I'm in the facial-hair phase of my career.
quote by Paul Gallagher
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Hairy Woes
(This not a poem. One day I thought whether I could write about hair problems and this is what I could come up with. Have a good hair day.)
Oh all the balding men of the world! Neither split your hair nor let your hair down; instead, get up to fight against hair experts and hair industries because, you have nothing to loss except hairs, which you are already losing anyway.
The scientific study published in, 'International Journal of Fake Studies', has proven beyond doubt that, all kinds of hairs and particularly black hairs, absorb sun light and thus indirectly contribute to the global warming whereas, shining bald pates reflect sun light back into the atmosphere, thus help to make earth’s climate cool. So taking these facts in account, bald persons should be given the tax rebate in form of carbon credits whereas, high taxation should be levied on persons with hair for leaving carbon footprints behind.
It is true my friend, that you are paying the tax as well as losing your hair, but try to imagine a plight of less fortunate ones, who neither earn enough money to pay the tax nor have enough hair to loss.
'Son! Why do you worry about your hair problems; get me mustards seeds from the home, that doesn't have hair problems', thus spake enlightened sage, hearing which young man became calm.
The biggest cause of hair fall, dandruff and other hair related problems is existence of hair.
No person with hair on his head, can solve all your hair problems, neither can the person without hair.
As, not all the armies of the world, can stop the idea whose time has come so, not all the hair experts can stem the progress of baldness, whose time has come.
Only two things are universal, hair problems and human stupidity, but I have doubt about former, thus spake Einstein of hair science.
Not all the trichologists, dermatologists and hair experts together, armed with shampoos, hair oils, hair dyes and herbal ointments can cure all the hair ailments, as long as hairs are there.
As long as hairs are there, there are going to be hair problems, similarly as long as shrinks are there, there are going to be mental problems.
The hair industry expands their business by perpetuating the two myths, first is there are more hair at unwanted place and other is, there are less hair at desired place.
Hair here, hair there, hair everywhere similarly: problem here, problem there, problem everywhere.
He fell in love with her hair and married the whole girl, soon he was without hair.
In early part of his life man losses his hair to earn money then he uses same money to gain hair back.
Don't bask in a glory of the hair, you used to have in past, instead tell me, do you have gorgeous hair now?
There is some truth in a myth that the bald men are fortunate; to begin with, they don't have to spend their fortune on comb, hair products, hair cuts and last but not least girls.
There are more blondes on streets of India than women of the rest of the world put together; thanks to Garnier. Take Care.
White hair is nothing but a flag hoisted by a tired life, signaling armistice with hostile time, which eventually leads to surrender to the death.
Blessed are the monks who shave their hair themselves, a symbol of a vanity of the world, because nature is going to destroy that vanity eventually anyhow.
Oh Sinner! Vain is your attempt to hide your sins, for sins will shine in your life as bald pate shines through the sparse tufts of hair.
It is irony that the monks who do not care for their hair often have beautiful and luxuriant hair.
Trees are nothing but hair of Gaia, the earth; if you destroy, them then earth too would take her revenge by creating conditions, that won't allow the hair to stay on your crown.
More often than not, one owns heir are responsible for one owns hair fall.
If you cannot prevent hair fall, enjoy it.
[...] Read more
poem by Hitesh Sheth
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The Next Phase
It's only a phase.
The next phase.
The next phase...
To come and change the last days,
To put up on a higher stage!
It's only a phase.
The next phase.
The next phase...
To come and change the last days,
To put up on a higher stage!
It's only a phase.
The next phase.
The next phase...
To come and change the last days,
To put up on a higher stage!
It's only a phase.
Many will taste it
Many will hate it.
And some of the stunned will run.
Run-run-run.
Many will taste it
Many will hate it.
The elated,
Will be baited!
And some of the stunned will run...
Run-run-run.
Many will taste it.
The next phase.
Many will hate it.
The next phase.
The elated,
Will be baited!
And some of the stunned will run...
Run-run-run.
And some of the stunned will run...
Run.
Run.
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
[...] Read more
poem by Innocent Masina Nkhonyo
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Give Your Heart To The Hawks
1 he apples hung until a wind at the equinox,
That heaped the beach with black weed, filled the dry grass
Under the old trees with rosy fruit.
In the morning Fayne Fraser gathered the sound ones into a
basket,
The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.
Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.
Fayne snatched for it and missed;
Michael stood by rejoicing, his rather small
Finely cut features in a dance of delight;
Fayne with one sweep flung at his face
All the bruised and half-spoiled apples in the pan,
[...] Read more
poem by Robinson Jeffers
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Just A Phase
I am bottled fizzy water
And you were shaking me up
You are a fingernail running
Down the chalkboard I thought
I left in third grade
Now my only consolation
Is that this could not last forever
Even though youre
Singing and thinking how well
Youve got it made
Who are you?
And will you be through
Yeah, its just a phase
It will be over soon
Yeah, its just a phase
Yeah, its just a phase
Call it womens intuition
But I think im
Onto something here
Temporaryism has been
The black plague
And the jesus of our age
I know that
I sound opinionated
May be biased and
Quite possibly jaded
But sooner than later
Theyll be throwing quarters
At you on the stage
Who are you?
And will you be through
Yeah, its just a phase
It will be over soon
Yeah, its just a phase
Yeah, its just a phase
And I am waiting for
It to be over too
song performed by Incubus
Added by Lucian Velea
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Dreaming Of Hair
Ivy ties the cellar door
in autumn, in summer morning glory
wraps the ribs of a mouse.
Love binds me to the one
whose hair I've found in my mouth,
whose sleeping head I kiss,
wondering is it death?
beauty? this dark
star spreading in every direction from the crown of her head.
My love's hair is autumn hair, there
the sun ripens.
My fingers harvest the dark
vegtable of her body.
In the morning I remove it
from my tongue and
sleep again.
Hair spills
through my dream, sprouts
from my stomach, thickens my heart,
and tangles from the brain. Hair ties the tongue dumb.
Hair ascends the tree
of my childhood--the willow
I climbed
one bare foot and hand at a time,
feeling the knuckles of the gnarled tree, hearing
my father plead from his window, _Don't fall!_
In my dream I fly
past summers and moths,
to the thistle
caught in my mother's hair, the purple one
I touched and bled for,
to myself at three, sleeping
beside her, waking with her hair in my mouth.
Along a slippery twine of her black hair
my mother ties ko-tze knots for me:
fish and lion heads, chrysanthemum buds, the heads
of Chinamen, black-haired and frowning.
Li-En, my brother, frowns when he sleeps.
I push back his hair, stroke his brow.
His hairline is our father's, three peaks pointing down.
What sprouts from the body
and touches the body?
What filters sunlight
and drinks moonlight?
[...] Read more
poem by Li-Young Lee
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Cynical Days
Another years gone by,
The worlds grown older,
Sometimes I heave a sigh,
People grow colder.
Every day I do my best to show,
I can make it in this world I know,
But all the bad thoughts that people bring,
My faith in human natures
Getting pretty thin.
Help me get through these cynical days.
Help me get through my cynical ways.
You say its just a passing phase,
Youve got to help me get through, these cynical days.
Another see through scheme,
People are shallow.
The dark nights closing in,
My dark thoughts follow.
I try and make my world a better place,
(my efforts seem in vain),
But Im competing in a human race,
(falling deeper down the drain),
That value things that just dont count,
Makes me wonder what its all about.
Help me get through these cynical days.
Help me get through my cynical ways.
You say its just a passing phase,
Youve got to help me get through these cynical days.
Yeah, you say its just a passing phase,
Youve got to help me get through these cynical days.
Yeah, you say its just a passing phase,
Youve got to help me get through these cynical days.
Yeah, you say its just a passing phase,
Youve got to help me get through these cynical days.
Cynical days.
Cynical days.
song performed by Xtc
Added by Lucian Velea
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The Rape of the Lock
Part 1
WHAT dire Offence from am'rous Causes springs,
What mighty Contests rise from trivial Things,
I sing -- This Verse to C---, Muse! is due;
This, ev'n Belinda may vouchfafe to view:
Slight is the Subject, but not so the Praise,
If She inspire, and He approve my Lays.
Say what strange Motive, Goddess! cou'd compel
A well-bred Lord t'assault a gentle Belle?
Oh say what stranger Cause, yet unexplor'd,
Cou'd make a gentle Belle reject a Lord?
And dwells such Rage in softest Bosoms then?
And lodge such daring Souls in Little Men?
Sol thro' white Curtains shot a tim'rous Ray,
And op'd those Eyes that must eclipse the Day;
Now Lapdogs give themselves the rowzing Shake,
And sleepless Lovers, just at Twelve, awake:
Thrice rung the Bell, the Slipper knock'd the Ground,
And the press'd Watch return'd a silver Sound.
Belinda still her downy Pillow prest,
Her Guardian Sylph prolong'd the balmy Rest.
'Twas he had summon'd to her silent Bed
The Morning-Dream that hover'd o'er her Head.
A Youth more glitt'ring than a Birth-night Beau,
(That ev'n in Slumber caus'd her Cheek to glow)
Seem'd to her Ear his winning Lips to lay,
And thus in Whispers said, or seem'd to say.
Fairest of Mortals, thou distinguish'd Care
Of thousand bright Inhabitants of Air!
If e'er one Vision touch'd thy infant Thought,
Of all the Nurse and all the Priest have taught,
Of airy Elves by Moonlight Shadows seen,
The silver Token, and the circled Green,
Or Virgins visited by Angel-Pow'rs,
With Golden Crowns and Wreaths of heav'nly Flowers,
Hear and believe! thy own Importance know,
Nor bound thy narrow Views to Things below.
Some secret Truths from Learned Pride conceal'd,
To Maids alone and Children are reveal'd:
What tho' no Credit doubting Wits may give?
The Fair and Innocent shall still believe.
Know then, unnumbered Spirits round thee fly,
The light Militia of the lower Sky;
These, tho' unseen, are ever on the Wing,
Hang o'er the Box, and hover round the Ring.
Think what an Equipage thou hast in Air,
And view with scorn Two Pages and a Chair.
[...] Read more
poem by Alexander Pope
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King Arthur's Tomb
Hot August noon: already on that day
Since sunrise through the Wiltshire downs, most sad
Of mouth and eye, he had gone leagues of way;
Ay and by night, till whether good or bad
He was, he knew not, though he knew perchance
That he was Launcelot, the bravest knight
Of all who since the world was, have borne lance,
Or swung their swords in wrong cause or in right.
Nay, he knew nothing now, except that where
The Glastonbury gilded towers shine,
A lady dwelt, whose name was Guenevere;
This he knew also; that some fingers twine,
Not only in a man's hair, even his heart,
(Making him good or bad I mean,) but in his life,
Skies, earth, men's looks and deeds, all that has part,
Not being ourselves, in that half-sleep, half-strife,
(Strange sleep, strange strife,) that men call living; so
Was Launcelot most glad when the moon rose,
Because it brought new memories of her. "Lo,
Between the trees a large moon, the wind lows
"Not loud, but as a cow begins to low,
Wishing for strength to make the herdsman hear:
The ripe corn gathereth dew; yea, long ago,
In the old garden life, my Guenevere
"Loved to sit still among the flowers, till night
Had quite come on, hair loosen'd, for she said,
Smiling like heaven, that its fairness might
Draw up the wind sooner to cool her head.
"Now while I ride how quick the moon gets small,
As it did then: I tell myself a tale
That will not last beyond the whitewashed wall,
Thoughts of some joust must help me through the vale,
"Keep this till after: How Sir Gareth ran
A good course that day under my Queen's eyes,
And how she sway'd laughing at Dinadan.
No. Back again, the other thoughts will rise,
"And yet I think so fast 'twill end right soon:
Verily then I think, that Guenevere,
Made sad by dew and wind, and tree-barred moon,
Did love me more than ever, was more dear
[...] Read more
poem by William Morris
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Bricks
Bricks have succumbed today from fright,
Loathing them shall pray and subdue,
Forming statements of devils and demons,
The killers of their souls are right.
May the bricklayers build houses
And mansions of the readings
And writings of the holiness
That stays and remains with politeness.
This day, we bespeak and beam on the crowd
Looking sideways and observing the material;
The gale winds rush forward with facial
Hurts, and facial works, and facial feelings.
I have bricks in my soul that shudders
From the weight attached to the words
Of this poem that is right like the words
Inside the house we have defined with closeness.
poem by Naveed Akram
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Light Burst, Confusion, First Thirst, Then Fusion, Flight
As nature hates a vacuum NOTHING can
be but a figment fragment second-guessed.
Reality and dreams combine, their quest
is thus to banish NOTHING then to span
creation’s vastness, scanning big bang's van,
from tao trip evolution's also-ran
to space displacement through one thousandth dan,
to Time condensing on initial jest
when request and inquest converge in gest.
Atoms void avoid, spin tails till trail's lost, rest
contest, contestants, distance, über plan,
arresting surface difference with zest.
From mess congestive to suggestive test
of chaos, universal fractal fest
patterns pitter patter, matter must
invent itself from, to, through, into dust.
./.
Before big bang rang change strange, range remaining still in flux
electrons once were strangers all to call of ‘fiat lux’.
Along came fission’s fusion, confusion first, then light
bequeathing mission’s clues upon delusion and delight.
This led to fate's conclusion, caused atoms to unite
the which, in turn, illusion lent woe_man - sum mum quite!
From chaos sprung our meeting, a marriage of convenience,
the which our rhymes are sweeting so judge linked lines with lenience.
When I was oxygenic and you two hydro genes
as dry as dust hygenic remained both Ways and Means,
as lonely and divided you me me…anderings,
unknown were helix he licks, and protoplasmic strings.
Unknown were then amoebae, or cells life's spells now bring,
like wise unfixed stoned genes' screen sticks, where species do their thing,
Thus life reached out, leached in for years before the Christian Right
decided seven days were all transforming night to right.
The Kansas Education Board's creation tale lies scored,
for aeons spun, together run, provided bread and board
for creatures wild - those really mild encountered some predators
before blind humankind assigned their carbon half-life daters.
Without our tryst few formal life forms on earth could ever
pursue existence ‘normal’, act out silly or feel clever.
When I was young and ignorant unknown to hair twins hydro
few days were spent in versing chant, reversing carbohydro
none fought for life on food chain link, existence ungalactic
they were a simple pair I think, electrons unclimactic.
But now beneath, above, beyond it is our joy to bond -
[...] Read more
poem by Jonathan Robin
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Shes Always In My Hair
Whenever I feel like givin up
Whenever my sunshine turns 2 rain
Whenever my hopes and dreams
Are aimed in the wrong direction
Shes always there
Tellin me how much she cares
Shes always in my hair
Shes always in my hair
My hair
Whenever I feel like not 2 great at all
Whenever Im all alone
And even if I hit the wrong notes
Shes always in my boat
Shes always there
Tellin me how much she cares
Shes always in my hair
Shes always in my hair
My hair
Maybe Ill marry her (maybe Ill marry her)
Maybe I wont (maybe I wont)
Maybe I will not (maybe I will not)
Lemme tell ya (even if I was a gigolo)
If I was a gigolo all my life (all my life)
Shed still be there (shed still be there)
Tellin me just how much she really cares (she cares)
Shes always in my hair
Shes always in my hair
My hair
Listen
Whenever I feel like givin up
Whenever my sunshine turns 2 rain
Whenever my hopes and dreams
Are aimed in the wrong direction
Shes always there
Tellin me just how much she cares (tellin me how much she cares)
Tellin me...shes always in my hair (always in my hair)
Shes always in my hair
My hair
Shes always in my hair
song performed by Prince
Added by Lucian Velea
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I love my hair
I love my hair
I always toss it around in the air
As if without a care!
I love my hair
Once I caught the super hair bug
Caught it whilst I slept on an old rug
The super lice were playing scratch, scratch, and scratch
While my fingernails were playing catch, catch and catch
Finally my hair was shaven as there was no cure, no other drug
I wore my head on my shoulder for a while with a distasteful shrug
Hiding underneath a cap with obvious bald patches that seemed to match
I love my hair
Long, golden plaited and brown
Enough to move heads around in town
People just want to come near
And stare! Stare at me! Who is that alien from elsewhere?
My hair is beautifully plaited in strands
This kind of hair fashion is high in demand
So many different styles to experiment with and expand
Today a woman needs to look good, do you understand?
I talk to my hair with oils
I say today I need you to curl
And when I style you,
Stay in place, do not spoil!
I wash my hair twice a day
Maybe when I am old, it would go grey
But for now the beauty is here to stay
I hope so, I definitely pray!
Beware all, take care
I love my hair, I love my hair
Don’t touch! But you can stare
You can stare at how I wear
My beautiful hair!
Try and out-do me if you dare!
I love my hair
I like to show it off
Around me do not sneeze or cough
Or with you I can be horribly tough
Around me do not sneeze or cough
If you don’t want to know the meaning of rough
I mean it, this isn’t a bluff!
I love my hair!
[...] Read more
poem by Sylvia Chidi
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Happy and nice moments
"You have to terminate pregnancy"
"I know you may have difficulty"
"But believe me it is my helplessness"
I won't be comfortable at all in this case"
He was pleading before me
With both hands and trying to get free
I was just watching his facial expression
He was suffering from trauma under guilty admission
I tried to read more about his mind
"Dear you were so eager this before and very kind"
We did develop intimate relation with consent
The child may be coming as gift and heavenly sent
"You won't know the consequences"
"We may have to witness worst ever chances"
He was becoming vocal to get out as fast as possible
I knew know why he was so desperate to come out of trouble?
He was facing complete boycott from family
Previously he had accepted it readily
I was dreaming heaven and moon within sight
Here he was dashing all my hopes and proving not right
I heard him patiently and refused to surrender
Even though we both had reason to differ
I failed to understand reason behind his offer
It was totally out of phase and I opted out to suffer
I used to feel motherhood at each moment
It is the only phase that mothers resent
Even if to phase pregnancy termination
As it stands golden opportunity for laying foundation
Today I am mother of loving child
So much happy in love and going blind
Child is everything to me as priceless
What else or happiness I have to express on face?
I feel entire world is t my feet
I have reason to feel and greet
All those people who stood with it
I have firm ground now to stand with feet
poem by Hasmukh Amathalal
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Carlos' In the Middle of the Road, Plagiarized by Me
in the middle of my writing career there was you
you were in the middle of my writing career
there was you
in the middle of my writing career there was you
never should i forget this incident
in the life of my broken eyelashes
never should i forget that in the middle of my writing career
there was you
there was you in the middle of my writing career
in the middle of my writing career
there was you
you were that stone.
poem by Ric S. Bastasa
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Laus Veneris
Asleep or waking is it? for her neck,
Kissed over close, wears yet a purple speck
Wherein the pained blood falters and goes out;
Soft, and stung softly — fairer for a fleck.
But though my lips shut sucking on the place,
There is no vein at work upon her face;
Her eyelids are so peaceable, no doubt
Deep sleep has warmed her blood through all its ways.
Lo, this is she that was the world's delight;
The old grey years were parcels of her might;
The strewings of the ways wherein she trod
Were the twain seasons of the day and night.
Lo, she was thus when her clear limbs enticed
All lips that now grow sad with kissing Christ,
Stained with blood fallen from the feet of God,
The feet and hands whereat our souls were priced.
Alas, Lord, surely thou art great and fair.
But lo her wonderfully woven hair!
And thou didst heal us with thy piteous kiss;
But see now, Lord; her mouth is lovelier.
She is right fair; what hath she done to thee?
Nay, fair Lord Christ, lift up thine eyes and see;
Had now thy mother such a lip — like this?
Thou knowest how sweet a thing it is to me.
Inside the Horsel here the air is hot;
Right little peace one hath for it, God wot;
The scented dusty daylight burns the air,
And my heart chokes me till I hear it not.
Behold, my Venus, my soul's body, lies
With my love laid upon her garment-wise,
Feeling my love in all her limbs and hair
And shed between her eyelids through her eyes.
She holds my heart in her sweet open hands
Hanging asleep; hard by her head there stands,
[...] Read more
poem by Algernon Charles Swinburne
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La Chevelure (Her Hair)
Ô toison, moutonnant jusque sur l'encolure!
Ô boucles! Ô parfum chargé de nonchaloir!
Extase! Pour peupler ce soir l'alcôve obscure
Des souvenirs dormant dans cette chevelure,
Je la veux agiter dans l'air comme un mouchoir!
La langoureuse Asie et la brûlante Afrique,
Tout un monde lointain, absent, presque défunt,
Vit dans tes profondeurs, forêt aromatique!
Comme d'autres esprits voguent sur la musique,
Le mien, ô mon amour! nage sur ton parfum.
J'irai là-bas où l'arbre et l'homme, pleins de sève,
Se pâment longuement sous l'ardeur des climats;
Fortes tresses, soyez la houle qui m'enlève!
Tu contiens, mer d'ébène, un éblouissant rêve
De voiles, de rameurs, de flammes et de mâts:
Un port retentissant où mon âme peut boire
À grands flots le parfum, le son et la couleur
Où les vaisseaux, glissant dans l'or et dans la moire
Ouvrent leurs vastes bras pour embrasser la gloire
D'un ciel pur où frémit l'éternelle chaleur.
Je plongerai ma tête amoureuse d'ivresse
Dans ce noir océan où l'autre est enfermé;
Et mon esprit subtil que le roulis caresse
Saura vous retrouver, ô féconde paresse,
Infinis bercements du loisir embaumé!
Cheveux bleus, pavillon de ténèbres tendues
Vous me rendez l'azur du ciel immense et rond;
Sur les bords duvetés de vos mèches tordues
Je m'enivre ardemment des senteurs confondues
De l'huile de coco, du musc et du goudron.
Longtemps! toujours! ma main dans ta crinière lourde
Sèmera le rubis, la perle et le saphir,
Afin qu'à mon désir tu ne sois jamais sourde!
N'es-tu pas l'oasis où je rêve, et la gourde
Où je hume à longs traits le vin du souvenir?
Head of Hair
O fleecy hair, falling in curls to the shoulders!
O black locks! O perfume laden with nonchalance!
Ecstasy! To people the dark alcove tonight
With memories sleeping in that thick head of hair.
I would like to shake it in the air like a scarf!
[...] Read more
poem by Charles Baudelaire
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Bell's Palsy I Penned stroke on stroke penned - Optimistic In...Sight
Bell's Palsy I
December turns November's page.
Assumptions artificial,
priorities age must regauge
of ease so superficial
the tenets, try to disengage
from palsy interstitial,
periphery extend sans rage
ineptly hit-and-missile.
Paralysis as passing stage
perceived though prejudicial
as challenge met we trust will wage
war on clock lock official,
ensuring both for sot and sage
return to strength initial...
II
Bell’s Palsy II – Number Seven Optic Nerve
Number seven optic nerve, now numb,
taken for granted, normally ignored,
leaves facial features slanted. Voice, not dumb,
answers questions with weak monochord.
Flesh elastic flaccid has become,
control relinquished, hanging on a word.
Vision peripheral blurred. Though rule of thumb
Provides for time-line, faculties restored,
Frustration, hope, play hide-and-seek, mind glum,
stares awry at some lop-sided smile. Record
of former glory plays back yet stays mum.
May this as an example serve, health granted
For future learning curve can’t be transplanted.
3 December 2007 revised 8 August 2008
Bell's Palsy III - Recounting Countdown
Recounting Countdown
[...] Read more
poem by Jonathan Robin
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Bell's Palsy XIV - Dew Diligence
Bell's Palsy XIV - Dew Diligence
Dew diligence when eyelid is denied
control of wink, when blink becomes a feat
beyond the ken of mice and men, conceit
melts to humility, while cares abide.
Heartbeat accelerates to concide
with worry, movements taken for a ride
by malady haphazard striking fleet.
Fixed expression canvas could complete
as flexibility falls to one side,
focus reduced, no longer far and wide,
too close for comfort, wanders off the beat.
Pride, knocked for skittles, cannot make ends meet,
patience, once praised, stays stage-struck, sorely tried.
Fixed interest stocks soar, gilt lining’s sought
to train too slack to credit outlook taut.
5 December 2007
Bell's Palsy XV - Dissymmetry
Confusion from confusion must adjust
to face tomorrow’s out of kilter grin
with humour ‘til the specialists non-plussed
seize on season’s reason, find win-win
solution to an accident now cussed
in no uncertain terms as worms begin
to lay their weight on current state where lust
must bridled be, - who’d seek as kith and kin
one open eye, one which retains unfussed
perspective, lacks control of muscle spin
to twin both sides in unison true, just.
Dissymmetry becomes a moral gin
and handicap self-efident, untrussed
is optic nerve from verse which would begin
to laugh at luck, continue tongue in cheek
to find new way to strength transformed from weak.
5 December 2007
Bell's Palsy XVI - To Test Frontiers
Inertia catalyzes swift reaction
[...] Read more
poem by Jonathan Robin
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Bell's Palsy XV - Dissymmetry
Bell's Palsy XV - Dissymmetry
Confusion from confusion must adjust
to face tomorrow’s out of kilter grin
with humour ‘til the specialists non-plussed
seize on season’s reason, find win-win
solution to an accident now cussed
in no uncertain terms as worms begin
to lay their weight on current state where lust
must bridled be, - who’d seek as kith and kin
one open eye, one which retains unfussed
perspective, lacks control of muscle spin
to twin both sides in unison true, just.
Dissymmetry becomes a moral gin
and handicap self-efident, untrussed
is optic nerve from verse which would begin
to laugh at luck, continue tongue in cheek
to find new way to strength transformed from weak.
5 December 2007
Bell's Palsy XVI - To Test Frontiers
Inertia catalyzes swift reaction
testing limits unbeknownst before,
experienced elsewhere, though, we ignore
discomforts which might hamper freedom, action.
Impervious to muscular contraction,
left eyelid, lip, unable are to draw
lines which smile, frown designed, while vision poor
interferes, and adds unsought distraction.
In health, free from nervous petrifaction
few seek out illness, won’t by choice explore
the options close to those that chance, gene flaw
or accident are trapped, lose speech, sight, traction.
Fresh emphasis on disabilities
should top the list of our priorities.
5 December 2007
Bell's Palsy XVII - Temptations
Blessed externals force the mind to turn
[...] Read more
poem by Jonathan Robin
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