote.

“Here it is, the Grand Elixir, greatest blessing ever known,—
Twenty thousand men in India die each year of snakes alone.
Think of all the foreign nations, negro, chow, and blackamoor,
Saved from sudden expiration, by my wondrous snakebite cure.
It will bring me fame and fortune! In the happy days to be,
Men of every clime and nation will be round to gaze on me—
Scientific men in thousands, men of mark and men of note,
Rushing down the Mooki River, after Johnson’s antidote.
It will cure delirium tremens, when the patient’s eyeballs stare
At imaginary spiders, snakes which really are not there.
When he thinks he sees them wriggle, when he thinks he sees them bloat,
It will cure him just to think of Johnson’s Snakebite Antidote.”

Then he rushed to the museum, found a scientific man—
“Trot me out a deadly serpent, just the deadliest you can;
I intend to let him bite me, all the risk I will endure,

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poem by Andrew Barton Paterson
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

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poem by Sir Francis Bacon
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Try to come over

It is not easy to overcome short comings
At a time when you are at the end of innings
You feel weak and clipped wings
The position is reduced to that of joker in ring

It requires great courage and stand
To mould the wind with current trend
Assert in a manner fitting into your ideology
Any kind of bold reply to counter the bogey

If you have many masters then also you can
It is easy to ascertain and make them your fan
The powerful thrust from your side may make them to wonder
It will be right moment for you to make them ponder

The destiny is not created or had over night
You have to create situation favorable and fight
No one may point out what is wrong or right
But it will be noticed by them even from long sight

It is logical to be objective with aim
You have every right to move and claim
Your powerful drive may create favorable position
It will be considered as an ideal and formidable composition

You have to show up to the world that you mean business
If it is not seized at right moment than there won’t be any trace
You will leg behind in every move and opportunity may be gone
The entire labor put in may be in vain and stand as undone

It is equally possible that there might have some drawbacks
It may be lacking punch with so much at stakes
No one may willingly fall for risky enterprise
You got to prove the ability with total surprise

You may pass through hell lot of experience
It may adventurous but full of challenges hence
It got to create deep impact with so much thrust
This essential and considered as necessary and must

You should keep in mind that wind may not flow in one direction
You will watched keenly and weighed for every action
It may so happen that whole life time achievement may be threatened
You will have to maneuver it with tact and straightened

Who would not want his stand to be vindicated?
Who will commit hara-kiri and stand indicted?
It will be blot on fair name and bring shame
The achievement may disappear the way it had come

[...] Read more

poem by Hasmukh Amathalal
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Moreover, only a strong and united scientific opinion imposing the intrinsic value of scientific progress on society at large can elicit the support of scientific inquiry by the general public.

quote by Michael Polanyi
Added by Lucian Velea
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The Columbiad: Book IX

The Argument

Vision suspended. Night scene, as contemplated from the mount of vision. Columbus inquires the reason of the slow progress of science, and its frequent interruptions. Hesper answers, that all things in the physical as well as the moral and intellectual world are progressive in like manner. He traces their progress from the birth of the universe to the present state of the earth and its inhabitants; asserts the future advancement of society, till perpetual peace shall be established. Columbus proposes his doubts; alleges in support of them the successive rise and downfal of ancient nations; and infers future and periodical convulsions. Hesper, in answer, exhibits the great distinction between the ancient and modern state of the arts and of society. Crusades. Commerce. Hanseatic League. Copernicus. Kepler. Newton, Galileo. Herschel. Descartes. Bacon. Printing Press. Magnetic Needle. Geographical discoveries. Federal system in America. A similar system to be extended over the whole earth. Columbus desires a view of this.

But now had Hesper from the Hero's sight
Veil'd the vast world with sudden shades of night.
Earth, sea and heaven, where'er he turns his eye,
Arch out immense, like one surrounding sky
Lamp'd with reverberant fires. The starry train
Paint their fresh forms beneath the placid main;
Fair Cynthia here her face reflected laves,
Bright Venus gilds again her natal waves,
The Bear redoubling foams with fiery joles,
And two dire dragons twine two arctic poles.
Lights o'er the land, from cities lost in shade,
New constellations, new galaxies spread,
And each high pharos double flames provides,
One from its fires, one fainter from the tides.

Centred sublime in this bivaulted sphere,
On all sides void, unbounded, calm and clear,
Soft o'er the Pair a lambent lustre plays,
Their seat still cheering with concentred rays;
To converse grave the soothing shades invite.
And on his Guide Columbus fixt his sight:
Kind messenger of heaven, he thus began,
Why this progressive laboring search of man?
If men by slow degrees have power to reach
These opening truths that long dim ages teach,
If, school'd in woes and tortured on to thought,
Passion absorbing what experience taught,
Still thro the devious painful paths they wind,
And to sound wisdom lead at last the mind,
Why did not bounteous nature, at their birth,
Give all their science to these sons of earth,
Pour on their reasoning powers pellucid day,
Their arts, their interests clear as light display?
That error, madness and sectarian strife
Might find no place to havock human life.

To whom the guardian Power: To thee is given
To hold high converse and inquire of heaven,
To mark untraversed ages, and to trace
Whate'er improves and what impedes thy race.
Know then, progressive are the paths we go
In worlds above thee, as in thine below
Nature herself (whose grasp of time and place
Deals out duration and impalms all space)

[...] Read more

poem by Joel Barlow
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Being A Man

If being a man requires
Hitting and cheating a woman
I choose to be
A woman

If being a man requires
Not to do household chores
I choose to be
A woman

If being a man requires
Not protecting family
I choose to be
A woman

If being a woman requires
Loving a man
Then I choose to learn to be
A man rather than
A woman

poem by Herofil Olarte
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Old Bob Blair

I got so down to it last night,
With longin' for what could not be,
That nothin' in the world seemed right
Or everything was wrong with me.
My house was just a lonely hole,
An' I had blisters on my soul.

Top of my other worries now
The boys are talkin' strike, an' say
If we put up a sudden row
We're sure of forcin' up our pay.
I'm right enough with what I get;
But some wants more, an' then more yet.

Ben Murray's put it up to me:
He says I got some influence
Amongst them, if I agree
'Which I will do if I have sense'
We'll make the boss cough up a bit.
That's how Ben Murray looks at it.

I don't know that the old boss can.
I've heard he's pushed to make ends meet.
To me he's been a fair, straight man
That pays up well an' works a treat.
But if I don't get in this game,
Well, 'blackleg' ain't a pretty name.

This thing has got me thinkin' hard,
But there is worse upon my mind.
What sort of luck has broke my guard
That I should be the man to find
A girl like that? . . . The whole world's wrong!
Why was I born to live and long?

I get so down to it last night
With broodin' over things like this,
I said 'There's not a thing in sight
Worth havin' but I seem to miss.'
So I go out and get some air
An' have a word with old Bob Blair.

Bob's livin' lonely, same as me;
But he don't take to frettin' so
An' gettin' megrims after tea.
He reads a lot at night, I know;
His hut has books half up the wall
That I don't tumble to at all.

Books all about them ancient blokes

[...] Read more

poem by Clarence Michael James Stanislaus Dennis
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Just Say Youre Sorry

Written by: r. robinson & c. robinson
It aint funny
It aint cute
Cant be conceit, theres an ____________
Oh no, but things dont work that way baby
Dont click your heels
Dont give a hoot
Dont want a twenty-one gun salute
Never do
Tell me, tell me baby what you want
You suggested that we bury the ____
Remember this reminder when you start to get cold
You think youll only mind
Just wait until youre old
Just say youre sorry
And Ill say Im wrong
Just say youre sorry
And Ill say Im wrong
Too ugly for beauty
Too________________
You take what you get
To be a horseman of you
Oh, no dont you take your trust on baby
You suggested that we bury the ____
Remember this reminder when you start to get cold
You think youll only mind
Just wait until youre old
Just say youre sorry
And Ill say Im wrong
Just say youre sorry
And Ill say Im wrong
Baby shakes his rattle
cos hes emptied his bowl
Dont know what hes eating
But he does what hes told
Oh yes he does
They all say the boy be crazy
You suggested that we bury the ____
Remember this reminder when you start to get cold
You think youll only mind
Just wait until youre old
Just say youre sorry
And Ill say Im wrong
Just say youre sorry
And Ill say Im wrong

song performed by Black Crowes
Added by Lucian Velea
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Get Over the Hump

Take your bumps and get those lumps,
Although some days you'll be grumpy.
You may also feel crunchy.
But you will get over the hump.

Take your medicine unsweetened,
It is suggested that you do.
Keep yourself from being beatened.
Or you will always feel screwed.

Why do you overwork and welcome ruin?
What is this that you're doing?
There's nothing you're improving!

Why do you overwork and welcome ruin?
What is this that you're doing?
There's nothing you're improving!

Take your bumps and get those lumps,
Although some days you'll be grumpy.
You may also feel crunchy.
But you will get over the hump.

Why do you overwork and welcome ruin?
What is this that you're doing?
There's nothing you're improving!

Take your medicine unsweetened,
It is suggested that you do.
Keep yourself from being beatened.
Or you will always feel screwed.

Why do you overwork and welcome ruin?
To feel crunchy?
What is this that you think that you are doing?
To feel grumpy?
What is it that you're seeking.
A beating that is treating? ? ?

Why do you overwork and welcome ruin?
To feel crunchy?
What is this that you think that you are doing?
To feel grumpy?
What is it that you're seeking.
A beating that is treating? ? ?

Take your medicine unsweetened,
It is suggested that you do.
Keep yourself from being beatened.
Or you will always feel screwed.

[...] Read more

poem by Lawrence S. Pertillar
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Hiawatga's Photographing

FROM his shoulder Hiawatha
Took the camera of rosewood,
Made of sliding, folding rosewood;
Neatly put it all together.
In its case it lay compactly,
Folded into nearly nothing;

But he opened out the hinges,
Pushed and pulled the joints and hinges,
Till it looked all squares and oblongs,
Like a complicated figure
In the Second Book of Euclid.

This he perched upon a tripod -
Crouched beneath its dusky cover -
Stretched his hand, enforcing silence -
Said, "Be motionless, I beg you!"
Mystic, awful was the process.

All the family in order
Sat before him for their pictures:
Each in turn, as he was taken,
Volunteered his own suggestions,
His ingenious suggestions.

First the Governor, the Father:
He suggested velvet curtains
Looped about a massy pillar;
And the corner of a table,
Of a rosewood dining-table.
He would hold a scroll of something,
Hold it firmly in his left-hand;
He would keep his right-hand buried
(Like Napoleon) in his waistcoat;
He would contemplate the distance
With a look of pensive meaning,
As of ducks that die ill tempests.

Grand, heroic was the notion:
Yet the picture failed entirely:
Failed, because he moved a little,
Moved, because he couldn't help it.

Next, his better half took courage;
SHE would have her picture taken.
She came dressed beyond description,
Dressed in jewels and in satin
Far too gorgeous for an empress.
Gracefully she sat down sideways,
With a simper scarcely human,

[...] Read more

poem by Lewis Carroll from Phantasmagoria and Other Poems
Added by Veronica Serbanoiu
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