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Leadership is a combination of strategy and character. If you must be without one, be without the strategy.

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Women & Men

Uh, uh, uh, here we go
say women and men, what a magic combination
women and men what a magic combination
women and men what a magic combination
tada- what a magic combination
said men and men what a magic combination
said men and men what a magic combination
said women and women what a magic combination
tada- what a magic combination
said you in a shirt what a magic combination
said Spock and Captain Kirk what a magic combination
said pain and hurt what a magic combination
tada- what a magic combination
said Ike and Tina-T
yo it was tragic
Pam and Tommy Lee
yo it was tragic
Your girl and me
yeah it's maagic!
what a magic combination
said whoo i like that magic combination
said whoo what a fine combination
said whoo i liked that magic combination
tada
what a magic combination
so women and men what a magic combinationx3
tada
what a magic combination-nation-nation

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Rock & Roll Strategy

=====================================
38 Special - Rock And Roll Strategy
=====================================
Men like me 'cause I speak my mind
And women like me 'cause I take my time
Try not to take life too serious
I might get burned
If you've got somethin' to show me
I'm willing to learn
Got enough trouble just making it day to day
And when the world starts spinnin'
'N I feel like I'm going insane
Chorus
I got a system that's guaranteed
I got a rock 'n roll strategy
It ain't no science but it works for me
It's just a rock 'n roll strategy
Get in my car
Head downtown
Turn up the radio roll the windows down
It ain't no science but it gets me around
It's just rock 'n roll strategy
Turn it up
If you walk down the middle people criticize you for
Sitting on a fence
And if you walk on the right
Or you walk on the left
They say you're much too radical to make any sense
Can't win for losin'
Might as well be yourself
And when it gets so confusin'
You fell like checkin' out
Chorus
Can't win for losin'
Might as well be yourself
And when it gets so confusin'
You feel like checkin' out
I got a system that's guaranteed
I got a rock 'n roll strategy
It ain't no science but it works for me
It's just a rock 'n roll strategy
Get in my car
Head downtown
Turn up the radio roll the windows down
It ain't no science but it gets me around
It's just rock 'n roll strategy
I got a system that's bonafide
Works for me everytime I try
It ain't no science but it gets me by
It's just a rock 'n roll strategy

[...] Read more

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The Right Combination

Two people, together
It was just a dream until you came along
My heart was waiting just for you
Tomorrow, forever
We both heard these promises for far too long
And now you make the words come true
So touch me now
I need to have you close tonight
And show me how
You can me feel this way
# you and me, we are the right combination
For love, were all we need
Its just you and me, we make the right combination
Straight from the heart, love is the key
Cant keep it, a secret
Everything I feel is written on my face
I cant hide my heart from you
You hold me, is magic
In your arms the world becomes a better place
Now I know what love can do
Here we go
Exactly where the road will lead us
I dont know
I just know that youll be there
# you and me, we are the right combination
For love, were all we need
Its just you and me, we make the right combination
Straight from the heart, love is the key
And whenever you, Im there
Every stumble and fall, I share
Ill be yours through it all
Coz I care, about you baby
Its so easy to see, so strong
Now I know you and me, belong
Ill be by your side forever....
# you and me, we are the right combination
For love, were all we need
Its just you and me, we make the right combination
Straight from the heart, love is the key

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Nature

Weather constantly changes.
No character, only dynamic.
Dull and dreary,
Or bitter and cold,
Or bright and shiny.
This is mother nature.
She is of this world.
She dictates the mood.
She affects mine.

Emotions, constantly changing.
Personality has dynamic,
But lacks character.
It is constantly changing.
Bitter and resentful,
Frustrated and annoyed
Happy & joyous.
This is human nature.
It is of this world.
It dictates our mood.
It affects another.

Mother nature cannot be controlled.
For she is not ours.
Yet mother nature controls me,
Though I am not hers.
Together, we must exist.
We must accept each as we both are.
Though one affects the other.
Based on emotion, not character.

During the storm,
The sky is still the sky,
The ground, is still the ground
The sun is still the sun.
This is the character of mother nature.
The snow may cover the ground,
But the ground remains.
The clouds may cover the sun,
But the sun remains.
Character is always constant.

Nature affects character.
Character is patience, kindness,
Compassion, empathy, forgiving.
Plain and simple,
Our character is love.
Human nature covers human character,
Although it might not be seen,
It still remains.

[...] Read more

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Berenice by edgar allan poe

MISERY is manifold. The wretchedness of earth is multiform. Overreaching the wide horizon as the rainbow, its hues are as various as the hues of that arch, -as distinct too, yet as intimately blended. Overreaching the wide horizon as the rainbow! How is it that from beauty I have derived a type of unloveliness? -from the covenant of peace a simile of sorrow? But as, in ethics, evil is a consequence of good, so, in fact, out of joy is sorrow born. Either the memory of past bliss is the anguish of to-day, or the agonies which are have their origin in the ecstasies which might have been.

My baptismal name is Egaeus; that of my family I will not mention. Yet there are no towers in the land more time-honored than my gloomy, gray, hereditary halls. Our line has been called a race of visionaries; and in many striking particulars -in the character of the family mansion -in the frescos of the chief saloon -in the tapestries of the dormitories -in the chiselling of some buttresses in the armory -but more especially in the gallery of antique paintings -in the fashion of the library chamber -and, lastly, in the very peculiar nature of the library's contents, there is more than sufficient evidence to warrant the belief.

The recollections of my earliest years are connected with that chamber, and with its volumes -of which latter I will say no more. Here died my mother. Herein was I born. But it is mere idleness to say that I had not lived before -that the soul has no previous existence. You deny it? -let us not argue the matter. Convinced myself, I seek not to convince. There is, however, a remembrance of aerial forms -of spiritual and meaning eyes -of sounds, musical yet sad -a remembrance which will not be excluded; a memory like a shadow, vague, variable, indefinite, unsteady; and like a shadow, too, in the impossibility of my getting rid of it while the sunlight of my reason shall exist.

In that chamber was I born. Thus awaking from the long night of what seemed, but was not, nonentity, at once into the very regions of fairy-land -into a palace of imagination -into the wild dominions of monastic thought and erudition -it is not singular that I gazed around me with a startled and ardent eye -that I loitered away my boyhood in books, and dissipated my youth in reverie; but it is singular that as years rolled away, and the noon of manhood found me still in the mansion of my fathers -it is wonderful what stagnation there fell upon the springs of my life -wonderful how total an inversion took place in the character of my commonest thought. The realities of the world affected me as visions, and as visions only, while the wild ideas of the land of dreams became, in turn, -not the material of my every-day existence-but in very deed that existence utterly and solely in itself.

Berenice and I were cousins, and we grew up together in my paternal halls. Yet differently we grew -I ill of health, and buried in gloom -she agile, graceful, and overflowing with energy; hers the ramble on the hill-side -mine the studies of the cloister -I living within my own heart, and addicted body and soul to the most intense and painful meditation -she roaming carelessly through life with no thought of the shadows in her path, or the silent flight of the raven-winged hours. Berenice! -I call upon her name -Berenice! -and from the gray ruins of memory a thousand tumultuous recollections are startled at the sound! Ah! vividly is her image before me now, as in the early days of her light-heartedness and joy! Oh! gorgeous yet fantastic beauty! Oh! sylph amid the shrubberies of Arnheim! -Oh! Naiad among its fountains! -and then -then all is mystery and terror, and a tale which should not be told. Disease -a fatal disease -fell like the simoom upon her frame, and, even while I gazed upon her, the spirit of change swept, over her, pervading her mind, her habits, and her character, and, in a manner the most subtle and terrible, disturbing even the identity of her person! Alas! the destroyer came and went, and the victim -where was she, I knew her not -or knew her no longer as Berenice.

Among the numerous train of maladies superinduced by that fatal and primary one which effected a revolution of so horrible a kind in the moral and physical being of my cousin, may be mentioned as the most distressing and obstinate in its nature, a species of epilepsy not unfrequently terminating in trance itself -trance very nearly resembling positive dissolution, and from which her manner of recovery was in most instances, startlingly abrupt. In the mean time my own disease -for I have been told that I should call it by no other appelation -my own disease, then, grew rapidly upon me, and assumed finally a monomaniac character of a novel and extraordinary form -hourly and momently gaining vigor -and at length obtaining over me the most incomprehensible ascendancy. This monomania, if I must so term it, consisted in a morbid irritability of those properties of the mind in metaphysical science termed the attentive. It is more than probable that I am not understood; but I fear, indeed, that it is in no manner possible to convey to the mind of the merely general reader, an adequate idea of that nervous intensity of interest with which, in my case, the powers of meditation (not to speak technically) busied and buried themselves, in the contemplation of even the most ordinary objects of the universe.

To muse for long unwearied hours with my attention riveted to some frivolous device on the margin, or in the topography of a book; to become absorbed for the better part of a summer's day, in a quaint shadow falling aslant upon the tapestry, or upon the door; to lose myself for an entire night in watching the steady flame of a lamp, or the embers of a fire; to dream away whole days over the perfume of a flower; to repeat monotonously some common word, until the sound, by dint of frequent repetition, ceased to convey any idea whatever to the mind; to lose all sense of motion or physical existence, by means of absolute bodily quiescence long and obstinately persevered in; -such were a few of the most common and least pernicious vagaries induced by a condition of the mental faculties, not, indeed, altogether unparalleled, but certainly bidding defiance to anything like analysis or explanation.

Yet let me not be misapprehended. -The undue, earnest, and morbid attention thus excited by objects in their own nature frivolous, must not be confounded in character with that ruminating propensity common to all mankind, and more especially indulged in by persons of ardent imagination. It was not even, as might be at first supposed, an extreme condition or exaggeration of such propensity, but primarily and essentially distinct and different. In the one instance, the dreamer, or enthusiast, being interested by an object usually not frivolous, imperceptibly loses sight of this object in a wilderness of deductions and suggestions issuing therefrom, until, at the conclusion of a day dream often replete with luxury, he finds the incitamentum or first cause of his musings entirely vanished and forgotten. In my case the primary object was invariably frivolous, although assuming, through the medium of my distempered vision, a refracted and unreal importance. Few deductions, if any, were made; and those few pertinaciously returning in upon the original object as a centre. The meditations were never pleasurable; and, at the termination of the reverie, the first cause, so far from being out of sight, had attained that supernaturally exaggerated interest which was the prevailing feature of the disease. In a word, the powers of mind more particularly exercised were, with me, as I have said before, the attentive, and are, with the day-dreamer, the speculative.

My books, at this epoch, if they did not actually serve to irritate the disorder, partook, it will be perceived, largely, in their imaginative and inconsequential nature, of the characteristic qualities of the disorder itself. I well remember, among others, the treatise of the noble Italian Coelius Secundus Curio 'de Amplitudine Beati Regni dei'; St. Austin's great work, the 'City of God'; and Tertullian 'de Carne Christi, ' in which the paradoxical sentence 'Mortuus est Dei filius; credible est quia ineptum est: et sepultus resurrexit; certum est quia impossibile est' occupied my undivided time, for many weeks of laborious and fruitless investigation.

Thus it will appear that, shaken from its balance only by trivial things, my reason bore resemblance to that ocean-crag spoken of by Ptolemy Hephestion, which steadily resisting the attacks of human violence, and the fiercer fury of the waters and the winds, trembled only to the touch of the flower called Asphodel. And although, to a careless thinker, it might appear a matter beyond doubt, that the alteration produced by her unhappy malady, in the moral condition of Berenice, would afford me many objects for the exercise of that intense and abnormal meditation whose nature I have been at some trouble in explaining, yet such was not in any degree the case. In the lucid intervals of my infirmity, her calamity, indeed, gave me pain, and, taking deeply to heart that total wreck of her fair and gentle life, I did not fall to ponder frequently and bitterly upon the wonder-working means by which so strange a revolution had been so suddenly brought to pass. But these reflections partook not of the idiosyncrasy of my disease, and were such as would have occurred, under similar circumstances, to the ordinary mass of mankind. True to its own character, my disorder revelled in the less important but more startling changes wrought in the physical frame of Berenice -in the singular and most appalling distortion of her personal identity.

During the brightest days of her unparalleled beauty, most surely I had never loved her. In the strange anomaly of my existence, feelings with me, had never been of the heart, and my passions always were of the mind. Through the gray of the early morning -among the trellised shadows of the forest at noonday -and in the silence of my library at night, she had flitted by my eyes, and I had seen her -not as the living and breathing Berenice, but as the Berenice of a dream -not as a being of the earth, earthy, but as the abstraction of such a being-not as a thing to admire, but to analyze -not as an object of love, but as the theme of the most abstruse although desultory speculation. And now -now I shuddered in her presence, and grew pale at her approach; yet bitterly lamenting her fallen and desolate condition, I called to mind that she had loved me long, and, in an evil moment, I spoke to her of marriage.

And at length the period of our nuptials was approaching, when, upon an afternoon in the winter of the year, -one of those unseasonably warm, calm, and misty days which are the nurse of the beautiful Halcyon*, -I sat, (and sat, as I thought, alone,) in the inner apartment of the library. But uplifting my eyes I saw that Berenice stood before me.

*For as Jove, during the winter season, gives twice seven days of warmth, men have called this clement and temperate time the nurse of the beautiful Halcyon -Simonides.

Was it my own excited imagination -or the misty influence of the atmosphere -or the uncertain twilight of the chamber -or the gray draperies which fell around her figure -that caused in it so vacillating and indistinct an outline? I could not tell. She spoke no word, I -not for worlds could I have uttered a syllable. An icy chill ran through my frame; a sense of insufferable anxiety oppressed me; a consuming curiosity pervaded my soul; and sinking back upon the chair, I remained for some time breathless and motionless, with my eyes riveted upon her person. Alas! its emaciation was excessive, and not one vestige of the former being, lurked in any single line of the contour. My burning glances at length fell upon the face.

The forehead was high, and very pale, and singularly placid; and the once jetty hair fell partially over it, and overshadowed the hollow temples with innumerable ringlets now of a vivid yellow, and Jarring discordantly, in their fantastic character, with the reigning melancholy of the countenance. The eyes were lifeless, and lustreless, and seemingly pupil-less, and I shrank involuntarily from their glassy stare to the contemplation of the thin and shrunken lips. They parted; and in a smile of peculiar meaning, the teeth of the changed Berenice disclosed themselves slowly to my view. Would to God that I had never beheld them, or that, having done so, I had died!

The shutting of a door disturbed me, and, looking up, I found that my cousin had departed from the chamber. But from the disordered chamber of my brain, had not, alas! departed, and would not be driven away, the white and ghastly spectrum of the teeth. Not a speck on their surface -not a shade on their enamel -not an indenture in their edges -but what that period of her smile had sufficed to brand in upon my memory. I saw them now even more unequivocally than I beheld them then. The teeth! -the teeth! -they were here, and there, and everywhere, and visibly and palpably before me; long, narrow, and excessively white, with the pale lips writhing about them, as in the very moment of their first terrible development. Then came the full fury of my monomania, and I struggled in vain against its strange and irresistible influence. In the multiplied objects of the external world I had no thoughts but for the teeth. For these I longed with a phrenzied desire. All other matters and all different interests became absorbed in their single contemplation. They -they alone were present to the mental eye, and they, in their sole individuality, became the essence of my mental life. I held them in every light. I turned them in every attitude. I surveyed their characteristics. I dwelt upon their peculiarities. I pondered upon their conformation. I mused upon the alteration in their nature. I shuddered as I assigned to them in imagination a sensitive and sentient power, and even when unassisted by the lips, a capability of moral expression. Of Mad'selle Salle it has been well said, 'que tous ses pas etaient des sentiments, ' and of Berenice I more seriously believed que toutes ses dents etaient des idees. Des idees! -ah here was the idiotic thought that destroyed me! Des idees! -ah therefore it was that I coveted them so madly! I felt that their possession could alone ever restore me to peace, in giving me back to reason.

And the evening closed in upon me thus-and then the darkness came, and tarried, and went -and the day again dawned -and the mists of a second night were now gathering around -and still I sat motionless in that solitary room; and still I sat buried in meditation, and still the phantasma of the teeth maintained its terrible ascendancy as, with the most vivid hideous distinctness, it floated about amid the changing lights and shadows of the chamber. At length there broke in upon my dreams a cry as of horror and dismay; and thereunto, after a pause, succeeded the sound of troubled voices, intermingled with many low moanings of sorrow, or of pain. I arose from my seat and, throwing open one of the doors of the library, saw standing out in the antechamber a servant maiden, all in tears, who told me that Berenice was -no more. She had been seized with epilepsy in the early morning, and now, at the closing in of the night, the grave was ready for its tenant, and all the preparations for the burial were completed.

I found myself sitting in the library, and again sitting there alone. It seemed that I had newly awakened from a confused and exciting dream. I knew that it was now midnight, and I was well aware that since the setting of the sun Berenice had been interred. But of that dreary period which intervened I had no positive -at least no definite comprehension. Yet its memory was replete with horror -horror more horrible from being vague, and terror more terrible from ambiguity. It was a fearful page in the record my existence, written all over with dim, and hideous, and unintelligible recollections. I strived to decypher them, but in vain; while ever and anon, like the spirit of a departed sound, the shrill and piercing shriek of a female voice seemed to be ringing in my ears. I had done a deed -what was it? I asked myself the question aloud, and the whispering echoes of the chamber answered me, 'what was it? '

On the table beside me burned a lamp, and near it lay a little box. It was of no remarkable character, and I had seen it frequently before, for it was the property of the family physician; but how came it there, upon my table, and why did I shudder in regarding it? These things were in no manner to be accounted for, and my eyes at length dropped to the open pages of a book, and to a sentence underscored therein. The words were the singular but simple ones of the poet Ebn Zaiat, 'Dicebant mihi sodales si sepulchrum amicae visitarem, curas meas aliquantulum fore levatas.' Why then, as I perused them, did the hairs of my head erect themselves on end, and the blood of my body become congealed within my veins?

There came a light tap at the library door, and pale as the tenant of a tomb, a menial entered upon tiptoe. His looks were wild with terror, and he spoke to me in a voice tremulous, husky, and very low. What said he? -some broken sentences I heard. He told of a wild cry disturbing the silence of the night -of the gathering together of the household-of a search in the direction of the sound; -and then his tones grew thrillingly distinct as he whispered me of a violated grave -of a disfigured body enshrouded, yet still breathing, still palpitating, still alive!

He pointed to garments; -they were muddy and clotted with gore. I spoke not, and he took me gently by the hand; -it was indented with the impress of human nails. He directed my attention to some object against the wall; -I looked at it for some minutes; -it was a spade. With a shriek I bounded to the table, and grasped the box that lay upon it. But I could not force it open; and in my tremor it slipped from my hands, and fell heavily, and burst into pieces; and from it, with a rattling sound, there rolled out some instruments of dental surgery, intermingled with thirty-two small, white and ivory-looking substances that were scattered to and fro about the floor.

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Leadership is a potent combination of strategy and character. But if you must be without one, be without the strategy.

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Me & I

Sometimes when Im mad
Theres a part of me that seems to be a little sad
Sometimes when I scream
Theres a voice in me that says, you shouldnt be so mean
Oh no, oh no
Part of me is acting while the other stands beside
Yes, I am to myself what jekyll must have been to hyde
Were like sun and rainy weather
Sometimes were a hit together
Me and i
Gloomy moods and inspiration
Were a funny combination
Me and i
I dont think Im different or in any way unique
Think about yourself for a minute
And youll find the answer in it
Everyones a freak
Sometimes I have toyed
With ideas that I got from good old dr. freud
Nothing new of course
It may seem to you I try to break through open doors
Oh no, oh no
I just wanna say a lot of that applies to me
cause its an explanation to my split identity
Were like sun and rainy weather
Sometimes were a hit together
Me and i
Gloomy moods and inspiration
Were a funny combination
Me and i
I dont think Im different or in any way unique
Think about yourself for a minute
And youll find the answer in it
Everyones a freak
Me and i...
Were like sun and rainy weather
Sometimes were a hit together
Me and i
Gloomy moods and inspiration
Were a funny combination
Me and i
I dont think Im different or in any way unique
Think about yourself for a minute
And youll find the answer in it
Everyones a freak
Were like sun and rainy weather
Sometimes were a hit together
Me and i
Gloomy moods and inspiration
Were a funny combination

[...] Read more

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Good Situation

That girl I'm gonna make her mine
If it takes all night
That girl I'm gonna make her mine
If it takes all night
Good evening sweet darling
May I ask your name
You seem to be lonely
Well don't worry I'm feeling the same
Oh it's a good situation
A splendid combination
That we should meet
At a time like this
Oh it's a good situation
A splendid combination
Your something that
I just can't miss
That girl I'm gonna make her mine
If it takes all night
That girl I'm gonna make her mine
If it takes all night
It's been a long time sweet darling
Since love has come my way
But I'm trying so hard
To find the right words to say
Oh it's a good situation
A splendid combination
That we should meet
At a time like this
Oh it's a good situation
A splendid combination
Your something that
I just can't miss

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Waynes Pet Youngin

Hey...lay it on me
1 2 3 4
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Morgans pain succumbs to the frame
In a zany combination of waynes pet youngin
Astral plane conversing lame
In a zany combination of waynes pet youngin
A stained pane drownin out the rain
In a zany combination of waynes pet youngin
You name the game and Ill bring dwayne
And roger and rerun to waynes pet youngin
Reruns brain - confetti stain
In a zany combination of waynes pet youngin
Whats your name? are you glad you came?
But would you die in the name of waynes pet youngin?
Yes I would! aaaahhhh!
Ahahahahahahahaha!
Ahahahahahahahaha!
Ha ha!

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Eight Easy Steps

How to stay paralyzed by fear of abandonment
How to defer to men in solve-able predicaments
How to control someone to be a carbon copy of you
How to have that not work and have them run away from you
How to keep people at arm's length and never get too close
How to mistrust the ones you supposedly love the most
How to pretend you're fine and don't need help from anyone
How to feel worthless unless you're serving or helping someone
I'll teach you all this in eight easy steps
A course of a lifetime you'll never forget
I'll show you how to in eight easy steps
I'll show you how leadership looks when taught by the best
How to hate women when you're supposed to be a feminist
How to play all pious when you're really a hypocrite
How to hate god when you're a pray-er and a spiritualist
How to sabotage your fantasies by fears of success
I'll teach you all this in eight easy steps
A course of a lifetime you'll never forget
I'll show you how to in eight easy steps
I'll show you how leadership looks when taught by the best
I've been doing research for years
I've been practicing my ass off
I've been training my whole life for this moment I swear to you
Culminating just to be this well-versed leader before you
I'll teach you all this in eight easy steps
A course of a lifetime you'll never forget
I'll show you how to in eight easy steps
I'll show you how leadership looks when taught by the best
How to lie to yourself and thereby to everyone else
How to keep smiling when you're thinking of killing yourself
How to numb a la holic to avoid going within
How to stay stuck in blue by blaming them for everything
I'll teach you all this in eight easy steps
A course of a lifetime you'll never forget
I'll show you how to in eight easy steps
I'll show you how leadership looks when taught by the best

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True Leadership Offends

A true leadership offends.
Especially those who have grown,
To believe...
Their lack of comprehending it,
Depends upon how often...
They can prevent true leadership,
From becoming one that succeeds.

People scream for representation.
And delay those factors...
By an increased agitation.
But it is they who betray themselves this way!
With a determination stuck,
In a vapid decay.

A true leadership offends.
Especially those who have grown,
To believe...
Their lack of comprehending it,
Depends upon how often...
They can prevent true leadership,
From becoming one that succeeds.

With wishes of an independence,
That fractures and does not mend.
Raises false hopes of a failed democracy.
That eventaully introduces oppressive tyranny!
Giving a people spoiled by greed...
Exactly the kind of government,
No longer providing individual needs.

A tyranny comes to control as done.

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A Failed Leadership

A path was drawn for his leadership,
No man had ever been more blessed,
Destined by God to loosen the grip
Of Philistine hold and grant Israel rest.

Born through the hand of the Almighty,
To a sterile woman and set apart for God,
A Nazirite from birth, strong physically,
He sadly grew up to be a stubborn lad.

He was weak with women and in character,
Devoid of respect and had a quick temper,
Prone to resolve all issues with anger
Through violent rage ending up with murder.

With all his physique, he failed to free
His land Israel from her captivity.
Revenge was his focus, his main agenda
Till he fell in love with sly Delilah.

Empty in the head and never had a plan,
Samson was a strong hunk but failed as a man.
Delilah had used him and with his sight gone,
He ended up a toy for the Philistine fun.

At the last minute, he prayed for God's mercy,
His strength was restored albeit in futility,
He died in his blindness physically
But then he saw Truth spiritually.

In the Book of Judges, he is remembered
As the man with potentials for great leadership,
Without God in his life, his purpose was hindered,
In death he lost that success from his grip.

There are Samsons today, in our times.
With all their knowledge, they engage in crime,
For strength and power, dollars and dimes,
Failed leadership is a generation's slime.


' 'Not by might nor by power, but by My Spirit', says the Lord Almighty.'

ZECHARIAH 4: 6

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An Injustice

God knows how much I love her
Though she has loose character!
God knows how much I want her
Though she has loose character!

God knows how much I need her
Though she has loose character!
I can’t even walk with her
Though she has loose character!

I can’t even talk to her
Though she has loose character!
I can’t even look at her
Though she has loose character!

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Character

One should exert character,
For character exhibits your soul
And the soul has a murky appearance,
It decided to be mysterious
But not when you gain character.

The character is an infinity, a logic
For the soul to create, so it does.
My soul worked like yours,
Once it even behaved like a saint
Opening the life around, then virtues surround.

My character is to be a mathematical puzzle,
My character is grand, my grand puzzle.
I have been this achievement from that achievement.

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I Love To Hate You

Im crazy flowing over with ideas
A thousand ways to woo a lover so sincere
Love and hate what a beautiful combination
Sending shivers up and down my spine
For every casanova that appears
My sense of hesitation disappears
Love and hate what a beautiful combination
Sending shivers up and down my spine
And the lovers that you sent for me
Didnt come with any satisfaction guarantee
So I return them to the sender
And the note attached will read
How I love to hate you
I love to hate you
I love to hate you
I love to hate you
Oh you really still expect me to believe
Every single letter I receive
Sorry you what a shameful situation
Sending shivers up and down my spine
Oh I like to read of murder mystery
I like to know the killer isnt me
Love and hate what a beautiful combination
Sending shivers make me quiver
Feel it sliver up and down my spine

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Fool Them All

Taking knocks and bruises,
And refusing to be duped...
Into a pause.
Some are awed by a loss.

Up and down and pounded on the ground,
With little sound around...
Or a frown to be found!
Be your boss with tightened jaws.

You are a combination motivating inspiration.
You are without a doubt a throttle started that excites.
To eliminate debate about who's in competition.
There's no reason to admit a quitting with quivering lips.
Fool them all.

Taking knocks and bruises,
And refusing to be duped...
Into a pause.
Some are awed by a loss.

You are a combination motivating inspiration.
You are without a doubt a throttle started that excites.
There's no reason to admit a quitting,
With quivering lips.
Fool them all.
Fool them all.

Up and down and pounded on the ground,
With little sound around...
Or a frown to be found!
Be your own boss,
With tightened jaws.
And fool them all!

You are a combination motivating inspiration.
Fool them all.
Fool them all.
You are without a doubt a throttle started that excites.
Fool them all.
Fool them all.

Taking knocks and bruises,
And refusing to be duped...
Into a pause.
Some are awed by a loss.

But you are your own boss...
So fool them all!

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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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Movement of Bodies

Those of you that have got through the rest, I am going to rapidly
Devote a little time to showing you, those that can master it,
A few ideas about tactics, which must not be confused
With what we call strategy. Tactics is merely
The mechanical movement of bodies, and that is what we mean by it.
Or perhaps I should say: by them.

Strategy, to be quite frank, you will have no hand in.
It is done by those up above, and it merely refers to,
The larger movements over which we have no control.
But tactics are also important, together or single.
You must never forget that, suddenly, in an engagement,
You may find yourself alone.

This brown clay model is a characteristic terrain
Of a simple and typical kind. Its general character
Should be taken in at a glance, and its general character
You can, see at a glance it is somewhat hilly by nature,
With a fair amount of typical vegetation
Disposed at certain parts.

Here at the top of the tray, which we might call the northwards,
Is a wooded headland, with a crown of bushy-topped trees on;
And proceeding downwards or south we take in at a glance
A variety of gorges and knolls and plateaus and basins and saddles,
Somewhat symmetrically put, for easy identification.
And here is our point of attack.

But remember of course it will not be a tray you will fight on,
Nor always by daylight. After a hot day, think of the night
Cooling the desert down, and you still moving over it:
Past a ruined tank or a gun, perhaps, or a dead friend,
In the midst of war, at peace. It might quite well be that.
It isn't always a tray.

And even this tray is different to what I had thought.
These models are somehow never always the same: for a reason
I do not know how to explain quite. Just as I do not know
Why there is always someone at this particular lesson
Who always starts crying. Now will you kindly
Empty those blinking eyes?

I thank you. I have no wish to seem impatient.
I know it is all very hard, but you would not like,
To take a simple example, to take for example,
This place we have thought of here, you would not like
To find yourself face to face with it, and you not knowing
What there might be inside?

Very well then: suppose this is what you must capture.

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His Leadership Saved A Ship From Sinking

Their entire reality,
Is based upon what they believe...
From behind the steering wheels,
Of their cars.
And without them their lives,
Would be unliveable and scarred.

He came in from a fresh election,
To save that industry.
Only to have people see the thieves...
Publicly,
Flying into Washington, D.C.
In their private jets,
To plead selfishly...
For more money to feed.

His leadership saved,
A ship from sinking!

The biggest crooks in town,
Left banks and Wall Street...
Turned upside down.

And again...
His leadership saved,
A ship from sinking!

The housing industry was over built and bleeding.
Those given mortgages,
Couldn't afford homes they received.
The rich got richer...
As jobs were outsourced overseas.
Where it was cheaper,
To fill hot pockets...
And to grease the palms of thieves.
While those in the middle class...
Paid handsomely by these misdeeds.

And the people seem they wish to forget,
A prior administration...
Created this wreck.
And yet,
He of color was the best one to get...
To save a ship from sinking.

People feel uneasy,
That he of ability...
Has taken the helm of this ship!
And they want to blame him for everything.
Even the irresponsibility...

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Ignoring Many Hints Of Trouble

Remember when the truth was spoken,
And...
The people who spoke it dismissed.

Remember when the truth was spoken,
And...
The people who spoke it dismissed.

Ignoring many hints of trouble,
Only makes those troubles double up!

With a change of leadership,
It is believed by many a return to greed and prosperity...
Is within their reach to have it repeated.
However...
It is not the current leadership,
That drove their lives into the pits.
Or purchased their persuasions with investments made...
In monopolized businesses.
No!
That monkey sits on the wrong shoulders.

Those known in positions of leadership,
Are just pawns used regurgitating rhetoric.
With hopes to keep following sheep distracted.

Remember when the truth was spoken,
And...
The people who spoke it dismissed.

Remember when the truth was spoken,
And...
The people who spoke it dismissed.

Ignoring many hints of trouble,
Only makes those troubles double up!

Remember when the truth was spoken,
And...
The people who spoke it dismissed.

Remember it?
Remember it?
Ignoring many hints of trouble,
Only makes those troubles double up!

Ignoring many hints will double troubles.
Ignoring many hints will double troubles, up!
Ignoring many hints will double troubles.
Ignoring many hints will double troubles, up!

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