I think if you look at Andre then and now, you look at two different models. Of course it's personal preference, I think Andre now is a great role model for the kids. He has started training differently than he was before, and so on and so on.
quote by Ivan Lendl
Added by Lucian Velea
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Related quotes
Personal
Anything you want from me
Ill do
But first
Lets get personal
Personal
Personal
Personal
Lets get personal
Personal
Personal
Personal
Personal with you
Were sittin havin dinner at your parents home
Some of the finest food Ive ever known
But I need some sweetness on my tongue
And it aint a type of sugar oh no
So maybe we can go somewhere
Neighbour room girl I dont care
Wheres the bedroom
(its upstairs)
Ill meet you there in a minute
Girl so we can get
Lets get personal (ooh yeah)
Personal (tight baby)
Personal (maybe we can get)
Personal (just a little, just a little bit)
Lets get personal (ooh yay)
Personal (I wanna get personal)
Personal (come on baby, just trust me)
Personal (I wanna get)
Personal with you
Im behind you in your bedroom with your hands against the wall
But keeping one eye on the door
Got your t-shirt and your panties on
Ooh I feel so right, cant be wrong, no
I know you like it when I touch you there
Girl just keep it quiet or theyll hear
Feel the tremblin all down your leg
Id love to head to your bed
So that we can get
Personal
Shhh
Should I take off my clothes (no)
Put the lock on the door
Let go of your deepest inhibitions
Let me fulfil your fantasies girl
Like me touching you there (yeah)
The way that I play with your hair
Emotions running wild until we stop
Yeah
[...] Read more
song performed by Craig David
Added by Lucian Velea
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Differently
Wish you told me by and by,
That my life would come to this,
That I'd have to find a way
to let things go,
That my friends would turn to foes,
And my love would come to blows,
Then I would have done some things
differently.
Differently...
I would ask you out every night.
Differently...
And I would make you feel so good.
Differently...
And appreciate the things that
you bring to me, babe.
Differently...
Oh yes I would, oh yeah.
Yeah, I know you tried and tried,
But your signal I just missed,
When you said my little girl
would soon be gone,
Yes I didn't hear you then,
And it might be too late now,
That's another thing I'd do
differently.
Differently...
Like trying to make you feel
loved every day.
Differently...
And saying little things to
let you know how I feel.
Differently...
Yes I can hear your young
voice calling me, babe.
Differently...
Oh yes I can.
When I 'm away I call you up,
And you don't seem to miss me as much,
But I know our love
is still there in your heart,
Just differently.
Differently...
Oh yes, I can hear your young
voice calling me, babe.
Differently...
Oh yes I can.
Differently...
I'd appreciate the things that you
bring to me babe, yes I would.
Differently...
[...] Read more
song performed by Neil Young
Added by Lucian Velea
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Sociology Assignment
THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING
INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.
INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .
In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .
In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .
NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.
Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .
TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.
The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.
Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.
A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.
SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .
There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .
CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.
LIST OF REFERENCES.
Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.
Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139
Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14
Harris, S. (1999) . Careers education: contesting policy and practice. Sage
[...] Read more
poem by Innocent Masina Nkhonyo
Added by Poetry Lover
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Marie Claire
Down in the valley, beside the Seine
Where it's cold and damp in the autumn rain,
A couple once opened a restaurant,
And called it the Café d'Aubijon.
The chef was Henri Apollinaire,
His wife, the beautiful Marie Claire,
And Henri worshipped his wife, complete
From her hair right down to her darling feet.
Marie had more of a roving eye
For the guests and the diners, passing by,
While Henri slaved over plates of veal,
Marie saw hearts she would like to steal.
She flirted, fluttered and teased with eyes
That promised much to the less than wise,
She often removed her wedding ring
And leant so close, she was whispering.
She'd show each guest to his tiny room
In the long drawn lull of the afternoon,
Then disappear for an hour or so
While Henri dealt with the guests below.
Then down amongst the crème brûlé,
The Guinea Fowl and the consommé,
The Chef sat brooding about his life,
Breaking his heart for his faithless wife.
So many guests had come and gone
From Caen, Toulouse, from Avignon,
From Brest, Limoux, from Vaux Sur Mer,
He wondered what he was doing there.
But every time that he saw his wife
His heart said: 'She's the love of my life! '
He never would think to challenge her there,
Her loss would shackle him in despair!
A change came suddenly over her
When a guest called André Carpentier
Took up her offer of room and board
And sneered at Henri's estouffade.
Too thin, too thick, the wine was sour,
He sniped, was muttering by the hour,
For nothing was well enough done, by half,
And Marie Claire had begun to laugh.
[...] Read more
poem by David Lewis Paget
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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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Soccer Rollback
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[...] Read more
poem by Rwetewrt Erwtwer
Added by Poetry Lover
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Virginia's Story
Elizabeth Gates-Wooten is my Grand mom.
She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.
When she was old enough she got married.
First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.
Agnes was my mother.
Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.
Then they moved to West Virginia in the United States.
Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.
Anna was a maid and cook.
She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth
They were both good cooks
They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.
My moms name was Agnes Barrie Gates.
She married James Wright and moved to Cleveland.
[...] Read more
poem by Talile Ali
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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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Model Citizen
Be an Arab
Be a Jew
Be a boxing
Kangaroo
Beat yourself
All black and blue
I don't care
Be a bleeder
Be a Cancer
A hemophiliac
Romancer
Be a crippled disco
Dancer
Oooh... What a pair
He's a model citizen
I think I've got them fooled them again
He's an ultra-sweety guy
And a master of disguise
He's a model citizen
Just keep believing that my friends
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm an all American!!!
I'm a hostage
In a city of creeps
They've got mercenary guards
That watch me sleep
They'd like to kill me slow
Bury me deep
In the heart of Texas
I'm a martyr
I'm a sadist
I might be the Saviour here to save us
I'm a friend of Sammy Davis, casually
He's a model citizen
I think I've got them fooled again
He's an ultra-sweety guy
I won't let down my disguise
He's a model citizen
Just keep believing that my friends
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm an all American
I'm a model citizen
I'm a model citizen
I'm a model citizen
[...] Read more
song performed by Alice Cooper
Added by Lucian Velea
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Allegany Camp
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[...] Read more
poem by Rwetewrt Erwtwer
Added by Poetry Lover
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The Ghost - Book IV
Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;
[...] Read more
poem by Charles Churchill
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The Kids
Written by jay kay and toby smith
Now were getting nasty
Everybody is talking about the kids
The kids have funky soul and groove emotion
But if you dont give the kids the chance to use it
Theyre always more than likely to abuse it
Kids get down, stormy weather, fifteen years of royal pleasure.
Everybodys talking about the kids
And its taking time for you to realise
Now hunger turns to anger in your eyes
I say the revolution will be televised, yes it will gil...
Everybodys talking about the kids
Kids get down, stormy weather, fifteen years of royal pleasure.
Kids get down underground, evrybody dance to the funky sound.
Everybodys talking about the kids
The kids need space to get their heads in place
And every day this world we have to face
Well I just cant seem to find my proper place
Kids get down, celebrate, now were gonna kick the thing we hate
Everybodys talking about the kids
It wont be long before we get our own
And every kid can truly feel at home
I told ya you should give the dog a bone.
Kids get down, pressurized, to live the life that you devised
Kids get down, celebrate, life is to short to complicate
Everybodys talking about school
But I get more pleasure breaking all the rules
Cos lesson one begins with life is cruel
Well I guess Im just an educated fool
Everybodys talking about the kids
Mom and dad make efforts to excuse it
Government officials will confuse it
Members of the bench will try to prove it
Youre going down sucker!
Everybodys talking about the kids now
Everybodys talking about the kids now
The kids got funky soul
Everybodys talking about high
But kids get high to satisfy
For reaching out to touch the sky
Is all I can identify, and you know why...
Kids get down, stormy weather, fifteen years of royal pleasure
Kids get down celebrate, now were gonna kick the thing we hate.
song performed by Jamiroquai
Added by Lucian Velea
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.
Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.
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poem by Anne Bradstreet
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Canto the Sixteenth
I
The antique Persians taught three useful things,
To draw the bow, to ride, and speak the truth.
This was the mode of Cyrus, best of kings --
A mode adopted since by modern youth.
Bows have they, generally with two strings;
Horses they ride without remorse or ruth;
At speaking truth perhaps they are less clever,
But draw the long bow better now than ever.
II
The cause of this effect, or this defect, --
"For this effect defective comes by cause," --
Is what I have not leisure to inspect;
But this I must say in my own applause,
Of all the Muses that I recollect,
Whate'er may be her follies or her flaws
In some things, mine's beyond all contradiction
The most sincere that ever dealt in fiction.
III
And as she treats all things, and ne'er retreats
From any thing, this epic will contain
A wilderness of the most rare conceits,
Which you might elsewhere hope to find in vain.
'T is true there be some bitters with the sweets,
Yet mix'd so slightly, that you can't complain,
But wonder they so few are, since my tale is
"De rebus cunctis et quibusdam aliis."
IV
But of all truths which she has told, the most
True is that which she is about to tell.
I said it was a story of a ghost --
What then? I only know it so befell.
Have you explored the limits of the coast,
Where all the dwellers of the earth must dwell?
'T is time to strike such puny doubters dumb as
The sceptics who would not believe Columbus.
V
Some people would impose now with authority,
Turpin's or Monmouth Geoffry's Chronicle;
Men whose historical superiority
Is always greatest at a miracle.
But Saint Augustine has the great priority,
Who bids all men believe the impossible,
Because 't is so. Who nibble, scribble, quibble, he
Quiets at once with "quia impossibile."
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poem by Byron from Don Juan (1824)
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Don Juan: Canto The Sixteenth
The antique Persians taught three useful things,
To draw the bow, to ride, and speak the truth.
This was the mode of Cyrus, best of kings--
A mode adopted since by modern youth.
Bows have they, generally with two strings;
Horses they ride without remorse or ruth;
At speaking truth perhaps they are less clever,
But draw the long bow better now than ever.
The cause of this effect, or this defect,--
'For this effect defective comes by cause,'--
Is what I have not leisure to inspect;
But this I must say in my own applause,
Of all the Muses that I recollect,
Whate'er may be her follies or her flaws
In some things, mine's beyond all contradiction
The most sincere that ever dealt in fiction.
And as she treats all things, and ne'er retreats
From any thing, this epic will contain
A wilderness of the most rare conceits,
Which you might elsewhere hope to find in vain.
'Tis true there be some bitters with the sweets,
Yet mix'd so slightly, that you can't complain,
But wonder they so few are, since my tale is
'De rebus cunctis et quibusdam aliis.'
But of all truths which she has told, the most
True is that which she is about to tell.
I said it was a story of a ghost--
What then? I only know it so befell.
Have you explored the limits of the coast,
Where all the dwellers of the earth must dwell?
'Tis time to strike such puny doubters dumb as
The sceptics who would not believe Columbus.
Some people would impose now with authority,
Turpin's or Monmouth Geoffry's Chronicle;
Men whose historical superiority
Is always greatest at a miracle.
But Saint Augustine has the great priority,
Who bids all men believe the impossible,
Because 'tis so. Who nibble, scribble, quibble, he
Quiets at once with 'quia impossibile.'
And therefore, mortals, cavil not at all;
Believe:--if 'tis improbable you must,
And if it is impossible, you shall:
'Tis always best to take things upon trust.
I do not speak profanely, to recall
[...] Read more
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)
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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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Positive Role Model
Here we are
where we were
back on everything
Went too far
now we're fine
back on everything
So much for making it day by day
Back on everything
Instead of taking another way
we're back on everything
I want a positive role model
I want a positive role model
My reflection on the street
Is that the way I walk?
Introspection as I speak
I need to change the way I talk
In a changing world
there's so much you could be
Why can't you choose your self
like your enemy?
Have you ever imagined
a new you?
I could be someone else
Somebody new
Reinvention:
my intention
I want a positive role model
I want a positive role model
I want a positive role model
I want a positive role model
song performed by Pet Shop Boys
Added by Lucian Velea
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Bang Your Pans If You Wish
Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...
To make your situation,
Like a personal damnation.
Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...
To make your situation,
Like a personal damnation.
You're not the only one,
Who has loaded shoulders.
Today the young and older ones...
Have little to eat.
You're not the only one,
Whose shoulders are bent over.
Who needs to lay their head somewhere,
And get some sleep!
Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...
To make your situation,
Like a personal damnation.
Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...
To make your situation,
Like a personal damnation.
[...] Read more
poem by Lawrence S. Pertillar
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The Columbiad: Book I
The Argument
Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.
I sing the Mariner who first unfurl'd
An eastern banner o'er the western world,
And taught mankind where future empires lay
In these fair confines of descending day;
Who sway'd a moment, with vicarious power,
Iberia's sceptre on the new found shore,
Then saw the paths his virtuous steps had trod
Pursued by avarice and defiled with blood,
The tribes he foster'd with paternal toil
Snatch'd from his hand, and slaughter'd for their spoil.
Slaves, kings, adventurers, envious of his name,
Enjoy'd his labours and purloin'd his fame,
And gave the Viceroy, from his high seat hurl'd.
Chains for a crown, a prison for a world
Long overwhelm'd in woes, and sickening there,
He met the slow still march of black despair,
Sought the last refuge from his hopeless doom,
And wish'd from thankless men a peaceful tomb:
Till vision'd ages, opening on his eyes,
Cheer'd his sad soul, and bade new nations rise;
He saw the Atlantic heaven with light o'ercast,
And Freedom crown his glorious work at last.
Almighty Freedom! give my venturous song
The force, the charm that to thy voice belong;
Tis thine to shape my course, to light my way,
To nerve my country with the patriot lay,
To teach all men where all their interest lies,
How rulers may be just and nations wise:
Strong in thy strength I bend no suppliant knee,
Invoke no miracle, no Muse but thee.
Night held on old Castile her silent reign,
Her half orb'd moon declining to the main;
O'er Valladolid's regal turrets hazed
The drizzly fogs from dull Pisuerga raised;
Whose hovering sheets, along the welkin driven,
Thinn'd the pale stars, and shut the eye from heaven.
Cold-hearted Ferdinand his pillow prest,
Nor dream'd of those his mandates robb'd of rest,
Of him who gemm'd his crown, who stretch'd his reign
To realms that weigh'd the tenfold poise of Spain;
Who now beneath his tower indungeon'd lies,
Sweats the chill sod and breathes inclement skies.
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poem by Joel Barlow
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