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Co-operation between governments still plays an important role and will remain indispensable.

quote by Lionel Jospin
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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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Operation: Mindcrime

It just takes a minute
And youll feel no pain
Gotta make something of your life boy
Give me one more vein
Youve come to see the doctor
Cause Ill show you the cure
Im gonna take away the questions
Yeah Im gonna make you sure
A hit man for the order
When you couldnt go to school
Had a skin job for a hair-do
Yeah you looked pretty cool
Had a habit doing mainline
Watch the dragon burn
No regrets, youve got no goals
Nothing more to learn
Now I know you wont refuse
Because weve got so much to do
And youve got nothing more to lose
So take this number and welcome to
Operation : mindcrime
Were an underground revolution
Working overtime
Operation : mindcrime
Theres a job for you in
The system boy, with nothing to sign
Hey nikki you know everything
That there is to do
Heres a gun take it home
Wait by the phone
Well send someone over
To bring you what you need
Youre a one man death machine
Make this city bleed
Now I know you wont refuse
Because weve got so much to do
And youve got nothing more to lose
So take this number and welcome to
Operation : mindcrime
Were an underground revolution
Working overtime
Operation : mindcrime
Theres a job for you in
The system boy, with nothing to sign
Operation : mindcrime
Were an underground revolution
Working overtime
Operation : mindcrime
If you come to see the doctor
Yeah hell give you the cure

[...] Read more

song performed by Queensryche
Added by Lucian Velea
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Hip Hop It Really Rocks

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Pop...
Botched up and rocked by hip hop,
Is no longer the main 'thing' on the scene.
With a meaning meant,
Like the appetite for Fort Knox.
And pop now in shambles.
Struggling not to be completely dropped.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

[...] Read more

poem by Lawrence S. Pertillar
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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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A candle material

The heart is made of candle material
It burns to give light in general
This is what the impression we carry
It has tears in joy, happiness and with worry

This is the only sensible part which reacts
It obeys to normal happenings and sharply acts
It is instant and no delay action is awaited
It role is appreciated and clearly stated

It has fear of any time being extinguished
The whole gamut of exercise can be finished
But the ultimate pain can go no where
It has to be retained and felt here

No one knows what kind of piece it is?
How does all function assigned like this?
No one reacts except eyes being close to scene?
The tears have to come out even if want to be unseen

It has to dramatize its role in all the circumstances
It has not failed or discouraged in any instances
Time has come one not a dropp of tear was shed
It was only when there was realization of being misled

It has no time for grief when felt upon being cheated
It has no role when there is altercation and discussion heated
It has nothing to express in anger when love is in back seat
People are in rage and there is no time to think or greet

The role under such condition has its own effect
All other parts may have dominance and be in driver’s seat
What heart has to do when there is complete love lost?
It has to hide in the remote corner as there remains no trust

Love and hate can not remain side by side and go together
They can’t have any synchronization or scope to bother
If one is needed extremely then others has to make a way
Love has to be retained at any cost and hate can be pushed away

There is no such sensitive device developed anywhere
It is sensational and important part to have been gifted from there
Almighty wanted human being to be sensitive to some reversals
Else it was feared that people may not be in position to face the dismissals

We are thankful for being in possession
We are heartfelt and always remain happy with obsession
It has all sort of mechanism to make us laugh or cry
It has different shades on face when in complete shy

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poem by Hasmukh Amathalal
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Pinball Wizard

Local lad:
Ever since I was a young boy,
Ive played the silver ball.
Ever since I was a young boy,
>from soho down to brighton
Ive played the silver ball.
I must have played them all.
]from soho down to brighton
But I aint seen nothing like him
I must have played them all.
In any amusement hall...
But I aint seen nothing like him
That deaf dumb and blind kid
In any amusement hall...
Sure plays a mean pin ball !
That deaf dumb and blind kid
Sure plays a mean pin ball !
He stands like a statue,
Becomes part of the machine.
He stands like a statue,
Feeling all the bumpers
Becomes part of the machine.
Always playing clean.
Feeling all the bumpers
He plays by intuition,
Always playing clean.
The digit counters fall.
He plays by intuition,
That deaf dumb and blind kid
The digit counters fall.
Sure plays a mean pin ball !
That deaf dumb and blind kid
Sure plays a mean pin ball !
Hes a pin ball wizard
There has got to be a twist.
Hes a pin ball wizard
A pin ball wizard,
There has got to be a twist.
Sgot such a supple wrist.
A pin ball wizard,
Sgot such a supple wrist.
how do you think he does it? I dont know!
What makes him so good?
how do you think he does it? I dont know!
What makes him so good?
He aint got no distractions
Cant hear those buzzers and bells,
He aint got no distractions
Dont see lights a flashin
Cant hear those buzzers and bells,

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song performed by Who
Added by Lucian Velea
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Seasonable Retour-Knell

SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS

Author notes

A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000

In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.

For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.

Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.

One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.

Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER

Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.

Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.

AUTUMN WINTER

Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.

Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,

[...] Read more

poem by Jonathan Robin
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If It's Love!

It's important that unshown love,
Comes directly shown from you.
To say it...
Doesn't make,
That-love-be-true!

It's important that unshown love,
Is a thing one wants to do...
Just to prove what is said,
Is absolutely true.

A hug,
And maybe a kiss.
A touch,
That has been missed.
A show of thoughtfulness...
Can go a very long distance.

A call,
Every once in a while...
Will go further than a mile.
If love is there to be shared...
Show someone they are cared for!
And doubts will come no more.

It's important that unshown love,
Comes directly shown from you.
To say it...
Doesn't make,
That-love-be-true!

It's important it's directly shown,
If it's love.
Yes!

It's important it's directly shown,
If it's love.
Yes!

It's important it's directly shown.
It's important it's directly shown.
It's important it's directly shown,
If it's love!

It shoos a boo-hooin'...
Known.

It's important it's directly shown.
It's important it's directly shown.
It's important it's directly shown,

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poem by Lawrence S. Pertillar
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[9] O, Moon, My Sweet-heart!

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

POET: MAHENDRA BHATNAGAR

POEMS

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

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poem by Mahendra Bhatnagar
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Nationalistic Catastrophe Governs-Mentally Engendered

In New Zealand
potential equalled people
source sustaining
planned future prosperity.

Turkey’s critical
expanding ethnic cultures
within politically
limited land mass.

Attracts foreign forces like PPK
influencing social degeneration.
Profit geared militarist capitalist
environmental economic rape ruination.

Potentially ultimately neo-liberalism
nationalistic amoral annihilation.

New Zealand required operation...?
Nats (national) Nazi health care policy.
User pays death awaiting...
on delaying pain credit waiting lists?

Die by waiting expedient
political cost cutting agenda.

Armed offenders
face off with paroled
formally institutionalized crazies
in community released liquidation?

Self medicated not sequel
equals tragic home shoot out.
On street gun running fad
future police shooting scenarios?

While eighty thousand await judgement
on crown health hospital operational lists.
Pensioners dying to painful order
on Jenny Mengler’s experimental...

“Twelve months
about right”
good long wait not theoretical

permanent damage done
observational negligence
six star programme.

Faithfully fulfilling party policy

[...] Read more

poem by Terence George Craddock (1995)
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Crazy Jane On God

That lover of a night
Came when he would,
Went in the dawning light
Whether I would or no;
Men come, men go;
All things remain in god.
All things remain in god.
Banners choke the sky;
Men-at-arms tread;
Armoured horses neigh
In the narrow pass:
All things remain in god.
All things remain in god.
I had wild jack for a lover;
Though like a road
That men pass over
My body makes no moan
But sings on:
All things remain in god.
All things remain in god.
Before their eyes a house
That from childhood stood
Uninhabited, ruinous,
Suddenly lit up
From door to top:
All things remain in god.
All things remain in god.
Oh, that lover of a night
Came when he would,
Went in the dawning light
Whether I would or no;
Men come, men go;
All things remain in god.
All things remain in god.
All things remain in god.
All things remain in god.
All things remain in god.
All things remain in god.

song performed by Van Morrison
Added by Lucian Velea
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Coast 2 Coast

I met a girl named hip hop in seventy eight
Hollis Queens New York gave us our first date
man she broke me off proper yo the girl was fast
and everybody kept telling me it would not last
cause ain't no women in the world supposed to be that sweet
and ya just can't trust a hot chick from the street
I could tell she had been through lots of struggle and strife
but yet in still she'd been with me over half of my life
born key Jeff Taylor took me into his home
and intrduced me to some tables and a microphone
hip hop talked to me told me take your time
at the age of eleven I bust my first rhyme
block partys in the day house partys at night
just about one year before Rapper's Delight
everybody in the crew called to make a request
cause rap's on the radio and hip-hop was blessed
didn't go to many clubs I wasn't old enough
And if it try to sneak it out my folks is scolding up
but I still do anything to get on stage
and once I got a club gig I lied about my age
just a couple blocks away was the Hollis crew
Run and them used to rock at one ninety two
up the street was a crew called Solo Sounds
where Davey D and Mex used to throw it down
man I wouldn't trade rap for anything in the world
hip hop meant more to me than diamonds and pearls
and I still reminicse to this very day
and I remember those words hip hop would say
(Do you have love for the east coast?)
yes I do
(the hip hop on the east coast?)
yeah that's true
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
(Do you have love for the east coast?)
yeah that's right
(the hip hop on the east coast?)
yeah that's tight
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
now I gotta get busy time to make that move
high school over with gotta sho' improve
got college on the coast and I'm makin' plans
so hip hip went and told me go west young man
it was a different kind of style but I liked the sound
everybody in the house gauranteed to get down
I did the casa skateland word on wheels
and the crazy crazy world of the record deal
K-day was the station that played my song
I got love from the people it's a shame they gone

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song performed by Young MC
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.

[...] Read more

poem by Anne Bradstreet
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Big Ten Inch Record

Got me the strangest woman
Believe it, this chicks no sinch
When I wanna get her goin
Then I whip out my big ten inch
Record of the band that plays the blues
Well the band that plays the blues
She just loved my big ten inch
Record of her favorite blues
Last night I tried to tease her
I gave my love a little pinch
But she said now stop that jivin
Now whip out your big ten-inch
Record of the band that plays the blues
Well the band that plays the blues
She just loved my big ten inch
Record of her favorite blues
Ill cover her with kisses
And when were in a lovers clinch
She gets all excited
When she puts on my big ten-inch
Record of the band that plays the blues
Well the band that plays the blues
She just loved my big ten inch
Record of her favorite blues
My gal dont go smokin
And liquor just makes her flinch
Seems she dont go for nothin
cept for my big ten-inch
Record of the band that plays the blues
Band that plays the blues
She just loved my big ten inch
Record of her favorite blues

song performed by Aerosmith
Added by Lucian Velea
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Rubaiyat Of A Robin - After Edward Fitzgerald - Rubaiyat Of Omar Khayyam

Jest plays with rubaiyat and, four by four,
unseals for your amusement more and more
verses together thread in rosary
unreeled to bloom till tomb will curtains draw.

Repealed are value judgement and perspective
revealed through standpoint purely introspective,
darkside concealed of moon’s yin-yang shines clear
when we’re in orbit, - option more effective.

Rolled form performs rôle midwife to perception,
sprung tongue in cheek, tweaks sense of imperfection
or willingness to leach between the lines,
impeach entrenched ideas of self-[s]election.

This prose arose as stream deprived of section,
where ‘dip at will’ will still sustain inspection,
the current’s sense, at odds with current views
ignores round holes, square pegs, top-down direction.

Here there’s no fear of critics’ peer rejection,
contention treated with due circumspection
intention is to mention for retention
an overview or clue to extrospection.

Life’s curtains are a veil through which few see,
as many haste taste-waste eternity,
mixed up, ignore life fixes finite sum
to/through infinite opportunity.

Can “Truth” exist? all ask, who seek its core,
we, modest, etch our words to sketch the score,
diverse the verses which converge to link
reflections mirrored many times before.

Vast content, style, a while, united are,
aim at soul stimulation, nothing bar,
to pleasure, treasure, or discard at will
as minds outreach to other minds on par.

Meditating, we shed light on what
tomorrow’s tot may factor into ‘bot’ -
the poet’s lot, forgot, to help all think
ahead of time, enhance life for a lot

Some seek Nirvana, Faith speaks more than “how”.
Others reject Salvation’s wraith, - w[h]ine “now”.
Verifying facts? Inventing dreams?
Each furrow-burrows with a different plough.

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poem by Jonathan Robin
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Interconnectedness.

The internet can’t be controlled
by any form of government
Because it’s gained too strong a hold.
Which came about by accident.

Nobody can control the flow
Although some governments still try
Of information to and fro
There is one simple reason why.

The common man has access to
What governments try to conceal
A system that’s completely new
Now people can safely reveal

The secrets of the powers that be.
The things we aren’t supposed to know
they can post anonymously
There’s nothing governments can do.

At last the people have a voice
no government can suppress
The powers that be have little choice
and in the future even less.

The internet is here to stay.
It’s up to us we must adjust.
WE can’t go back to yesterday
A world of mutual mistrust.

One thing we must appreciate.
Though information’s flowing free
It isn’t always accurate
We have to choose selectively.

What we accept what we reject
and draw our own conclusion.
I have good reason to suspect
more not less confusion.

The internet may prove to be
Either a blessing or a curse.
Though I believe quite honestly.
The internet won’t make things worse

Than when governments could decide
What people were allowed to know
To preserve the nations pride
They lied alike to friend and foe.

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poem by Ivor Or Ivor.e Hogg
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Oh That's Right You're Just Another Girl

i like the echo of the narrow mountain:


Oh! that's right
You're just another girl
That loves to show of And to feel important at the same time

And to feel important at the same time
And to feel important at the same time
at the same time at the same time
at the same time at the same time
same time same time same time same time
And to feel important at the same time
And to feel important at the same time
at the same time at the same time
at the same time at the same time
same time same time same time same time
at the same time at the same time
at the same time at the same time
same time same time same time same time
And to feel important at the same time
And to feel important at the same time
at the same time at the same time
at the same time at the same time
same time same time same time same time
And to feel important at the same time
And to feel important at the same time
at the same time at the same time

Oh! that's right
You're just another girl
You're just another girl
You're just another girl
You're just another girl

aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo aldo

crash! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! krassssssssssssssssssssssssssssssssssssssssssssss sss!

poem by Ric S. Bastasa
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The Battle of Cuito Cuanavale

I. Outnumbered by armour (A reply to William Shakespeare)

Outnumbered by armour
and by men we met the enemy,
FAPLA and Cubans under Russian leadership
and the men accompanying me
was very worried
and wished for the whole
of the seventh armoured division
to have been deployed.

I said to the men
in the armoured car with me
that if we must die here in vain,
the fewer men it be
but if we grasp the victory
the world will know
that we are brave and honourable men
capable of destroying whatever faces us.

Weary I told them that our ancestors
faced a outnumbering enemy
against Dingaan and won effectively
as they were in the hand of God
and so were we.

Colonel Deon Ferreira send us straight in,
from Rundu
(heading north-west after crossing the border)
to intercept the 47th enemy FAPLA / Cuban (armoured) brigade.

At the same time UNITA were repulsing
the16th FAPLA (infantry) brigade
north of the Lomba River
that was trying to take Cunjamba.

We were hitting hard directly from the south,
surprising the 47th enemy (armoured) Brigade,
virtually destroying it
at the junction
of the Lomba and Cuzizi Rivers

fighting with armoured cars
against tanks
hitting fast and then driving away at speed,
like on commando our ancestors did
during the Anglo Boer war
fighting day and night
till the field, the air was filled with gore

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poem by Gert Strydom
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This Could Not Be The War We Fought In (Cavatina)

The new government talks down; they deceive
about winning
against us, the war in which we did fight;
the beginning
of this deceit is at primary school
and by sinning
they rewrite history to suit their lies,
to look brave in their supporters eyes.

We did destroy a Soviet controlled
Cuban army,
never lost any battle nor the war,
but liberty
given to their imprisoned leaders,
they are now free
to say whatever nonsense they want to,
in their actions atrocities to do.

Citizens did pay the ultimate price,
and went to war,
some died from cowardly terrorist acts,
as was in store;
some women and children were slaughtered
in blood and gore
by planted bombs, some in church mowed down,
in these things this government finds renown.

[References: 'The battle at Cuito Cuanavale: 'The results of the campaign up to April 1988 were 4,785 killed on the Cuban/Faplan side, with 94 tanks and hundreds of combat vehicles destroyed, against 31 South Africans killed in action,3 tanks destroyed (SADF tanks entered the war after the Lomba River campaign) and 11 SADF armoured cars and troop carriers lost. A total of 9 Migs were destroyed and only 1 SAAF Mirage shot down.' (General) Jannie Geldenhuys. (1994) : At the front. Jonathan Ball Publishers. P240.

'The South African force, under the command of Colonel Deon Ferreira, was tasked with carrying out three operations (1) Operation Modular - The aim of which was to halt and reverse the FAPLA / Cuban advance on the UNITA strongholds of Mavinga and Jamba, (2) Operation Hooper - The aim of which was to inflict maximum casualties on the retreating FAPLA / Cuban forces after they had been halted and (3) Operation Packer - The aim of which was to force the FAPLA / Cuban forces to retreat to the west of the Cuito River.' Nortje, Piet (2003) .32 Battalion. Zebra Press.

'In early October the Soviet-Fapla offensive was smashed at the Lomba River near Mavinga. It turned into a headlong retreat over the 120 miles back to the primary launching point at Cuito Cuanavale. In some of the bloodiest battles of the entire civil war, a combined force of some 8,000 UNITA fighters and 4,000 SADF troops destroyed one Fapla brigade and mauled several others out of a total Fapla force of some 18,000 engaged in the three-pronged offensive. Estimates of Fapla losses ranged upward of 4,000 killed and wounded. This offensive had been a Soviet conception from start to finish. Senior Soviet officers played a central role in its execution.... Huge quantities of Soviet equipment were destroyed or fell into UNITA and SADF hands when Fapla broke into a disorganized retreat... The 1987 military campaign represented a stunning humiliation for the Soviet Union, its arms and its strategy.... As of mid-November, the UNITA/SADF force had destroyed the Cuito Cuanavale airfield and pinned down thousands of FAPLA's best remaining units clinging onto the town's defensive perimeters.' Crocker, Chester A. (1992) High Noon in Southern Africa: Making Peace in a Rough Neighbourhood. (Crocker was U.S. Assistant Secretary of State for African Affairs during the Reagan Administration.)

John Turner claims that: 'following their losses, the Cubans were convinced that further military confrontation with the SADF would not succeed.' Turner, John W. (1998) . Continent Ablaze; The Insurgency Wars in Africa,1960 to the Present. Cassell Plc.

Comments made by a Soviet adviser to the Cubans in Angola: 'The people's armed forces for the liberation of Angola have not been able either, even with the help of the Cubans, to decisively defeat the enemy and drive him out of the territory or the country.' M. Ponomariov, Krasnaya Zvezda Magazine; 20 May 1988.]

poem by Gert Strydom
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After the Carnival

AFTER THE CARNIVAL
The carnival of carefree play
too long has tripped its careless way,
clowned senseless as an ass’s bray
while flesh from flesh Time stripped away.
.
Once sun strong shone, when one made hay
cicada-like, would spend the day
in hasting-wasting, - led astray
by vain beliefs the day to pay
would never come. But hopes decay,
the ostrich-innings stumped. Today,
momentum lost, depressed dismay
notes there’s no energy to pray.
.
Illusions fade, blue skies turn grey,
what once seemed certain from life's fray
has dropped defeated, options fray.
Careless of creed, one must obey
dread summons which to night turns day.
.
That one’s posterity will stay
when life’s departed holds at bay
a sense of impotence and may
part justify the role to play.
The carnival is over, May
to Winter bows, Spring may not stay -
its darling buds in blossom, gay,
tomorrow must return to clay.

4 November 1992 revised 21 May 2005 and 29 December 2010
robi03_0638_robi03_0000 XXX_DZX
see Après la Fête robi03_0228_robi03_0000 XXX_DJZ

Après la Fête

Life's Carnival swift sinks soon drive,
ambitions fail. What sense to strive
when dregs alone remain to drain
before forgetfulness stakes claim.
.
Who have the strength to goals attain
with principles intact remain
exceptions to life's ground rules lain,
clowns stride stage, pine, pain, soon lie slain.
.
Though some may for a time contrive
to fool themselves, they steeper dive

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poem by Jonathan Robin
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