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Well, I just think through your career you go through different phases, and I just got sort of uninspired by the whole studio process of making and releasing films.

quote by Brian De Palma
Added by Lucian Velea
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Consumed Within the Process

Consumed within the process
That process we call life.
Immuned? Not from this process.
It keeps the vision near yet uncompromised.
And far enough to become realized.

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed within the process.
That process we call life.
Immuned?
Not from this process!

It keeps the vision near yet uncompromised.
And far enough to become realized.
Closing its eyes only when it wishes,
To call itself out!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

[...] Read more

poem by Lawrence S. Pertillar
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Two Different Worlds

You know I dont understand why you treat me like this
Its almost like you feel like youre from two different worlds
well, we are todd I dont think so
You should have a listen to me right now
I can feel it now baby I can feel it now, I can feel that
Even though youre a queen and Im only a prince
I felt the magical between us ever since
The first time that I laid eyes on you
I want you to be my girl, so I can hold you
Caress you and let you know that I love you
And day by day my love grows
Heres where I stand, I gotta be your man
I dont care if were from two different worlds
But were from
Two different, two different, were from two different worlds
Two different, two different worlds
I dont understand the way you feel
But its just a dream and it could never be real
So face to face I cant love you
Were from two, different worlds
Two different, two different, were from two different worlds
Two different, two different worlds
Man things are different, birds and bees
Flowers and trees, you and me
But it really doesnt matter, it makes us stronger
Theres more to talk about, well be together longer
Trustin me, have faith in my love
It goes so deep, girl youre so sweet
As a matter of fact, I want you for my wife
Please be a part of my life
I cant believe you wont give up
Your love is strong but boy, so what so what
You cant love me, I cant love you
Were from two, different worlds it doesnt matter
Two different, two different two different,
Were from two different worlds i dont care
Two different so what two different worlds
It could never make a difference in my heart
it could never make a difference
Never could keep us apart
Hold on hold on who cares what the world is sayin?
i do my love goes so deep, mmm, baby hold on
I know baby, lets take it to the climax
Two different, two different two different so different
Were from two different worlds i dont care
Two different so what, two different worlds
So whats it gonna be, you wanna be with me?
I wanna be witchu, my love is true
All you gotta do is get into love
Its like a blessin in disguise, sent from up above

[...] Read more

song performed by LL Cool J
Added by Lucian Velea
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Reminders

Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As word
s confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.

song performed by Feeder
Added by Lucian Velea
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Book IV - Part 03 - The Senses And Mental Pictures

Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.

Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see

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poem by Lucretius
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

poem by Robert Browning (1871)
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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Old Spookses' Pass

I.
WE'D camped that night on Yaller Bull Flat,--
Thar was Possum Billy, an' Tom, an' me.
Right smart at throwin' a lariat
Was them two fellers, as ever I see;
An' for ridin' a broncho, or argyin' squar
With the devil roll'd up in the hide of a mule,
Them two fellers that camp'd with me thar
Would hev made an' or'nary feller a fool.
II.
Fur argyfyin' in any way,
Thet hed to be argy'd with sinew an' bone,
I never see'd fellers could argy like them;
But just right har I will hev to own
Thet whar brains come in in the game of life,
They held the poorest keerds in the lot;
An' when hands was shown, some other chap
Rak'd in the hull of the blamed old pot!
III.
We was short of hands, the herd was large,
An' watch an' watch we divided the night;
We could hear the coyotes howl an' whine,
But the darned critters kept out of sight
Of the camp-fire blazin'; an' now an' then
Thar cum a rustle an' sort of rush--
A rattle a-sneakin' away from the blaze,
Thro' the rattlin', cracklin' grey sage bush.
IV.
We'd chanc'd that night on a pootyish lot,
With a tol'ble show of tall, sweet grass--
We was takin' Speredo's drove across
The Rockies, by way of "Old Spookses' Pass"--
An' a mite of a creek went crinklin' down,
Like a "pocket" bust in the rocks overhead,
Consid'able shrunk, by the summer drought,
To a silver streak in its gravelly bed.
V.
'Twas a fairish spot fur to camp a' night;
An' chipper I felt, tho' sort of skeer'd
That them two cowboys with only me,
Couldn't boss three thousand head of a herd.
I took the fust of the watch myself;
An' as the red sun down the mountains sprang,
I roll'd a fresh quid, an' got on the back
Of my peart leetle chunk of a tough mustang.
VI.
An' Possum Billy was sleepin' sound
Es only a cowboy knows how to sleep;
An' Tommy's snores would hev made a old
Buffalo bull feel kind o' cheap.

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poem by Isabella Valancy Crawford
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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Depict This Different

Depict this different,
From the others sent.
This one has meaning.
With some evidence in it.

Depict this different.
Pick off the lint.
Wrap this around your mind,
Feel the warmth in it meant.

Depict this different,
From the others sent.
This one has meaning.
With some evidence in it.

Thaw the cold you hold in your heart.
Depict this different.
And don't let a freezing,
In you start.
Depict it!

Rub and cuddle up.
Depict it.
With purpose and a reason.
Appreciate each season,
With a new breath to breathe.

Depict this different,
From the others sent.
This one has meaning.
With some evidence in it.

Depict this different.
You can depict this different.

Depict this different.
You can depict this different.

Rub and cuddle up.
Depict it.
Pleased as a breeze.
Depict it.
Give your troubles up.
Depict it.
And be free.
Depict it.
Don't give them any hints,
Your mind's at ease.

Depict this different,

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poem by Lawrence S. Pertillar
Added by Poetry Lover
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

[...] Read more

poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Project Windows

Black hoods, cops n projects
Sewers flooded with foul blockage
The gutters wild and every child watches
Changin top locks with ripped off hinges
Doors kicked off, drunks stag off smirnoff, wipe your beard off
Crippled dope fiends in wheelchairs stare
Vision blurry, cus buried deep in they mind are hidden stories
Bet hes a mirror image of that 70s era
Finished for the rest of his life, till he fades out
The liquor store workers miss him but then it plays out
So many ways out the hood but no signs say out
Mental slavehouse where gats go off, I show off
Niggas up north, prison-ology talk, till they time cut off
You should chill if you short, prepare deep thought
To hit the street again, get it on, get this paper and breathe again
Plan to leave somethin behind
So your namell live on, no matter what the game lives on
(chorus)
Lookin out of my project window
Oh, I feel uninspired
Lookin out of my project window
Oh, it makes me feel, so tired
Yo, if this pianos the cake then my words are the candles
Light it up, make a wish, and them angels will grant you
Impatient once tried, but in those angels and bamboo
They lit it up, *puff* *puff*, hit it up, *puff*
Now they dismantled, think the whole world is crazy, got a 9
Watch where you walk, 2 dollar fine, sign of the times here in new york
Hi satan, united nations quietly taken, to own your soul
Take it or leave it, just my evaluation
Stack loot and guns, teach the girls karate, school your sons not to hate
But to stay awake, cus the scars a razor make is nothin in comparison
To the gas left on this whole mass, if we dont get it controlled fast
Might as well be, laughin with malcolm xs assassin as we die slow
Perishin, brain dead from a erickson
Words are the medicine, two teaspoons for goons
A cup of it for those thuggin it, yall sing the tune
Chorus
Another day, another dollar, my mother will holla
She said go and see the world for myself, and my brother shafala
Pops was smooth, from his top to his shoes
Sang the rules, guitar strings he played smokin his ?
? hat, picture this yo, seventies cat
He wrote his music in the back of the crib, I did my homework
At night the windows were speakers, pumpin life out
A fight, people screamin cus somebody pulled a knife out
So I look at this poem, Im hooked to this tune
Every night the same melody, hell sounded so heavenly
But jail was ahead of me, ? ? ? ? ?
Readings what I shouldve done, cus my imagination would run

[...] Read more

song performed by Nas
Added by Lucian Velea
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Vicious Games

I never knew
How much I loved you
I never knew
How much I cared
So I played
Vicious games, vicious games
With different names, different names
Vicious games, vicious games
With different names, different names
I was afraid
To go under
Afraid to see
When I closed my eyes
Vicious games, vicious games
With different names, different names
Vicious games, vicious games
With different names, different names
I never knew
How much I loved you
I never knew
How much I care
I just played
Vicious games, vicious games
With different names, different names
Vicious games, vicious games
With different names, different names
Now that youre gone
And you have left me
I had to learn
I had to learn how much it hurts
To play those vicious games
Vicious games, vicious games
Different names, different names
Vicious games, vicious games
Different names, different names
Vicious games, vicious games
Different names, different names
Vicious games, vicious games
Different names, different names

song performed by Yello
Added by Lucian Velea
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Vicious Games

I never knew
How much I loved you
I never knew
How much I cared
So I played
Vicious games, vicious games
With different names, different names
Vicious games, vicious games
With different names, different names
I was afraid
To go under
Afraid to see
When I closed my eyes
Vicious games, vicious games
With different names, different names
Vicious games, vicious games
With different names, different names
I never knew
How much I loved you
I never knew
How much I care
I just played
Vicious games, vicious games
With different names, different names
Vicious games, vicious games
With different names, different names
Now that youre gone
And you have left me
I had to learn
I had to learn how much it hurts
To play those vicious games
Vicious games, vicious games
Different names, different names
Vicious games, vicious games
Different names, different names
Vicious games, vicious games
Different names, different names
Vicious games, vicious games
Different names, different names

song performed by Yello
Added by Lucian Velea
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Old Spense

You've seen his place, I reckon, friend?
'Twas rather kind ov tryin'.
The way he made the dollars fly,
Such gimcrack things a-buyin'--
He spent a big share ov a fortin'
On pesky things that went a snortin'

And hollerin' over all the fields,
And ploughin' ev'ry furrow;
We sort ov felt discouraged, for
Spense wusn't one to borrow;
An' wus--the old chap wouldn't lend
A cent's wuth to his dearest friend!

Good land! the neighbours seed to wunst
Them snortin', screamin' notions
Wus jest enough tew drown the yearth
In wrath, like roarin' oceans,
'An' guess'd the Lord would give old Spense
Blue fits for fightin' Pruvidence!'

Spense wus thet harden'd; when the yearth
Wus like a bak'd pertater;
Instead ov prayin' hard fur rain,
He fetched an irrigator.
'The wicked flourish like green bays!'
Sed folks for comfort in them days.

I will allow his place was grand
With not a stump upon it,
The loam wus jest as rich an' black
Es school ma'am's velvet bunnit;
But tho' he flourish'd, folks all know'd
What spiritooal ear-marks he show'd.

Spense had a notion in his mind,
Ef some poor human grapples
With pesky worms thet eat his vines,
An' spile his summer apples,
It don't seem enny kind ov sense
Tew call that 'cheekin' Pruvidence!'

An' ef a chap on Sabbath sees
A thunder cloud a-strayin'
Above his fresh cut clover an'
Gets down tew steddy prayin',
An' tries tew shew the Lord's mistake,
Instead ov tacklin' tew his rake,

He ain't got enny kind ov show

[...] Read more

poem by Isabella Valancy Crawford
Added by Poetry Lover
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The Drug's Not Working

I was shooting in the back of the car
When the windows smashed on the police cars
I was swimming through the streets of New York
With my cocaine dagger and throats to cut
And it was making her cry
And it was making her cry
And it was making her cry
But it was making me high
She was a hooker at the age of 16
All she wanted was the money
She didn't need an I.D.
She was a junkie and I know its clich
But then so was her life
I mean, she lived in L.A.
And it was making her cry
And it was making her cry
And it was making her cry
But it was making her high
And it was making her cry
And it was making her cry
And it was making her cry
But it was making her high
And it was making her cry
And it was making her cry
(Riot in my skull, demons are coming)
And it was making her cry
(Los Angeles is dead, the drugs ain't working)
And it was making her cry
(Painted it all black, the chains are jerking)
And it was making her cry
(Los Angeles is dead, the drugs ain't working)
And it was making her cry
(Riot in my skull, demons are coming)
And it was making her cry
(Los Angeles is dead, the drugs ain't working)
And it was making her cry
(Los Angeles is dead, the drugs ain't working)
Riot in my skull, demons are coming
L.A. your dead, the drugs ain't working
Painted it all black, the chains are jerking
L.A. is dead, the drugs ain't working
L.A. your dead, the drugs ain't working
L.A. your dead, the drugs ain't working
The drugs ain't working
The drugs ain't working

song performed by Ryan Adams
Added by Lucian Velea
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I Got A Feeling In My Body

Elvis Presley - I Got A Feelin' In My Body
When Moses walked the children out of Egypt land
Said now don't you worry, we're in the Lord's hands
He's gonna walk beside us, the time is comin' near
He's gonna wash away all our misery and our fear
I got a feelin' in my body
This will be our lucky day
We'll be releasing all our sorrow
Leave it layin' along the way
When Daniel faced the lion there wasn't any doubt
You got to be like Daniel and the Lord will help us out
I got a feelin' in my body
This will be our lucky day
We'll be releasing all our sorrow
Leave it layin' along the way
Won't you lift your eyes up children
Lift them to the sky
Heaven stands before you, gates are open wide
Shelter for the weary, comfort for the weak
We'll leave the devil's evil, sweatin' on the street
I gotta, I gotta, I gotta
I got a feelin' in my body
This will be our lucky day
We'll be releasing all our sorrow
Leave it layin' along the way
Won't you lift your eyes up children
Lift them to the sky
Heaven stands before you, gates are open wide
Shelter for the weary, comfort for the weak
Leave the devils evil, sweatin' on the street
I gotta, I gotta, I gotta
I got a feelin' in my body
This will be our lucky day
We'll be releasing all our sorrow
Leave it layin' along the way
I wanna know, I wanna know, I wanna know right now, I wanna know
Yeah. yeah, I got a feel
I got a feelin' I got a feelin'
I got a feelin' in my body
This will be our lucky day
We'll be releasing all our sorrow
Leave it layin' along the way-acapo

song performed by Elvis Presley
Added by Lucian Velea
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I Got A Feelin In My Body

(words & music by dennis linde)
When moses walked the children out of egypt land
Said now dont you worry, were in the lords hands
Hes gonna walk beside us, the time is comin near
Hes gonna wash away all our misery and our fear
I got a feelin in my body
This will be our lucky day
Well be releasing all our sorrow
Leave it layin along the way
When daniel faced the lion there wasnt any doubt
You got to be like daniel and the lord will help us out
I got a feelin in my body
This will be our lucky day
Well be releasing all our sorrow
Leave it layin along the way
Wont you lift your eyes up children
Lift them to the sky
Heaven stands before you, gates are open wide
Shelter for the weary, comfort for the weak
Well leave the devils evil, sweatin on the street
I gotta, I gotta, I gotta
I got a feelin in my body
This will be our lucky day
Well be releasing all our sorrow
Leave it layin along the way
Wont you lift your eyes up children
Lift them to the sky
Heaven stands before you, gates are open wide
Shelter for the weary, comfort for the weak
Leave the devils evil, sweatin on the street
I gotta, I gotta, I gotta
I got a feelin in my body
This will be our lucky day
Well be releasing all our sorrow
Leave it layin along the way
I wanna know, I wanna know, I wanna know right now, I wanna know
Yeah. yeah, I got a feel
I got a feelin I got a feelin
I got a feelin in my body
This will be our lucky day
Well be releasing all our sorrow
Leave it layin along the way

song performed by Elvis Presley
Added by Lucian Velea
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Buzz Aldrin, Space Imperialist

Buzz Aldrin, Space Imperialist,
discovers a tiny brown lesion
on the end of his nose.
he uses his wife’s
concave make up mirror
to examine it more closely
and confirms his worse suspicions:
It’s malignant.
Coolly, he makes
one appointment with his dermatologist
and another in Samara.
After brushing his teeth
he takes another look
at the tiny brown Angel of Death.
It flakes off
-a brown booger.
Buzz cancels his appointments
and craves a celebratory drink terribly,
but summons his fantastic will power
and resists the urge.

II
Buzz Aldrin, Space Imperialist,
lands on the Dark Side of the Moon
and meets the indigenous Moonpupiks,
who are heavily armed yet friendly.
He has sex with many tribeswomen,
but fends off the attentions of the polymorphous perverse
tribesmen, and tells all that they must
dropp their religion and adopt the
State Religion of NASA, Tanglicanism,
which uses Tang for communion wine.
The natives say they don’t mind a bit
as they are lapsed Moonitarians
and were looking for something to fill the gap.
Disappointed they don’t offer more conversion resistance,
Buzz orders the leaders beheaded
and claims the Dark Side of the Moon
in the name of Rio Tinto,
an Australian mining corporation
whose logo he wears on his helmet
and ship.
Then he wakes up.

II(a)
Buzz Aldrin, Space Imperialist
takes another nap and,
against the advice of his fellow astronauts,
brings 4 or 5 Moonpupiks (MOON pu pix)
back to the Court of Richard Nixon, Imperial Vizard,

[...] Read more

poem by Percy Dovetonsils
Added by Poetry Lover
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Soccer–Passion Song

Soccer–Passion Song

Soccer in the evening;
Soccer in the morning;
Soccer in spring and fall.

Soccer in the raining;
Soccer in the snowing;
Soccer in winter and summer.

Soccer in between my feet,
where I walk;
Soccer in my heart and mind,
how I live;
Soccer my love and life.

Soccer I wake up and play;
Soccer I hold it to sleep;
Soccer my work and rest.

Soccer I sing a new song;
Soccer I dance the magic steps;
Soccer my tears and joy.

Soccer my Mom buys it for me to play;
Soccer my Dad brings me to the game;
Soccer my dear Love watches me to score.

Soccer I dribble and shoot;
Soccer I pass and fall;
Soccer my glory and downfall.

Soccer I strike to attack;
Soccer I tackle to defend;
Soccer my struggle and survival.

Soccer I receive the flags and the whistles;
Soccer I get the yellow and red card;
Soccer my moves and stop.

Soccer I meet my friends;
Soccer I make my enemies;
Soccer my conflict and peace.

Soccer I play and watch;
Soccer I watch but cannot play;
Soccer my dream and reality.

Soccer I learn the rights;
Soccer I confess the fouls;

[...] Read more

poem by Laijon Liu
Added by Poetry Lover
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