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I've never done any nudity, but I would do basically anything if a role called for it.

quote by Claudia Schiffer
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Would you ever believe

WOULD YOU EVER believe if I called a nondescript table of teakwood; as a vivacious bird soaring high in the sky,

Would you ever believe if I called a ruffled sheet of paper; as a chunk of glittering gold,

Would you ever believe if I called a grandiloquent watch embodied with diamonds; as a lump of bedraggled stone,

Would you ever believe if I called a mountain of compacted mud; as a switchboard of pugnacious electricity,

Would you ever believe if I called a resplendent rainbow in the sky; as a broomstick with incongruous bristles,

Would you ever believe if I called a rusty canister of dilapidated iron; as a mesmerizing rose growing in the garden,

Would you ever believe if I called a pink tablet of luxury soap; as a mosquito hovering acrimoniously in the cloistered room,

Would you ever believe if I called a boat rollicking merrily on the undulating waves; as a rustic jungle spider,

Would you ever believe if I called a valley profusely embedded with snow; as an unscrupulous dog on the street,

Would you ever believe if I called a pair of luscious lips; as a disdainfully fetid shoe,

Would you ever believe if I called a fluorescent rod of light; as a jagged bush of cactus growing in the sweltering desert,

Would you ever believe if I called the blazing sun; as a pudgy bar of delectable chocolate,
Would you ever believe if I called an angular sculptured bone; as acid bubbling in a swanky bottle,

Would you ever believe if I called a scintillating oyster; as an inarticulate matchstick coated with lead,

Would you ever believe if I called a cluster of bells jingling from the ceiling; as a sordid cockroach philandering beside the lavatory seat,

Would you ever believe if I called a fruit of succulent coconut; as a dead mans morbid tooth,

Would you ever believe If I called a steaming cup of filter coffee; as gaudily colored water emanating from the street fountains,

Would you ever believe if I called the majestic statue of a revered historian; as a slab of tangy peanut butter,

Would you ever believe if I called a vibrant shirt; as a protuberant pigeon discerningly pecking its beak at grains scattered on the floor,

Would you ever believe if I called a flocculent bud of cotton; as a camouflaged lizard transgressing through wild projections of grass,

Would you ever believe if I called a photograph depicting the steep gorges; as a gutter inundated with obnoxious sewage,

Would you ever believe if I called a lanky giraffe; as a convict nefariously lurking through solitary streets of the city,

Would you ever believe if I called a pair of flamboyant sunglasses; as a weird tattoo to be adhered to the chest,

Would you ever believe if I called a chicken’s egg; as logs of sooty charcoal abundantly stashed in the colossal warehouse,

Would you ever believe if I called a biscuit replete with golden honey; as a ominously slithering reptile in the jungles,

Would you ever believe if I called a bald man possessing a profoundly tonsured scalp; as a gas balloon floating in insipid air,

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poem by Nikhil Parekh
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

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poem by Innocent Masina Nkhonyo
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Hip Hop It Really Rocks

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Pop...
Botched up and rocked by hip hop,
Is no longer the main 'thing' on the scene.
With a meaning meant,
Like the appetite for Fort Knox.
And pop now in shambles.
Struggling not to be completely dropped.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

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poem by Lawrence S. Pertillar
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Seasonable Retour-Knell

SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS

Author notes

A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000

In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.

For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.

Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.

One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.

Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER

Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.

Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.

AUTUMN WINTER

Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.

Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,

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poem by Jonathan Robin
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Coast 2 Coast

I met a girl named hip hop in seventy eight
Hollis Queens New York gave us our first date
man she broke me off proper yo the girl was fast
and everybody kept telling me it would not last
cause ain't no women in the world supposed to be that sweet
and ya just can't trust a hot chick from the street
I could tell she had been through lots of struggle and strife
but yet in still she'd been with me over half of my life
born key Jeff Taylor took me into his home
and intrduced me to some tables and a microphone
hip hop talked to me told me take your time
at the age of eleven I bust my first rhyme
block partys in the day house partys at night
just about one year before Rapper's Delight
everybody in the crew called to make a request
cause rap's on the radio and hip-hop was blessed
didn't go to many clubs I wasn't old enough
And if it try to sneak it out my folks is scolding up
but I still do anything to get on stage
and once I got a club gig I lied about my age
just a couple blocks away was the Hollis crew
Run and them used to rock at one ninety two
up the street was a crew called Solo Sounds
where Davey D and Mex used to throw it down
man I wouldn't trade rap for anything in the world
hip hop meant more to me than diamonds and pearls
and I still reminicse to this very day
and I remember those words hip hop would say
(Do you have love for the east coast?)
yes I do
(the hip hop on the east coast?)
yeah that's true
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
(Do you have love for the east coast?)
yeah that's right
(the hip hop on the east coast?)
yeah that's tight
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
now I gotta get busy time to make that move
high school over with gotta sho' improve
got college on the coast and I'm makin' plans
so hip hip went and told me go west young man
it was a different kind of style but I liked the sound
everybody in the house gauranteed to get down
I did the casa skateland word on wheels
and the crazy crazy world of the record deal
K-day was the station that played my song
I got love from the people it's a shame they gone

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song performed by Young MC
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To allure, need not be a nude

The mere imprint of your bra belt
Beneath the tight-fit voile blouse
That I had scanned on your back,
While sitting behind you in a bus
Was so much to kindle my lust
That even a cabaret dancer at best
Can’t emulate with her naked breast.
Where is the validity of nudity?

The mere sight of your covered breast
That I stole from your robust chest
As you, to serve me tea, stooped,
With your sari end no sooner slipping
Than your hand upon it restoring,
Had so much current to conduct
Than could a girl, exposed in a bath suit.
Where is validity of nudity?

The mere sight of your knee made me mad
When you waded across a brook,
Lifting your sari to the raising water,
Your legs being visible up to knee,
The sight even a circus woman can’t beat,
With arms and thighs fully naked
And the body springy and supple.
Where is the validity of nudity?

No need of nudity
to produce acidity
13.11.97

poem by Rm. Shanmugam Chettiar
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Star 69

You dont have to take the bar exam to see
What you did is ignoramus 103
Where have I got to hang my hat
You dont have line to me
All this just to be your friend
I was there to tell you
Extortion and arson, petty larceny
I know you called. I know you called. I know you called.
I know you called. I know you called. I know you hung up my line.
Star 69.
I know all about the warehouse fire.
I know squirrelies didnt chew the wire.
Three people have my number, the other two were with me.
I dont stand tall, but Im not your patsy.
This time you have gone too far with me.
I know you called. I know you called. I know you called.
I know you called. I know you called. I know you hung up my line.
Star 69.
Whyd you put your quarter down on me?
This reads like some dark inside edition, hard copy.
I cant be your character witness, I cant be your alibi.
Dont arrange the fbi, here this spy versus spy.
You my friend are guilty as can be.
I know you called. I know you called. I know you called.
I know you called. I know you called. I cant be your alibi.
Star 69.

song performed by REM
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Loose Talk Costs Lives

(b gibb)
Loose talk costs lives
People like to play
Were basically the same
We never lie
Loose talk costs lives
Dont look at me as if you dont remember me at all
There was laughter, there was pain
But I wont make the same mistakes I made
You are too beautiful to me
I hide my tears inside the rain
Am I the soul you cast your spell upon
I had control and now its gone
Or are you someone who controls my heart and mind
And I will never say a word
And I will never say goodbye
Loose talk costs lives
People like to play
Were basically the same
We never lie
Loose talk costs lives
I can see that someone hung a sign around your heart
And it reads do not return
And there is so much trouble I could cause
Someone as beautiful as you
You can feel my candle burn
And I still recall some starry night
We had it all, we held on tight
I promised I would come to you and catch you if you fall
And they will never know about us
For just one moment you were mine
Loose talk costs lives
People like to play
Were basically the same
We never lie
Loose talk costs lives
For just one moment, just one moment, you were mine
Loose talk costs lives
(our moment held in time)
People like to play
Were basically the same
We never lie
Loose talk costs lives
Loose talk costs lives
People like to play
Were basically the same
We never lie
Loose talk costs lives

song performed by Bee Gees
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Football A Game.

What a name called?
Football a game called,
To known arena called stadium,
Played eleven to eleven side to side each,
Formations of it kinds,
Aims of a two goal post net,
Aims of a trophy,
Aims of winning,
In a color Jersey of its kinds,
In a color booths of it kinds,
Side to side balls picking sons round,
Spectators sat rounding pitch watching,
Centered with a nominated referee officiating,
Lined with a two lines men flagged,
Officials of substitutions in questions,
Pronounced by named commentators,
Red and yellow cards rules in question,
Supported keys of volunteers,
Supported with all sorts of supporters,
Declared a stadium manager jobs,
Declared a team manager jobs,
Host the nations, Host the world,
At moment of a country designated!
At moment of a country authorized!
Called for all practitioners....
Photographers, Cinematography, Press, Medias, Adverts, Sponsors, critics, etc. centred.

What a name called?
Football! football! ! football! ! !
A rounded leather circled!
Circled in its color of its choices,
Declared fifa authorities,
Declared statistical over all game,
Respect covered face to face,
Stretchers officials in uniforms of its officials medications,
Football a game called,
With boots of its kinds worn,
Saddled a whole lot supporters,
Saddled a whole lot analysts,
Presumption for a nation's glory,
Preemptive individuals' desirably for survival,
Football a game called,
Called to the passionate in spirit,
Football a game called,
Embrace understanding to unnamed,
Embrace love to unloved,
Embrace unity to diversities,
Embrace creativity to un-creativity,
Football a game called,
Adore a nature,

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poem by Bunmi Orogun Samuel
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A candle material

The heart is made of candle material
It burns to give light in general
This is what the impression we carry
It has tears in joy, happiness and with worry

This is the only sensible part which reacts
It obeys to normal happenings and sharply acts
It is instant and no delay action is awaited
It role is appreciated and clearly stated

It has fear of any time being extinguished
The whole gamut of exercise can be finished
But the ultimate pain can go no where
It has to be retained and felt here

No one knows what kind of piece it is?
How does all function assigned like this?
No one reacts except eyes being close to scene?
The tears have to come out even if want to be unseen

It has to dramatize its role in all the circumstances
It has not failed or discouraged in any instances
Time has come one not a dropp of tear was shed
It was only when there was realization of being misled

It has no time for grief when felt upon being cheated
It has no role when there is altercation and discussion heated
It has nothing to express in anger when love is in back seat
People are in rage and there is no time to think or greet

The role under such condition has its own effect
All other parts may have dominance and be in driver’s seat
What heart has to do when there is complete love lost?
It has to hide in the remote corner as there remains no trust

Love and hate can not remain side by side and go together
They can’t have any synchronization or scope to bother
If one is needed extremely then others has to make a way
Love has to be retained at any cost and hate can be pushed away

There is no such sensitive device developed anywhere
It is sensational and important part to have been gifted from there
Almighty wanted human being to be sensitive to some reversals
Else it was feared that people may not be in position to face the dismissals

We are thankful for being in possession
We are heartfelt and always remain happy with obsession
It has all sort of mechanism to make us laugh or cry
It has different shades on face when in complete shy

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poem by Hasmukh Amathalal
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Thieves Like Us

Ive watched your face for a long time
Its always the same
Ive studied the cracks and the wrinkles
You were always so vain
Well, now you live your life like a shadow
In the pouring rain
Oh, its called love
Yes, its called love
Oh, its called love
And it belongs to us
Oh, it dies so quickly
It grows so slowly
But when it dies, it dies for good
Its called love
And it belongs to everyone but us
Ive lived my life in the valleys
Ive lived my life on the hills
Ive lived my life on alcohol
Ive lived my life on pills
But its called love
And it belongs to us
Its called love
And its the only thing thats worth living for
Its called love
And it belongs to us
Its called love
Yes its called love
Oh, love is found in the east and west
But when love is at home, its the best
Love is the cure for every evil
Love is the air that supports the eagle
Its called love
And its so un-cool
Its called love
And somehow its become unmentionable
Its called love
And it belongs to every one of us
Its called love
And it cuts your life like a broken knife

song performed by New Order
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Fundamental of Liar Chapter LXXX: Story

Story about future is called imagination
Story about past is called memories
Story about present is called reality
Story that becomes true is called prophecy
Story that becomes unfulfilled is called regret
Story that becomes no end is called boasting
Small story is called experience
Epic story is called history
Forgotten story is called lesson
Story that becomes obsession is called ambition
Story that becomes untold is called secret
Story that becomes go its own way is called life

poem by Maria Sudibyo
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The Vision Of Piers Plowman - Part 19

Thus I awaked and wroot what I hadde ydremed,
And dighte me derely, and dide me to chirche,
To here holly the masse and to be housled after.
In myddes of the masse, tho men yede to offryng,
I fel eftsoones aslepe - and sodeynly me mette
That Piers the Plowman was peynted al blody,
And com in with a cros bifore the comune peple,
And right lik in alle lymes to Oure Lord Jesu.
And thanne called I Conscience to kenne me the sothe
'Is this Jesus the justere,' quod I, 'that Jewes dide to dethe?
Or it is Piers the Plowman! Who peynted hym so rede?'
Quod Conscience, and kneled tho, ' Thise arn Piers armes -
Hise colours and his cote armure; ac he that cometh so blody
Is Crist with his cros, conquerour of Cristene.'
'Why calle ye hym Crist?' quod I, 'sithen Jewes called hym Jesus?
Patriarkes and prophetes prophecied bifore
That alle kynne creatures sholden knelen and bowen
Anoon as men nempned the name of God Jesu.
Ergo is no name to the name of Jesus,
Ne noon so nedeful to nempne by nyghte ne by daye.
For alle derke develes arn adrad to heren it,
And synfulle aren solaced and saved by that name;
And ye callen hym Crist; for what cause, telleth me?
Is Crist moore of myght and moore worthi name
Than Jesu or Jesus, that al oure joye com of?'
'Thow knowest wel,' quod Conscience, 'and thow konne reson,
That knyght, kyng, conquerour may be o persone.
To be called a knyght is fair, for men shul knele to hym;
To be called a kyng is fairer, for he may knyghtes make;
Ac to be conquerour called, that cometh of special grace,
And of hardynesse of herte and of hendemesse -
To make lordes of laddes, of lond that he wynneth,
And fre men foule thralles, that folwen noght hise lawes.

'The Jewes, that were gentil men, Jesu thei despised -
Bothe his loore and his lawe; now are thei lowe cherles.
As wide as the world is, wonyeth ther noon
But under tribut and taillage as tikes and cherles;
And tho that bicome Cristene bi counseil of the Baptiste
Aren frankeleyns, free men thorugh fullynge that thei toke
And gentil men with Jesu - for Jesus was yfulled
And upon Calvarie on cros ycrouned kyng of Jewes.
' It bicometh to a kyng to kepe and to defende,
And conqueror of his conquest hise lawes and his large.
And so dide Jesus the Jewes - he justified and taughte hem
The lawe of lif that laste shal evere,
And fended from foule yveles, feveres and fiuxes,
And from fendes that in hem was, and false bileve.
Tho was he Jesus of Jewes called, gentile prophete,
And kyng of hir kyngdom, and croune bar of thornes.

[...] Read more

poem by William Langland
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100 STD's 10,000 MTD's

There are STD's, sexually transmitted diseases.
and then there are MTD's, meat transmitted diseases.

The latter take a lot more lives.

*********

In Animal Flesh: Blood Sweat Tears as well as Carcinogens Cholesterol Colon Bacteria

Animal products kill more people annually in the US than
tobacco, alcohol, traffic accidents, war, domestic violence,
guns, and drugs combined. USAMRID wrote that consumption of pig flesh caused the world's most lethal pandemic in WW1,
euphemistically called flu. Anthrax
used to be called wool sorters'
disease. Smallpox used to be called
cow pox or kine pox because of
its origin in animal flesh.
.

WHAT'S IN A BURGER? BLOOD SWEAT AND TEARS (AS WELL AS BIOTERRORISM)

POISONS IN ANIMAL AND FISH FLESH... A PARTIAL LIST

a partial list in alphabetical order

acidification diseases
addiction (to trioxypurines)
adrenalin (secreted by terrorized
animals before and during slaughter)

ANTIBIOTICS (too many to list) (crowded factory farm animals standing in their own feces are often infected)

BACTERIA
creiophilic bacteria survive
the freezing of animal flesh
thermophilic bacteria survive
the baking boiling and roasting

bacteriophages (viruses FDA allows to
be injected)
blood
colon bacteria.. euphemistically
called ecoli animals defecate
all over themselves in terror
John Harvey Kellogg MD studied
the exponential rate into the billions

BSE DISEASES, PRIONS IN SPECIES FROM GELATIN (JELLO ETC)
Mad Chicken

[...] Read more

poem by O. Anna Niemus
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Positive Role Model

Here we are
where we were
back on everything
Went too far
now we're fine
back on everything
So much for making it day by day
Back on everything
Instead of taking another way
we're back on everything
I want a positive role model
I want a positive role model
My reflection on the street
Is that the way I walk?
Introspection as I speak
I need to change the way I talk
In a changing world
there's so much you could be
Why can't you choose your self
like your enemy?
Have you ever imagined
a new you?
I could be someone else
Somebody new
Reinvention:
my intention
I want a positive role model
I want a positive role model
I want a positive role model
I want a positive role model

song performed by Pet Shop Boys
Added by Lucian Velea
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On Autumn´s Earth

This is the beginning
Now carry me away
On to the faraway new day
That now is born to play

Yes this is the beginning
Moments dreamed and found
Everything in its singing
That comes again around

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role
On autumn´s earth

Yesterdays were all turning
In their beat´s echo heart
Forever in lay and burning
Poles and miles apart
Flames of their color giving
All that came from within
Days their dreams own living
As worlds take their spin

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role
On autumn´s earth

Swept away in their call
Dreams that were carried on
Love songs of colors fall
Until their moments are gone
You and I had our calling
Dreams that were not to be
Now like autumn earth's falling
All that we had is now free

[...] Read more

poem by Peter S. Quinn
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On Autumns Earth

This is the beginning
Now carry me away
On to the faraway new day
That now is born to play

Yes this is the beginning
Moments dreamed and found
Everything in its singing
That comes again around

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role
On autumn´s earth

Yesterdays were all turning
In their beat´s echo heart
Forever in lay and burning
Poles and miles apart
Flames of their color giving
All that came from within
Days their dreams own living
As worlds take their spin

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role
On autumn´s earth

Swept away in their call
Dreams that were carried on
Love songs of colors fall
Until their moments are gone
You and I had our calling
Dreams that were not to be
Now like autumn earth's falling
All that we had is now free

[...] Read more

poem by Peter S. Quinn
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To every child! ! !

To every child who thinks about giving up......
DON'T
You may feel unwanted
You may feel unappreciated
Just remember..........
'Every child in every family has a role! ! '

To every child who thinks about running away.......
DON'T
You may feel neglected
You may feel ignored
Just remember..........
'Every child in every family has a role! ! '

To every child who thinks about ending it all........
DON'T
You may feel forgotten
You may feel lost
Just remember.............
'Every child in every family has a role! ! '

To every child who wants to withdraw from the world.......
DON'T
You may feel like you're in someone's shadow
You may feel like no-one understands
Just remember..........
'Every child in every family has a role! ! '

To every child who wants to die.......
DON'T
You may feel scared
You may feel afraid
Just remember..........
'Every child in every family has a role! ! '

So,
To every child who feels they won't be missed when they're gone
You will! !
You may not think it now
You may never believe it
And the reason why........
.........because........
'Every child in every family has a role! ! '

poem by Becky Ginn
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It’s called the inner city

On death row I ask what happen to me
This is not the way it was suppose be
So I drag my mind trying to recall
The life I had beyond these prison walls
I see
Thin walls no privacy
Big yard, living in close proximity

It’s called the inner city
It’s called the inner city
A city no one build for me
It’s called the inner city
Yes it has shaped my destiny

On death row I ask what happen to me
This is not the way it was suppose be
So I drag my mind trying to recall
The life I had beyond these prison walls
I see

Adults sit around
Getting shot and maim
Children run around
Oblivious
Playing their games
In the filth that flows untamed

It’s called the inner city
It’s called the inner city
A city no one build for me
It’s called the inner city
Yes, it has shaped my destiny

On death row I ask what happen to me
This is not the way it was suppose be
So I drag my mind trying to recall
The life I had beyond these prison walls
I see
How hard I try not to run with the pack
But against me the cards were stack
They need protection they need someone
But you can’t protect them with empty hand
In the inner city

It’s called the inner city
Poverty, amidst luxury
A city no one build for me
It’s called the inner city
Yes, it has shaped my destiny

[...] Read more

poem by Ikhalfani Solan
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