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Gravity is one variable in a lot of scientific processes. If you can remove gravity or minimize its effect, then you can understand the other processes that are going on.

quote by Laurel Clark
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When You Pick the Ticks Off Monkeys

Your love for monkeys,
Leaves a lump right here...
In my throat!

And I get so emotional,
When you swing from branch to tree branch...
On a vine,
Swinging...
Like one who has swung on a rope!

And when you pick ticks...
From another monkey's fur?
I get teary eyed...
Just watching what occurs!

When you pick the ticks off monkeys,
You remove the itch.
When you pick the ticks off monkeys,
You remove the itch.
When you pick the ticks off monkeys,
You remove the itch.
You remove the itch.
You remove that itch.

Ooo ooo ooo ooo ahhh ahhh ahhh ahhh,
You remove the itch.
Ooo ooo ooo ooo ahhh ahhh ahhh,
You remove the itch.
Ooo ooo ooo ooo ahhh ahhh ahhh ahhh,
You remove the itch.
You remove the itch.
You remove that itch.

When you pick the ticks off monkeys,
You remove the itch.
When you pick the ticks off monkeys,
You remove the itch.
When you pick the ticks off monkeys,
You remove the itch.
You remove the itch.
You remove that itch.

Your love for monkeys,
Leaves a lump right here...
In my throat!

And I get so emotional,
When you swing from branch to tree branch...
On a vine,
Swinging...

[...] Read more

poem by Lawrence S. Pertillar
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I Cried Away the Tears From My Eyes

I cried away the tears from my eyes.
Trying to minimize the hurt I felt inside.
I cried until my eyes had dripped and dried...
That night you walked out and said goodbye.
Making me to feel I had been downsized.

I cried away the tears from my eyes,
Connected to your leaving with a grieving underneath!
And rode it out the rest of the night...
Alone and knowing you were gone on your own.
And wouldn't be answering your telephone.

I cried away the tears from my eyes.
Trying to minimize the hurt I felt inside.
I cried until my eyes had dripped and dried...
That night you walked out and said goodbye.
Making me to feel I had been downsized.
Hoping one day I could apologize.

I cried away the tears from my eyes.
Hoping one day I could apologize.
Since you made me feel I had been downsized.
That night you walked out and said goodbye.
And I cried my eyes until they dripped and dried.

You came and maximized my whole life.
But you hit me in the gut with a sucker punch.
And caring less I'm in a mess,
Feeling much crunched.

I cried away the tears from my eyes.
Trying to minimize the hurt I felt inside.
I cried until my eyes had dripped and dried.

I cried away the tears from my eyes.
Trying to minimize the hurt I felt inside.
I cried until my eyes had dripped and dried.
Trying to minimize the hurt I felt inside.
I cried and cried until my eyes had dried!

poem by Lawrence S. Pertillar
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Thanks A Lot, Mom

Thanks a Lot, Mom

Thanks a lot, Mom.
Thanks for loving me to no end.
Thanks for being my loving mother.
Thanks for being my thoughtful friend.
Thanks a lot, Mom.
Thanks for feeding me and giving me a home.
Thanks for clothing me and holding me tight.
Thanks for caring when I felt alone.
Thanks a lot, Mom.
Thanks for always making me smile.
Thanks for giving me the extra push.
Thanks for going that extra mile.
Thanks a lot, Mom.
Thanks for living with no regrets.
Thanks for being the life of the party.
Thanks for going all in on bets.
Thanks a lot, Mom.
Thanks for being my inspiration.
Thanks for helping me with my homework.
Thanks for giving me motivation.
Thanks a lot, Mom.
Thanks for treating me with respect.
Thanks for knowing I'm growing up.
Thanks for knowing what to expect.
Thanks a lot, Mom.
Thanks for kicking me while I was down.
Thanks for telling me I'm a liar.
Thanks for knowing what comes around.
Thanks a lot, Mom.
Thanks for giving me my many scars.
Thanks for making me feel at home.
Thanks for breaking my aching heart.
Thanks a lot, Mom.
Thanks for taking away my friends.
Thanks for taking away my family.
Thanks for not having to pretend.
Thanks a lot, Mom.
Thanks for kicking me out of my home.
Thanks for calling me cheap and attention-seeking.
Thanks for putting me out on my own.
Thanks a lot, Mom.
Thanks for ripping away my Brett.
Thanks for saying you don't remember.
Thanks for saying I should forget.
Thanks a lot, Mom.
Thanks for believing your husband over your kid.
Thanks for rewarding him for a crime.
Thanks for punishing me for what he did.

[...] Read more

poem by Rebecca Paul
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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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Gravity Girl

I could sit for hours
in the conditions of the sun
we could talk for hours
cuz you know you're the one
and every time i open up my heart to you
you bring me down (you lift me up)
gravity girl (you bring me down)
you bring me down (you tell me what to do)
cuz you're my gravity girl, gravity girl
my sky, my hope, my whole world
you're my gravity girl
i'm so high in your world
I could sit for hours
in the conditions of the sun (gravity girl)
we could talk for hours
cuz you know you're the one (gravity girl)
and every time i open up my heart to you
you bring me down (you bring me down)
you tell me what to do (in your world)
cuz you're my gravity girl, gravity girl
my sky, my hope, my whole world
you're miles away in the sky
with the sun and the moon
but you always bring me down again
you're so high in my world
my gravity girl, gravity girl

song performed by Good Charlotte
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

[...] Read more

poem by Innocent Masina Nkhonyo
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Dangerous Type

Can I touch you, are you out of touch
I guess I never noticed that much
Geranium lover, Im live on your wire
Oo come and take me whoever you are
Shes a lot like you
The dangerous type
Shes a lot like you
Come on and hold me tight
Oo inside angel, always upset
Keeps on forgettin that we ever met
Can I bring you out in the light
My curiositys got me tonight
Shes a lot like you
The dangerous type
Oo shes a lot like you
Come on and hold me tight
Museum directors with high shaking heads
They kick white shadows until they play dead
They want to crack your crossword smile
Oo can I take you out for awhile, yeah
Shes a lot like you
The dangerous type
Shes a lot like you
Come on and hold me tight
Shes a lot like you
The dangerous type
Shes a lot like you
Come on and hold me tight
Tonight
Shes a lot like you
The dangerous type
Shes a lot like you
Come on and hold me tight
Tonight
Shes a lot like you
The dangerous type, alright
Shes a lot like you
Come on and hold me tight
(tonight) tonight
Shes a lot like you
The dangerous type
Tonight
Shes a lot like you
Come on and hold me tight
Tonight
Shes a lot like you
The dangerous type
Shes a lot like you
Tonight
Shes a lot like you

[...] Read more

song performed by Cars
Added by Lucian Velea
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Gravity Storm

Gravity storm
By: jimmy buffett, jay oliver
1989
Apple fall out of the tree and hit the ground
Pretty soon we realize were earthly bound
Babies fall and babies cry in early years
Mamas dust them off and wipe away their tears
Chorus:
Oh, watch out for that gravity storm
It dont give no warning signs
Oh, watch out for that gravity storm
Oh, oh
All your life you have to deal with ups and downs
So listen to your heartstrings as they make the sounds
Dont forget to listen to that steady beat
Dont forget to balance on your ready feet
Chorus:
Oh, watch out for that gravity storm
It dont give no warning signs
Oh, watch out for that gravity storm
Oh, oh
I will keep you warm
Shelter in the storm
All your life
I will keep you warm
Shelter from the storm
All your life
Apple fall out of the tree and hit the ground
Pretty soon we realize were earthly bound
Babies fall and babies cry in early years
Mamas dust them off and wipe away their tears
Chorus:
Oh, watch out for that gravity storm
It dont give no warning signs
Oh, watch out for that gravity storm
Oh, oh
Oh, watch out for that gravity storm
It dont give no warning signs
Oh, watch out for that gravity storm
Oh, oh
All your life

song performed by Jimmy Buffett
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Diminishing Defenses

Let's remove the platitudes.
And rid the phony subtleties,
To dropp to be who we are...
To let that be seen,
Moving forward to do more progressive things.

You offend. I offend.
Let us diminish the fences.
Diminishing defenses.
Let's remove the platitudes,
I defend. You defend.
Let us diminish the fences.
Diminishing defenses.

Let's remove the platitudes.
You offend. I offend.
Let us diminish the fences.
And let's do it to prove,
It done,
To do.
Diminishing defenses.
Down with the fences.

You offend. I offend.
Let us diminish the fences.
Diminishing defenses.
Let's remove the platitudes,
I defend. You defend.
Let us diminish the fences.
Diminishing defenses.

Let us remove those platitudes
Diminishing defenses.
Down with the fences.

Let us remove those platitudes
Diminishing defenses.
Down with the fences.

Let us remove those platitudes.
Diminishing defenses.
Down with the fences.
Diminishing defenses.
Let us remove those platitudes.
Let us remove those platitudes.
Diminishing defenses.
Down with the fences.
Diminishing defenses.
Down with the fences.
Diminishing defenses.

poem by Lawrence S. Pertillar
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We Care A Lot

We care a lot
We care a lot
We care a lot about disasters, fires, floods and killer bees
We care a lot about nasa shuttle falling in the sea
We care a lot about starvation and the food that live aid bought
We care a lot about disease, baby, rock hudson, rock yeah!
We care a lot
We care a lot
We care a lot about the gamblers and the pushers and the freaks
We care a lot about the people who live off the street
We care a lot about the welfare of all the boys and girls
We care a lot about you people cause were out to save the world
Yeah!
(chorus) and its a dirty job but someones got to do it!
We care a lot about the army, navy, air force, and marines
We care a lot about the ny, sf, and lapd
We care a lot about you people, about your guns
We care a lot about the wars youre fighting, gee, that looks like fun
We care a lot about the cabbage patch, the smurfs, and dmc
We care a lot about madonna and we cop for mr.t
We care a lot about the little things, the bigger things we top
We care a lot about you people, yeah, you bet we care a lot
(chorus) and its a dirty job but someones gotta do it....

song performed by Faith No More
Added by Lucian Velea
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Mama Says

Eat a lot sleep a lot brush em like crazy
Run a lot do a lot never be lazy
(good boy)
Eat a lot sleep a lot brush em like crazy
Run a lot do a lot never be lazy
Eat a lot sleep a lot brush em like crazy
Run a lot do a lot never be lazy
Eat a lot sleep a lot brush em like crazy
Run a lot do a lot never be lazy
Never be lazy be lazy
Eat a lot sleep a lot brush em like crazy
Run a lot do a lot never be lazy boy
Poof!

song performed by Beach Boys
Added by Lucian Velea
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If It Was About A Lot Of Money

If it was about a lot of money...
My mind would be,
Trimmed in dollar bills.
With-my-thoughts-on a million of them,
And a caring less of my fellowman.

And if it was about a lot of money...
I'd ignore,
Every two cents made.
By anybody wanting to deliver to me,
Any consciousness attached to common sense.

If it was about a lot of money.
If it was about a lot of money.
If it was about a lot of money...
I wouldn't be concerned about the suffering seen.

And if it was about a lot of money.
If it was about a lot of money.
And if it was about a lot of money...
My eyes wouldn't cry when I see these scenes.

If it was about a lot of money...
My mind would be,
Trimmed in dollar bills.
With-my-thoughts-on a million of them,
And a caring less of my fellowman.

If it was about a lot of money...
I'd ignore,
Every two cents made.
By anybody wanting to deliver to me,
Any consciousness to instigate.

If it was about a lot of money.
If it was about a lot of money.
If it was about a lot of money...
I wouldn't be concerned about the suffering seen.

I'd fill my pockets and get away!
If it was about a lot of money.
I'd fill my pockets each and everyday.
If it was about a lot of money.
I'd fill my pockets and get away!
If it was about a lot of money.
I'd fill my pockets up and run the other way.
If it was about a lot of money.

If it was about a lot of money.
If it was about a lot of money.

[...] Read more

poem by Lawrence S. Pertillar
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Einstein and Society

Much of what Einstein had to say
remains unexplained
100 years later,
in terms of impact his ideas have on society.

First, we need to comprehend
he sought
to explain everything.

We know the familiar E=mc2;
what does it really mean?

Astounding at the time
but now common place;
the idea states that energy and matter interrelate;
and matter can be changed to energy and vice versa.

What's not understood well
by many is
that matter
in being transformed to energy
has a exponential multiplier.

For example a ball dropped from two feet
lands with 10 times the force of a ball
dropped from one foot.
Why?
Dense Uranium 235 has many many electrons
and matter released into energy has a mulitiplier effect
with interactive transmutation
and in the end
gives us the Atomic Bomb
which of course
draws us one step nearer the end.

But note,
the other little understood fact here-;

An atomic explosion is not matter expanding
but space itself multiplying!
Not stretching-growing;
New Space!

But how is this?
Space, hence, time is malleable.

Einstein Two;

If space itself expands then what about light?
This is where Einstein started.

[...] Read more

poem by Lonnie Hicks
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Live As If You're Getting What It Is

Remove the 'maybe'
From the things you need.

Remove the 'maybe'
From dreams you want to see.

Remove the heartache,
From those setbacks.
Keep on trying.
Your wishes with those wants,
Will someday end that teasing.

Remove the 'maybe'
From hope and faith.
Do whatever that hardwork takes.
Remove the sadness from your smile.
And live as if you're getting what it is...
And it's tasty!

Remove the 'maybe'
From the things you need.

Remove the 'maybe'
From dreams you want to see.

Remove the heartache,
From those setbacks.
And live as if you're getting what it is...
And it's tasty!

Spiced the way you like it,
And tasty!

poem by Lawrence S. Pertillar
Added by Poetry Lover
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Rubaiyat Of A Robin - After Edward Fitzgerald - Rubaiyat Of Omar Khayyam

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

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

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

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

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

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

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

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

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

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

[...] Read more

poem by Jonathan Robin
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The Origin Of The Universe -ten Questions Answered

1.How did the UNIVERSE originate?

It was from the bang, bang and the bang,
It was through the big bang
And you know it for certain.

Yes, the universe originated through the Big Bang.

2.What was the Big Bang?

An explosion of a particle was it
And the particle was smaller than an atom.
It was first explosion for our cause.

Yes, it was a causeless act of explosion of a small particle that resulted in the evolution of an ever expanding universe. Before the Big Bang the universe was smaller than an atom! There was only a point of time then and not a place! The Big Bang theory is the prevailing cosmological model that describes the early development of the Universe.According to the Big Bang theory, the Universe was once in an extremely hot and dense state which expanded rapidly.

3.What followed the act of expansion of the universe?

Then began the expansion,
An expansion that is still going on
And then and thus began the life of our universe.

The rapid expansion caused the Universe to cool and resulted in its present continuously expanding state. According to the most recent measurements and observations, the Big Bang occurred approximately 13.75 billion years ago, which is thus considered the age of the Universe.

4.What happened in the next stage?

There came the phases of energy
And the wonder of electrons, protons and neutrons.
We learnt about from the sweet mouth of our teacher first.

After its initial expansion from a singularity, the Universe cooled sufficiently to allow energy to be converted into various subatomic particles, including protons, neutrons, and electrons.While protons and neutrons combined to form the first atomic nuclei only a few minutes after the Big Bang, it would take thousands of years for electrons to combine with them and create electrically neutral atoms.The first element produced was hydrogen, along with traces of helium and lithium. Giant clouds of these primordial elements would coalesce through gravity to form stars and galaxies, and the heavier elements would be synthesized either within stars orduring supernovae.

5.What is the scientific theory/relevance of the Big Bang?

Truth is that matters much to us
And the core ideas have to lead us.
Or else we might go back to life darker still.

The Big Bang is a well-tested scientific theory and is widely accepted within the scientific community. It offers a comprehensive explanation for a broad range of observed phenomena. Since its conception, abundant evidence has been uncovered in support of the model. The core ideas of the Big Bang—the expansion, the early hot state, the formation of helium, and the formation of galaxies—are derived from many observations that are independent from any cosmological model; these include the abundance of light elements, the cosmic microwave background, large scale structure, and the Hubble diagram for Type I - a supernovae.

6.What will be the phases of the expansion of the universe?

An ever expanding mystery it is
Closer it was then and now it will be farther and farther.
And once begun it can`t go back ever.

As the distance between galaxy clusters is increasing today, it can be inferred that everything was closer together in the past. This idea has been considered in detail back in time to extreme densities and temperatures, and large particle accelerators have been built to experiment in such conditions, resulting in further development of the model. On the other hand, these accelerators have limited capabilities to probe into such high energy regimes.

7.Does the Big Bang theory explain everything?

[...] Read more

poem by M.d Dinesh Nair
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I Like It

I like it a lot
Oh
I like it a lot
Oh
I like it a lot
I liked it
I liked it a lot
Stip there, sooner or not
Right there, there on the ground
Did I say I liked it?
Yes you did
Did I say I liked it?
Yes you did
I like it
I liked it a lot
I like everything about you
I like everything we try
I like everything we did then
I liked it so good inside,
So good inside
I liked it
No, I liked it a lot
I liked it
Oh way to go
Take this
You did it a lot
It's better
Better then once
I liked it
I liked it a lot
I liked it
I liked it a lot
Did I say I liked it?
Did I say that now?
Did I say I loved it?
Did you understand?
Did you get it right now?
Didn't it sounds..
Did it feel good now?
Did I say I liked it?
I liked it a lot
I liked it
I liked it a lot
Did I say I liked it?
I liked it a lot
Did I say I liked it?
You know I liked it a lot
I liked it
I liked it a lot
I liked it

[...] Read more

song performed by Moby
Added by Lucian Velea
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