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I'd like to do a comedy with Emma Thompson. I admire her as an actress so much. I love her. And I didn't know it until recently that her whole career started in comedy.

quote by Gene Wilder
Added by Lucian Velea
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Henry And Emma. A Poem.

Upon the Model of The Nut-Brown Maid. To Cloe.

Thou, to whose eyes I bend, at whose command
(Though low my voice, though artless be my hand.
I take the sprightly reed, and sing and play,
Careless of what the censuring world may say;
Bright Cloe! object of my constant vow,
Wilt thou a while unbend thy serious brow?
Wilt thou with pleasure hear thy lover's strains,
And with one heavenly smile o'erpay his pains?
No longer shall the Nut-brown Maid be old,
Though since her youth three hundred years have roll'd:
At thy desire she shall again be raised,
And her reviving charms in lasting verse be praised.

No longer man of woman shall complain,
That he may love and not be loved again;
That we in vain the fickle sex pursue,
Who change the constant lover for the new.
Whatever has been writ, whatever said
Henceforth shall in my verse refuted stand,
Be said to winds, or writ upon the sand:
And while my notes to future times proclaim
Unconquer'd love and ever-during flame,
O, fairest of the sex, be thou my muse;
Deign on my work thy influence to diffuse:
Let me partake the blessings I rehearse,
And grant me love, the just reward of verse.

As beauty's potent queen with every grace
That once was Emma's has adorn'd thy face,
And as her son has to my bosom dealt
That constant flame which faithful Henry felt,
O let the story with thy life agree,
Let men once more the bright example see;
What Emma was to him be thou to me:
Nor send me by thy frown from her I love,
Distant and sad, a banish'd man to rove:
But, oh! with pity long entreated crown
My pains and hopes: and when thou say'st that one
Of all mankind thou lovest, oh! think on me alone.

Where beauteous Isis and her husband Thame
With mingled waves for ever flow the same,
In times of yore an ancient baron lived,
Great gifts bestowed, and great respect received.

When dreadful Edward, with successful care
Led his free Britons to the Gallic war,

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poem by Matthew Prior
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Synergy of Love

'Were you honed from poetry? '
I asked your saddened smile.
For it seems to tell a longing tale -
One of words in oratory
That speaks in languid metaphors
From lips of mind in deep despair
And solitude from inner wars
That over time has rendered life so frail.

'Were you carved from doleful prose? '
I sought to ask your gaze,
For a pain lies deep within your eyes -
One of barren territory
Where no fair heart could ever drift
And hope to venture back content
With grateful memories in a gift -
A land of your affectional demise.

'Do I hear a mournful hum? '
I wondered of your cry,
For it sings a song of deep lament -
One of quiet soliloquy
Recited on deserted strands
To waves that have no sense of song
And only wish to fight the sands -
A chant that cites emotional descent.

Do you know your face portrays
The colours of your soul?
It tells me at a single glance
Of how you burned your furnace whole
To stay the fire in our romance.

And see the prismic hues they bore!
I cherished all I ever saw:
Mauve of mystic; browns of rustic;
Reddened tones to match your blush;
Marine of passion, spending out your being,
Leaving you for ashen embers, fleeing
The dying light in hush of night.
And how you lay there empty.

So let me help re-grow the flowers
Once erect in fiery showers!
For now I've seen what love can do
When torn asunder - oh my catastrophic blunder!

But we must realise -
Our flaming want is meant to be!
We are the ocean and the sea;

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poem by Mark R Slaughter
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Forsaking My Love

I hate you
I wish to tear you away from me
This tumor that clings to my chest
The thing that makes me ache
That haunts my dreams
And tears at my desires
You have brought me only pain
My untamed heart
That beast that gnaws at my soul
That pitifully whines
Bringing my mind into unwanted pain
Yet how can I blame you
How can I chastise you when I listen intently to your pleas
Why should I punish you for what my eyes feed upon
How can I blame my eyes for falling upon her
She who brings light to the eternal darkness of my soul
She whose eyes bring me to subjection
Whose smile leaves me in awe
How can I blame you when my ears are met with her laughter
How they submerge into her song
How they quiver at her voice
Why should I punish you for inclining my soul
Tempting it with the one sense that has been forsaken by her
How could I look over the thought of the brushing of lips
The touching of hands
The binding of the soul, mind, and body
O you wretched heart
What am I to do with this constant companion
How could I tear you away
When she is the cause of my agony
Or rather
It is the lack of her which brings me sorrow
It is the need for her that leaves my heart in pain
Yet she is not mine
She was never mine
She will never be mine
O my poor heart
How can I make you see reason
When all you do is show me the truth

love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love

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poem by Michael Silver
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Her...

I can never get my mind off her,
I wonder if she'd mind if i'd,
make her my own,
and never let her go,
hug her tight,
treat her right,
act all polite,
take her on a date,
make sure i'm never late,
kiss her on her lips,
talk about our kids,
Make her feel like princess,
living in a castle,
hope that is not too much hassle,
But i am so blessed,
hope i can be the best,
hold you tight,
have your BR3A$t,
on my chest,
pass the test,
NOW YOUR MINE!

sorry for word spamming: (

love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love love

poem by Jordan Moore
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Actress

Some day I'm going to grow up
And be every man's dream
Some day I'm going to grow up
And forget this sad little me
I'm going to shine in the spotlight
Wear sexy clothes
Be somebody everybody wants to meet
And no one ever really knows
No one will ever know me
I'm an actress through and through
And to my bones
I'm an actress through and through
And to my bones
Critics will adore me
At least they will at first
But you see I already know this
So it can't never really hurt
And if it does, I'm an actress
I'll play it nonchalant
In the total scheme of things it's insignificant
(sure I can take the knocks)
Cause I'm an actress through and through
And to my bones
I'm an actress through and through
And to my bones
I may not be that pretty now
But who's the referee
Standards of beauty
Will be redefined because of me
And then they'll be the scandals
Everywhere my name
Men will jump from balconies
And I'll just shrug and take the blame
(yeah, they'll say I died for love)
Cause I'm an actress through and through
And to my bones
Well, I'm an actress through and through
And to my bones
My acceptance speech will be a milestone
Never will such a star
Have ever graced the microphone
And of course I'll thank my agent
The way they always do
Though I could have done it without him
And that goes for the Academy too
And the makeup people and the lighting designers and everybody else
Cause I'm an actress throughand through
And to my bones
I'm an actress through and through
And to my bones

[...] Read more

song performed by Carly Simon
Added by Lucian Velea
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Bitter Blow of Love

Love! you dealt a bitter blow –
You lay me cross the mortal plains,
Bedewed, bedimmed amongst a show
Of tearful clouds: eternal rains
To weep at my enduring foe

Of harsh reality – searing pains of
Destiny: dependable propensity
To fool myself repeatedly
That I could ever triumph over love!

Copyright Mark R Slaughter 2009

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poem by Mark R Slaughter
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Take Me Home

Theres no place I call height, theres no way in a mean street,
Theres no high, low or medium, theres no little be.
So do your searching, until youre down, then realise, youre on your home ground
(echo off)
Sitting in a white room, dreaming of a life, (emma)
You have got me thinking, what is paradise. (emma)
Should I take an ocean drive, cooling from the sun, (emma)
Silver screen got me thinkin this is how it should be done. (emma)
Take me home, theres no place Id a rather be now, yeah,
Take me home, theres no place Id a rather be now, yeah.
Stand together alone, not knowing who you are, (emma)
Friendly strangely strangely friendly, would you keep me warm? (emma)
Would you keep me warm? you now, you could be your paradise,
Talk and keep me warm (emma), you could have youre own dream life,
Step into your comfort side, comfort side.
Take me home, theres no place Id a rather be now, yeah,
Take me home, theres no place Id a rather be now, yeah.
(echo next 4 lines in background (emma) )
There nobody to take me home, cause Im here, yes where I belong,
Im nearly, cause Im on my way, at my home it will always stay.
There nobody to take me home, cause Im here, yes where I belong,
Im nearly, cause Im on my way, at my home it will always stay.
So all thats free falling falls, hangs, out of time,
Youve got yours, Ive got mine, should all this be so precious?
Maybe I should be a little humble? slate of fear, cause I could stumble.
So do your searching until your down, cause your on home ground.
(echo off)
(continuous echo: take take take take me home, take take take me home..(emma) )
Take me home, theres no place Id a rather be now, yeah
Take me home, theres no place Id a rather be now, yeah
(repeat last 2 lines x3 and fade )

song performed by Geri Halliwell
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Macbreath

A Tragedy as Played at Ryde**
Macbreath Mr Henley
Macpuff Mr Terry
The Ghost

ACT I

TIME: The day before the election
SCENE: A Drummoyne tram running past a lunatic asylum.
All present are Reform Leaguers and supporters of Macbreath.
They seat themselves in the compartment.

MACBREATH: Here, I'll sit in the midst.
Be large in mirth. Anon we'll all be fitted
With Parliamentary seats.
(Voter approaches the door.)
There's blood upon thy face.

VOTER: 'Tis Thompsons's, then.

MACBREATH: Is he thrown out? How neatly we beguiled
The guileless Thompson. Did he sign a pledge agreeing to retire?

VOTER: Aye, that he did.

MACBREATH: Not so did I!
Not on the doubtful hazard of a vote
By Ryde electors, cherry-pickers, oafs,
That drive their market carts at dread of night
And sleep all day. Not on the jaundiced choice
Of folks who daily run their half a mile
Just after breakfast, when the steamer hoots
Her warning to the laggard, not on these
Relied Macbreath, for if these rustics' choice
Had fall'n on Thompson, I should still have claimed
A conference. But hold! Is Thompson out?

VOTER: My lord, his name is mud. That I did for him
I paid my shilling and I cast my vote.

MACBREATH: Thou art the best of all the shilling voters.
Prithee, be near me on election day
To see me smite Macpuff, and now we shan't
Be long,
(Ghost of Thompson appears.)
What's this? A vision!
Thou canst not say I did it! Never shake
Thy gory locks at me. Run for some other seat,
Let the woods hide thee. Prithee, chase thyself!
(The ghost of Thompson disappears, and Macbreath revives himself

[...] Read more

poem by Andrew Barton Paterson
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Actress, Model...

Dear Mom
I'm dating an actress
And I'm just writing to let you know
Why I'm so far from home
I followed her to Stella Adler
A method man was what she was after
She must have seen them on TV
She's my actress model dancer whatever
I've been watching you
I've been wanting you
Actress model dancer whatever
You're so over there
You're so everywhere
I met her over a cigarette
And though I don't really know her yet
I could see she sees something in me
A thousand bucks won't pay the rent
And I don't know where the money's spent
But it shows Lord cause nothing's free
She's my actress model dancer whatever
I've been watching you
I've been wanting you
Actress model dancer whatever
You're so over there
You're so everywhere
She made a promise
she'd never act with me now
But I saw her move her lips
They were reading scripts
She made a promise
she'd never act with me now
And I saw her move her lips
Line please line please
Dear Mom
I'm dating an actress
And I'm just writing to let you know who who
Actress model dancer whatever
I've been watching you
I've been wanting you
Actress model dancer whatever
You're so over there
You're so everywhere
Dear Mom
I'm dating an actress
Dear Mom
I'm dating an actress
Now I'm an actor too

song performed by Unwritten Law
Added by Lucian Velea
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You Started This Fire

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

Aaahhh, aaahhh, aaahhh.

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

Aaahhh, aaahhh, aaahhh.

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

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

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

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

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

You lay bare with naked clues!

[...] Read more

poem by Lawrence S. Pertillar
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The Victories Of Love. Book II

I
From Jane To Her Mother

Thank Heaven, the burthens on the heart
Are not half known till they depart!
Although I long'd, for many a year,
To love with love that casts out fear,
My Frederick's kindness frighten'd me,
And heaven seem'd less far off than he;
And in my fancy I would trace
A lady with an angel's face,
That made devotion simply debt,
Till sick with envy and regret,
And wicked grief that God should e'er
Make women, and not make them fair.
That he might love me more because
Another in his memory was,
And that my indigence might be
To him what Baby's was to me,
The chief of charms, who could have thought?
But God's wise way is to give nought
Till we with asking it are tired;
And when, indeed, the change desired
Comes, lest we give ourselves the praise,
It comes by Providence, not Grace;
And mostly our thanks for granted pray'rs
Are groans at unexpected cares.
First Baby went to heaven, you know,
And, five weeks after, Grace went, too.
Then he became more talkative,
And, stooping to my heart, would give
Signs of his love, which pleased me more
Than all the proofs he gave before;
And, in that time of our great grief,
We talk'd religion for relief;
For, though we very seldom name
Religion, we now think the same!
Oh, what a bar is thus removed
To loving and to being loved!
For no agreement really is
In anything when none's in this.
Why, Mother, once, if Frederick press'd
His wife against his hearty breast,
The interior difference seem'd to tear
My own, until I could not bear
The trouble. 'Twas a dreadful strife,
And show'd, indeed, that faith is life.
He never felt this. If he did,
I'm sure it could not have been hid;
For wives, I need not say to you,

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poem by Coventry Patmore
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The Tale of Emma Chissett - for Dan Dan the Betcha Man

Emma Chissett’s
missed out lunch;
she’s suffering
a credit crunch;

Emma Chissett
checks out who
today is offering
three-for-two;

Emma checks
the cornbeef tins
in those illegal
‘sell by’ bins;

finds ‘eat by’ dates
passed (hard to see..):
mentions this;
and gets them free;

Emma’s icebox
shelves for meat
holds tougher cuts:
chew first, then eat..

Emma’s sharp eye
spots bruised fruit;
negotiates
a price to suit;

Emma does
these shops a good turn:
avoids some angry
customer return;

she’s there before
every Church bazaar:
spots the mispriced
from afar;

turns the expensive
fashion gown
to show the tear or stain;
brings the price right down;

and woe betide
a market stall:
‘emmachissett? ’..
and prices fall..

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poem by Michael Shepherd
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Tales Of A Wayside Inn : Part 3. The Student's Tale; Emma and Eginhard

When Alcuin taught the sons of Charlemagne,
In the free schools of Aix, how kings should reign,
And with them taught the children of the poor
How subjects should be patient and endure,
He touched the lips of some, as best befit,
With honey from the hives of Holy Writ;
Others intoxicated with the wine
Of ancient history, sweet but less divine;
Some with the wholesome fruits of grammar fed;
Others with mysteries of the stars o'er-head,
That hang suspended in the vaulted sky
Like lamps in some fair palace vast and high.
In sooth, it was a pleasant sight to see
That Saxon monk, with hood and rosary,
With inkhorn at his belt, and pen and book,
And mingled lore and reverence in his look,
Or hear the cloister and the court repeat
The measured footfalls of his sandaled feet,
Or watch him with the pupils of his school,
Gentle of speech, but absolute of rule.

Among them, always earliest in his place.
Was Eginhard, a youth of Frankish race,
Whose face was bright with flashes that forerun
The splendors of a yet unrisen sun.
To him all things were possible, and seemed
Not what he had accomplished, but had dreamed,
And what were tasks to others were his play,
The pastime of an idle holiday.

Smaragdo, Abbot of St. Michael's, said,
With many a shrug and shaking of the head,
Surely some demon must possess the lad,
Who showed more wit than ever schoolboy had,
And learned his Trivium thus without the rod;
But Alcuin said it was the grace of God.

Thus he grew up, in Logic point-device,
Perfect in Grammar, and in Rhetoric nice;
Science of Numbers, Geometric art,
And lore of Stars, and Music knew by heart;
A Minnesinger, long before the times
Of those who sang their love in Suabian rhymes.

The Emperor, when he heard this good report
Of Eginhard much buzzed about the court,
Said to himself, 'This stripling seems to be
Purposely sent into the world for me;
He shall become my scribe, and shall be schooled
In all the arts whereby the world is ruled.'

[...] Read more

poem by Henry Wadsworth Longfellow
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Actress

She uses her innocence as a shield
Hoping no one will ever see past it
See inside her story, once upon a time
For girl-next-door-beautifuls everywhere
She asked him
To her surprise, he refused
It broke her heart like a mirror
with her real face on the other side feeling pain
All I can say is
She's an actress
A great actress
She asks them how their day was
And gives them a grin
She teaches her "philosophy"- Think Win-Win
Yeah, right
But beyond that cheer is something called fear
of being on the outside of life
Beyond that joy is something that boy
left when he walked away
Leaving her in the dark
If she's an actress, she's the best
Or is she being real? Maybe she's happy that it
Happened, but if she's happy,
He's the one that's heartbroken
Walking away cause he saw it was a dare
A dare for herself, but he's wrong
She's an actress
A great actress
She revolves her life around him
When he refused, he broke her heart
Her real girl-next-door life
She failed girl-next-door-beautifuls
Thanks to him
She's an actress
He started a new life for her by refusing
If her philosophy was Think Win-Win,
he would have said yes
He would have said yes
She's an actress
A great actress

poem by Mye3
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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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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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Better, Deeper, More Intelligent

Better, deeper, more intelligent,
and sensitive than us, Jane Austen
provides a literary environment
in which we all, by getting lost in
admiration for her heroines,
feel so diminished we conclude
whichever of the many heroes wins
their heart is an unlucky dude.

Riding with her, dressed by Abercombie
and Fitch is not the sort of way
I’d like to spend my time. I’m not a zombie.
Perhaps because I am not gay
I can’t relate to all the topics Jane
obsesses on, and in Northanger
Abbey heroines would all complain
I was a crashing bore and wanker.

“Why couldn’t all these heroines go out
and get a job? ” was asked by Emma––
not Jane’s, Ms. Thompson’s Emma, without doubt
a heroine who’s not a femi-
nist––oh horrid word––but understands
how prejudice which is their pride
lands nearly all of them in Jane’s badlands
composed of English countryside.

Who needs a woman who is deeper than
themselves, far better, surely, and
far more intelligent? I’m not that man.
Although I think I understand
what all her heroines are saying, I
don’t look for girls who're good or deep.
I’m merely looking for the sort who’ll lie
with me before I fall asleep.

Inspired by an article by Jennifer Schuessler on “Pride and Prejudice and Zombies, ” by Seth Grahame-Smith (“I Was a Regency Zombie, ” NYT, February 22,2009) :

The classic examples of that would be any speech by Judi Dench — her accent certainly helps — or Emma Thompson’s understated, wryly funny acceptance speech at the 1996 Oscars, when she won the award for best adapted screenplay for “Sense and Sensibility.”
“Before I came, I went to visit Jane Austen’s grave in Winchester Cathedral to pay my respects, you know, and tell her about the grosses, ” she said. She also thanked Sidney Pollack “for asking the right questions, like, ‘Why couldn’t these women go out and get a job? ’ ” Ms. Thompson — who accepted another award, at the Golden Globes, with a speech in the style of Jane Austen herself — then did what cool British award winners do: she put the Oscar in her guest bathroom.

These days, America is menaced by zombie banks and zombie computers. What’s next, a zombie Jane Austen? In fact, yes. Minor pandemonium ensued in the blogosphere this month after Quirk Books announced the publication of “Pride and Prejudice and Zombies, ” an edition of Austen’s classic juiced up with “all-new scenes of bone-crunching zombie mayhem” by a Los Angeles television writer named Seth Grahame-Smith. (First line: “It is a truth universally acknowledged that a zombie in possession of brains must be in want of more brains.”) … In fact, “Pride and Prejudice” may already be a zombie novel, contends Brad Pasanek, a specialist in 18th-century literature at the University of Virginia. “The characters other than the protagonist are so often surrounded by people who aren’t fully human, like machines that keep repeating the same things over and over again, ” Professor Pasanek said. “All those characters shuffling in and out of scenes, always frustrating the protagonists. It’s a crowded but eerie landscape. What’s wrong with those people? They don’t dance well but move in jerky fits. Oh, they are headed this way! ” While the vast industry of Austen sequels and pastiches runs heavily toward the romance-novel end of the literary spectrum - see “The Private Diary of Mr. Darcy” by Maya Slater, to be published in the United States in June - scholars have long emphasized the mean-girl side of Jane’s personality. Professor Pasanek, who has collaborated on a project that uses spam-detection software to analyze Austen fan fiction, cites the psychologist D. W. Harding’s 1940 essay “Regulated Hatred, ” which sounds more like a death-metal band than a piece of influential Austen scholarship.“Most people try to ignore the fact that Austen’s novels are sort of acid baths, ” Professor Pasanek said. “She’s so much better, deeper, more sensitive and intelligent than everyone around her that she has to regulate her own misanthropy. Her novels are hostile environments.”

2/22/09

poem by Gershon Hepner
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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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Bumper To Bumper

Ill beep my horn for you, bumper 2 bumper, give way Im coming through,
Id give my heart for you, bumper 2 bumper, give way Im coming through.
Driving through the city, (d)getting nitty gritty,
Looking for a place to go, ( yeah. ) girls are feeling risky, (aah)
Feelin kinda frisky, ( giggle (emma) ) come on baby let me go.
Move over, move over, youre driving me reckless, (emma)
Bumper to give me, alright youre gonna get this, (emma)
Bumper 2 bumper, bumper 2 bumper, I want t drive your body all night
I want a back seat lover, all right.
Dont do that!
Id give my heart for you, bumper 2 bumper,
Give way Im coming through, bumper 2 bumper.
Id give my heart for you, bumper 2 bumper,
Cant take my eyes off you, bumper 2, oh ( bumper. )
Looking but no stopping, ( stopping, (emma) ) only window shopping,
Less youve got some goods to show, dont tell us that youre dirty,
Only being flirty, tops off and down and here we go!
Ohh!
Your lover, your lover, youre driving me reckless, (emma)
Bumper to give me, alright youre gonna get this, (emma)
Bumper 2 bumper, bumper 2 bumper, I want t drive your body all night
I want a back seat lover, all right. dont do that
Id give my heart for you, bumper 2 bumper,
Give way Im coming through, bumper 2 bumper.
Id give my heart for you, bumper 2 bumper,
Cant take my eyes off you, bumper 2, bumper.
Bumper!
Bumper 2 bumper,
Driving into the sunshine, driving into the sunshine,
Bumper!
Driving into the sunshine, driving into the sunshine,
Driving into the sunshine.
Dont do that!
(echo off)
Id give my heart for you, bumper 2 bumper,
Give way Im coming through, bumper 2 bumper.
Id give my heart for you, bumper 2 bumper,
Cant take my eyes off you, bumper 2, bumper.
Id give my heart for you, bumper 2 bumper,
Give way Im coming through, bumper 2 bumper
Id give my heart for you, bumper 2 bumper,
Cant take my eyes off you, bumper 2 bumper.
Id give my heart for you, bumper 2 bumper,
Give way Im coming through, bumper 2 bumper.
(repeat and fade last 2 lines)

song performed by Geri Halliwell
Added by Lucian Velea
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The Court Of Love

With timerous hert and trembling hand of drede,
Of cunning naked, bare of eloquence,
Unto the flour of port in womanhede
I write, as he that non intelligence
Of metres hath, ne floures of sentence;
Sauf that me list my writing to convey,
In that I can to please her hygh nobley.

The blosmes fresshe of Tullius garden soote
Present thaim not, my mater for to borne:
Poemes of Virgil taken here no rote,
Ne crafte of Galfrid may not here sojorne:
Why nam I cunning? O well may I morne,
For lak of science that I can-not write
Unto the princes of my life a-right

No termes digne unto her excellence,
So is she sprong of noble stirpe and high:
A world of honour and of reverence
There is in her, this wil I testifie.
Calliope, thou sister wise and sly,
And thou, Minerva, guyde me with thy grace,
That langage rude my mater not deface.

Thy suger-dropes swete of Elicon
Distill in me, thou gentle Muse, I pray;
And thee, Melpomene, I calle anon,
Of ignoraunce the mist to chace away;
And give me grace so for to write and sey,
That she, my lady, of her worthinesse,
Accepte in gree this litel short tretesse,

That is entitled thus, 'The Court of Love.'
And ye that ben metriciens me excuse,
I you besech, for Venus sake above;
For what I mene in this ye need not muse:
And if so be my lady it refuse
For lak of ornat speche, I wold be wo,
That I presume to her to writen so.

But myn entent and all my besy cure
Is for to write this tretesse, as I can,
Unto my lady, stable, true, and sure,
Feithfull and kind, sith first that she began
Me to accept in service as her man:

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poem by Anonymous Olde English
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