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I never discuss discussions.

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Hello, My Treacherous Friends

Sitting for lunch in a square in this town
(this town that I'm new to),
new fellow from my new town sat me down
and explained it to me:
how when I spin from him I spin from myself,
the center can double the speed of the crust.
Thank you, my treacherous friends.
I'm cringing for myself when I cringe for you.
Hello, my treacherous friends,
and thank you for joining me here tonight.
I brought you all here to discuss, as I must,
how grateful I am for your insights.
With regard to my newborn arachnid kids,
there's something we must discuss:
perhaps we should sit them down and explain
how not to be saved.
Perhaps you could help me to demonstrate
how your center can keep up its sickening spin.
Thank you, my treacherous friends.
Perhaps for my children your surface will smile.
Hello, my treacherous friends,
and thank you for joining me here tonight.
I brought you all here to discuss, as I must,
the fate of my children, the spiders.
Hello, my treacherous friends,
and thank you for joining me here tonight.
I brought you all here to discuss, as I must,
how pleasant has been this demise

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50 Ways To Leave Your Lover

50 ways to leave your lover
Words & music by paul simon
The problem is all inside your head, she said to me
The answer is easy if you take it logically
Id like to help you in your struggle to be free
There must be fifty ways to leave your lover
She said its really not my habit to intrude
Furthermore, I hope my meaning wont be lost or misconstrued
But Ill repeat myself at the risk of being crude
There must be fifty ways to leave your lover
Fifty ways to leave your lover
Just slip out the back, jack
Make a new plan, stan
You dont need to be coy, roy
Just get yourself free
Hop on the bus, gus
You dont need to discuss much
Just drop off the key, lee
And get yourself free
Just slip out the back, jack
Make a new plan, stan
You dont need to be coy, roy
Just listen to me <-----------
Hop on the bus, gus
You dont need to discuss much
Just drop off the key, lee
And get yourself free
She said it grieves me so to see you in such pain
I wish there was something I could do to make you smile again
I said I appreciate that and would you please explain
About the fifty ways
She said why dont we both just sleep on it tonight
And I believe in the morning youll begin to see the light
And then she kissed me and I realized she probably was right
There must be fifty ways to leave your lover
Fifty ways to leave your lover
Just slip out the back, jack
Make a new plan, stan
You dont need to be coy, roy
Just get yourself free
Hop on the bus, gus
You dont need to discuss much
Just drop off the key, lee
And get yourself free
You just slip out the back, jack
Make a new plan, stan
You dont need to be coy, roy
Just listen to me <------------
Hop on the bus, gus
You dont need to discuss much

[...] Read more

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There Is No Need For Me To Discuss A Love

If you can not talk to me,
About those feeling that deeply affect you...
There is no need for me to discuss a love.

If you can not share with me,
Other than a physical need...
Now and then expressed,
When you believe...
The only quality I have,
Is to provide and satisfy...
With a leaving you with that interest fed.
There is no need for me to discuss a love.

How shallow do you believe I am?
To be in a relationship with someone...
Who shares with others there most hidden secrets.
And from me they keep this discreet.

How shallow do you believe I am?
To sleep in total nakedness,
With someone who disrespects my devotion and loyalty...
To openly share with others,
Those things that are no one else's business.
There is no need for me to discuss a love.

If you can not talk to me,
About those feeling that deeply affect you...
There is no need for me to discuss a love.
However...
I do find an increasing need,
To express my disgust you feed.

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To Let Fade Away and Dissipate

It isn't in my interest to discuss it.
That determination you confess...
Still addresses laziness.

It isn't in my interest to discuss it.
How you lay around and sit...
As you waste precious time,
Accepting procrastination as legit.

And you say I'm not supportive,
And abort listening to you.
You accuse me of being distant,
From those things you choose to do.
But you're the one who hesitates...
In masquerades you initiate.

It isn't in my interest to discuss it.
That determination you confess...
Still addresses laziness.

It isn't in my interest to discuss it.
How you lay around and sit...
As you waste much precious time,
Accepting procrastination as legit.

And you say I'm not supportive,
And abort listening to you.
You accuse me of being distant,
From those things you choose to do.
But you're the one who hesitates...
In masquerades you initiate.

You say I am the one,
Who creates and generates hate?
One of us has to generate something.
But I wouldn't call it hate created.
I'd call it a lack of appreciation...
For those talents and skills,
You continue with excuses made...
To let fade away and dissipate.

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Eleanor Roosevelt

Great minds discuss ideas; Average minds discuss events; Small minds discuss people.

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Eleanor Roosevelt

Great minds discuss ideas; average minds discuss events; small minds discuss people.

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What Is It They Don't Understand?

Why haven't they boarded the lifeboats?

~They first wish to discuss,
Political correctness and social etiquette.
And what 'is' or isn't poetic.~

AND...
They 'are' aware of the ship sinking?

~They first wish to discuss,
Political correctness and social etiquette.
And what 'is' or isn't poetic.~

What is it they don't understand?

~They first wish to discuss,
Political correctness and social etiquette.
And what 'is' or isn't poetic.~

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Wind-Up Toy

Voices come from down the hall
In my room all painted white
I have my bat and rubber ball
I like to sleep with them at night
But now I'm all smiles
the good little shots must be winning
Yes, they crank my dial
My motor is stalled but my wheels are still spinning
Daddy won't discuss me
What a state I must be
Mommy couldn't stand living with a wind-up toy
All my friends live on the fllor
Tiny legs and tiny eyes
They're free to crawl under the door
And, and someday soon so will I
But now I'm all smiles
These good little shots must be working
I'm so happy now
Look, my fingers don't shake and my head isn't jerking
Daddy won't discuss me
What a pain I must be
Mommy couldn't stand having such a wound-up boy
Doctors want to check me
Poke me and dissect me
What do they expect?
Feelings froma wound-up toy?
I don't think so
I7m just a wound-up toy
I'm just a wind-up toy
I'm lost in a nightmare
Shiny white halls
Drawing rats on the wall
Solitary confinement
Chained in a cell
got my own private hell
Preacher crucifies me
Warden wants to fry me
I was never young
Never just a little boy
Daddy won't discuss me
What a pain I must be
Mama couldn't stand having such a wound-up boy
I'm just a wind-up toy
I'm a wind-up toy
I'm just a wind-up toy
I'm just a wind-up toy
You know, they come here every night
I see them, don't you see them?
Hmm....That's odd isn't it
I'm so tired, I'm winding down

[...] Read more

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You're My Girl

(cooper, beatty, shelby)
See your bag's packed and you're ready to go
There's just one thing i think that you all ought to know
You're my girl, you're my girl
I don't wanna discuss it woman
Ain't no need to try
I don't wanna discuss it baby
Come on baby try
You're my girl, listen baby, you're my girl
I don't wanna talk about it
I don't wanna hear you say
I don't wanna even discuss it woman
I don't wanna hear what you say
'cause you know that
You're my girl, you're my girl
You're my girl, you're my girl, no no
I know that you've been running 'round
With another man in town
Tried to put you right woman
But you keep on putting me down
Listen to me now, you're my girl
You're my girl
You're my girl
Get in there
I don't wanna talk about it woman
'cause i know you got another man
I don't wanna say another word
Just get back where you're at
You got to tell me 'cause
You're my girl, come on baby
You're my girl, you're my girl oh-oh
You're my girl
You're my girl
You're my girl

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Byron

Canto the Sixteenth

I
The antique Persians taught three useful things,
To draw the bow, to ride, and speak the truth.
This was the mode of Cyrus, best of kings --
A mode adopted since by modern youth.
Bows have they, generally with two strings;
Horses they ride without remorse or ruth;
At speaking truth perhaps they are less clever,
But draw the long bow better now than ever.

II
The cause of this effect, or this defect, --
"For this effect defective comes by cause," --
Is what I have not leisure to inspect;
But this I must say in my own applause,
Of all the Muses that I recollect,
Whate'er may be her follies or her flaws
In some things, mine's beyond all contradiction
The most sincere that ever dealt in fiction.

III
And as she treats all things, and ne'er retreats
From any thing, this epic will contain
A wilderness of the most rare conceits,
Which you might elsewhere hope to find in vain.
'T is true there be some bitters with the sweets,
Yet mix'd so slightly, that you can't complain,
But wonder they so few are, since my tale is
"De rebus cunctis et quibusdam aliis."

IV
But of all truths which she has told, the most
True is that which she is about to tell.
I said it was a story of a ghost --
What then? I only know it so befell.
Have you explored the limits of the coast,
Where all the dwellers of the earth must dwell?
'T is time to strike such puny doubters dumb as
The sceptics who would not believe Columbus.

V
Some people would impose now with authority,
Turpin's or Monmouth Geoffry's Chronicle;
Men whose historical superiority
Is always greatest at a miracle.
But Saint Augustine has the great priority,
Who bids all men believe the impossible,
Because 't is so. Who nibble, scribble, quibble, he
Quiets at once with "quia impossibile."

[...] Read more

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Byron

Don Juan: Canto The Sixteenth

The antique Persians taught three useful things,
To draw the bow, to ride, and speak the truth.
This was the mode of Cyrus, best of kings--
A mode adopted since by modern youth.
Bows have they, generally with two strings;
Horses they ride without remorse or ruth;
At speaking truth perhaps they are less clever,
But draw the long bow better now than ever.

The cause of this effect, or this defect,--
'For this effect defective comes by cause,'--
Is what I have not leisure to inspect;
But this I must say in my own applause,
Of all the Muses that I recollect,
Whate'er may be her follies or her flaws
In some things, mine's beyond all contradiction
The most sincere that ever dealt in fiction.

And as she treats all things, and ne'er retreats
From any thing, this epic will contain
A wilderness of the most rare conceits,
Which you might elsewhere hope to find in vain.
'Tis true there be some bitters with the sweets,
Yet mix'd so slightly, that you can't complain,
But wonder they so few are, since my tale is
'De rebus cunctis et quibusdam aliis.'

But of all truths which she has told, the most
True is that which she is about to tell.
I said it was a story of a ghost--
What then? I only know it so befell.
Have you explored the limits of the coast,
Where all the dwellers of the earth must dwell?
'Tis time to strike such puny doubters dumb as
The sceptics who would not believe Columbus.

Some people would impose now with authority,
Turpin's or Monmouth Geoffry's Chronicle;
Men whose historical superiority
Is always greatest at a miracle.
But Saint Augustine has the great priority,
Who bids all men believe the impossible,
Because 'tis so. Who nibble, scribble, quibble, he
Quiets at once with 'quia impossibile.'

And therefore, mortals, cavil not at all;
Believe:--if 'tis improbable you must,
And if it is impossible, you shall:
'Tis always best to take things upon trust.
I do not speak profanely, to recall

[...] Read more

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You Chased Me...To the Exit

Discuss what and why?
You have won all of our debates.
You found a way to negate my point of view.
You chased me to the exit...
With a gleam in your eye that shouted conquer.

Discuss what and why?
Reasons I did not say once you had lied?
Or hinted you are a conniving monster?

I agreed to the debate!
On your terms.
I have nothing to learn from it!
Even though I now observe you did.
And look at you...
Less full of yourself.
With eyes sliding into a victimization.
Are you exposing your latest work-in-progress?

But there is no audience here to hear it.
Approve or declare it as official.
Isn't that what you want?
A declaration of my defeat?
No matter how it is done?
Or...
Have you come to give me 'permission'
To decide and select the topic,
For our next forum?
Or...
Have you come to acknowledge,
Any decision you may make...
Will still see you publicly hang.

And you think I am up to that kind of retribution?
I will not be around to see that done to you.
Remember...
I agreed to the debate!
On your terms.
I have nothing to learn from it!
Even though I now observe you did.
And look at you...
Less full of yourself.
With eyes sliding into a victimization.
Are you exposing your latest work-in-progress?
Believing I would want to even the score?
With those tears falling from your eyes...
You wish I could accept are yours?

Discuss what and why?
You have won all of our debates.

[...] Read more

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Ignorance

Ignorance is a dreadful enemy
A malady like psychosis
An ailment with scary prognosis
A disease every human must avoid

Ignorance is lunacy
It is a disease of the brain
Holding the mind captive
Blinding its subject from the truth,
Jaundicing the views of its client

Ignorance is an albatross
Brain behind poor decision making
Culprit for derisorily defective reasoning
Rendering its host a nuisance
A liability in useful debates and discussions

From ignorance we must be free.
Ignorance we must strive to banish
To enable us to be accomplished,
Partakers in discussions,
And assets to finding solutions.

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I Started Rumors On Myself

It dawned on me...
Several years ago,
That there were folks
In actual discussions
About 'who' I 'was'...
And 'what' I did!
And vice versa!
As 'if' the court had appointed them authorities.
But then again...
You would have to be exposed,
To the environment I currently live in.
One would think,
These folks live just to get up to gossip!
Or look out of the window!
Well anyway,
As I was sayin'...
It dawned on me...
Several years ago,
That there were folks
In actual discussions
About 'who' I 'was'...
And 'what' I did!
And vice versa!
Believing any of that was their business!
Well...
I fixed that!
Yes I did.
I started rumors on myself!
Yes I did...
However,
They weren't the best!
One I heard...
Was so boring,
The person that passed it...
Made attempts to juice it up!
And it 'still' was tired!

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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

[...] Read more

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I'm communicating with the directors of the Soviet companies, and I see that it is wrong, but when I go to the official discussions, they discuss we should change the color of the walls.

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Who Runs Thıs Outfıt?

Can the subject of assisted suicide be discussed?
And why do so many judges look at this with disgust?
Do we have any control over Canadian legal discussions?
Is this forbidden in parliament for fear of repercussions?

Should politicians be allowed to discuss this subject?
Would the Supreme Court consider such a discussion, a defect?
Should politicians be allowed to change Canadian laws?
Abortion clinics, injection sites, death and other flaws?

Binding referendums and Right-to-Die groups are unknown here,
Our timid politicians wont touch this subject because of fear,
The Supreme Court might tell them that they can’t do this or that,
Who runs this outfit and can politicians go to bat?

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Some Still Do What They Then Did

Some find themselves relating and stuck...
To impressions left and their dispositions met.
Some are chastised for who they were,
And not how they are.
Or the people they have become.

Some are thought of as children for years.
Not to mature into adults...
To become responsible,
And held accountable like those of their peers.

Many find themselves in discussions...
Of who did what to whom when they were kids.
Some still do what they then did!
And these same folks,
Never seem to grow up!
Just old.
And tired.

With aspirations...
Only to discuss what has passed.
As if time for them,
Will forever last!
And wait.
Until they take a firm grasp onto reality!

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I do not read newspapers. I do not watch television. I am not interested in current events, although I will occasionally discuss them if other people want to discuss them.

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Donald Sutherland

What the nation's built on is discussion, contradiction and growth, and at the moment you can't discuss anything. If you do start to discuss it, you get criticized. If people hate us, you have to find out why and try to solve that problem.

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