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I never had a great role in a great film.

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Girls On Film (Night Version)

See them walking hand in hand
Across the bridge at midnight
Heads turning as the lights flashing out
Are so bright
And walk right out to the four line track
There's a camera rolling on her back
On her back
And I sense a rhythm humming in a frenzy
All the way down her spine
Girls on Film
Girls on Film
Girls on Film
Girls on Film
Lipstick cherry all over the lens as she's falling
And miles of sharp blue water coming in
Where she lies
The diving man's coming up for air
'Cause the crowd all love pulling Dolly by the hair
By the hair
And she wonders how she ever got here
As she goes under again
Girls on Film (Two minutes later)
Girls on Film
Girls on Film (Got your picture)
Girls on Film
Wider, baby, smile and you've just made a million
Fuses pumping live heat twisting out on a wire
Take one last glimpse into the night
I'm touching close
I'm holding bright, holding tight
Give me shudders in a whisper,
Take me up til I'm shooting a star
Girls on Film (she's more than a lady)
Girls on Film
Girls on Film (Two minutes later)
Girls on Film
Girls on Film (see you together)
Girls on Film
Girls on Film (see you later)
Girls on Film

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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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Girls On Film

See them walking hand in hand across the bridge at midnight
Heads turning as the lights flashing out are so bright
Then walk right out to the fourline track
Theres a camera rolling on her back on her back
And I sense the rhythms humming in a frenzy
All the way down her spine
Girls on film
Girls on film
Girls on film
Girls on film
Lipstick cherry all over the lens as shes falling
In miles of sharp blue water coming in where she lies
The diving mans coming up for air
Cause the crowd all love pulling dolly by the hair, by the hair
And she wonders how she ever got here
As she goes under again
Girls on film (two minutes later)
Girls on film
Girls on film (got your picture)
Girls on film
Wider baby smiling youve just made a million
Fuses pumping live heat twisting out on a wire
Take one last glimpse into the night
Im touching close Im holding bright, holding tight
Give me shudders with a whisper take me high
Till I Im shooting a star
Girls on film (shes more than a lady)
Girls on film
Girls on film (see you together)
Girls on film
Girls on film (see you later)
Girls on film
Girls on film (two minutes later)

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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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Experimental Film

The color of infinity
Inside an empty glass
I'm squinting my eye
And turning off and on and on
and off the light
It's for this experimental film
Which nobody knows about and which
I'm still figuring out what's going to go
In my experimental film
Yeah, you're all gonna be in this experimental film
And even though I can't explain it
I already know how great it's
I already know the ending
It's the part that makes your face implode
I don't know what makes your face implode
But that's the way the movie ends
And in my experimental film
Which nobody knows about but which
I'm still figuring out your face implodes
At my experimental film
Yeah, you're all gonna be in this experimental film
And even though I can't explain it
I already know how great it--
Even though I can't explain it
I already know how great it's
The color of infinity
Inside an empty glass
It's for this experimental film
Which nobody knows about and which
I'm still figuring out what's going to go
In my experimental film
Yeah, you're all gonna be in this experimental film
And even though I can't explain it
I already know how great it's gonna--
Yeah, you're gonna be in this experimental film
And even though I can't explain it
I already know how great it--
Even though I can't explain it
I already know how great it's

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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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The Film Of My Love

Co-starring you
And co-starring me
Starring us both together
The film of my love
Will travel the world
Forever and ever and ever
A back lot romance
A scripted affair
The screenplay a blessing from heaven
Were gone with the wind
On the orient express
To join the magnificent seven
The film of my love
Will travel the world
And travel the whole world over
The film of my love
Will travel the world
Over and over and over
The film of my love
Will travel the world
Over and over and over
Over and over and over again
Over and over and over
A close-up of yours
A long shot of mine
Superimposed together
Ill zoom in on you
With a love that is true
In cinemascope forever
A clapper board kiss
Theres an oscar in this
A hit or a miss whatever
A box office wedding
A premier for two
Well be on location forever
When pathe recall
The thrill of it all
Theyll edit us both together
A legend a classic
An epic of love
Captured on film forever
A lasting embrace
That time cant erase
Let them censor the wind
Or the weather
The film of my love
Will conquer the world
Forever and ever and ever
The film of my love
Will travel the world

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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.

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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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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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Walt Whitman

Crossing Brooklyn Ferry

FLOOD-TIDE below me! I watch you face to face;
Clouds of the west! sun there half an hour high! I see you also face
to face.

Crowds of men and women attired in the usual costumes! how curious
you are to me!
On the ferry-boats, the hundreds and hundreds that cross, returning
home, are more curious to me than you suppose;
And you that shall cross from shore to shore years hence, are more to
me, and more in my meditations, than you might suppose.


The impalpable sustenance of me from all things, at all hours of the
day;
The simple, compact, well-join'd scheme--myself disintegrated, every
one disintegrated, yet part of the scheme:
The similitudes of the past, and those of the future;
The glories strung like beads on my smallest sights and hearings--on
the walk in the street, and the passage over the river;
The current rushing so swiftly, and swimming with me far away; 10
The others that are to follow me, the ties between me and them;
The certainty of others--the life, love, sight, hearing of others.

Others will enter the gates of the ferry, and cross from shore to
shore;
Others will watch the run of the flood-tide;
Others will see the shipping of Manhattan north and west, and the
heights of Brooklyn to the south and east;
Others will see the islands large and small;
Fifty years hence, others will see them as they cross, the sun half
an hour high;
A hundred years hence, or ever so many hundred years hence, others
will see them,
Will enjoy the sunset, the pouring in of the flood-tide, the falling
back to the sea of the ebb-tide.


It avails not, neither time or place--distance avails not; 20
I am with you, you men and women of a generation, or ever so many
generations hence;
I project myself--also I return--I am with you, and know how it is.

Just as you feel when you look on the river and sky, so I felt;
Just as any of you is one of a living crowd, I was one of a crowd;
Just as you are refresh'd by the gladness of the river and the bright
flow, I was refresh'd;
Just as you stand and lean on the rail, yet hurry with the swift
current, I stood, yet was hurried;
Just as you look on the numberless masts of ships, and the thick-
stem'd pipes of steamboats, I look'd.

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The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

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Don't Forget who is your Father

God is Great
He created you and me so ladies and gentleman
he is the only person to praise and pray
Cause some of us we pray Alan people you pray him
who is him God is the one who created us
so guys help me to Thank him every time i'm sick i call him cause
he is the hiller the killer of diseases in the world
Help me to sing.
How great is our God sing with me how great is our God
all we sing is how great is our God age to age praise his
Great great great great great
great great great great great great great
great great great great great great great
great great great great great great great great great great great

GOD GOD GOD GOD GOD GOD GOD GOD..

Thank you Help me pliz.

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This be the last time we use the phrase 'Slumdog

We, as Indians, have reasons
To be proud of having
Created history by the film
“Slumdog Millionaire”
At the same time, we, as human beings,
Have to have hung our heads for
Having created slums

Slum, as it means
An overcrowded area of a city,
Where the housing is in a very bad condition
And people live in unhygienic conditions
With no basic facilities

And who created slums,
Not the people residing there
But those whose greed has brought
These slum dwellers into these
Unfit-for-living conditions

The technicalities employed in
Filming this movie deserve all praise
While the different ways of living
Of the slum dwellers equally deserve attention
Of the entire human race
For correction and improvement

The film was declared to be
The best-directed
While the slum tribes have no directions
And they have no one to direct

The film was declared to be
The best film
While the slum where the film was shot
Is the worst place
For any human being

Let the recognition of the film
Bring to light the plight of slumdogs
To the fore
And let the human race do everything
Possible to move these people
Out of the slums, wherever they are,
And to help them live a decent, if not better, living

We shall be doing a great service
If this becomes the last ever time
We use this phrase “Slumdog”

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Girl And Gun

“All that you need is a girl and a gun
if you making a film, ” said Jean-Luc Godard.
In the dark with a girl you can have as much fun
as a guy who’s been laid in a film that is noir,
but if, when you switch on the light, you discover
the girl isn’t loaded, walk out of the trailer,
and if she complains that you’ve been a bad lover,
take out a revolver with which you can nail her.

Inspired by Manohla Dargis’s review of Gustav Deutsch’s “Film 1st, a Girl & an Gun” in the December 2,2009 NYT (“The Old Clips, A Paradise Found and Lost”) :
“To make a film, ” Jean-Luc Godard once memorably said, “all you need is a girl and a gun.” (A little money helps.) InFilm Ist. a Girl & a Gun, ” the Austrian director Gustav Deutsch complicates this witty, deceptively simple formula with a wealth of found footage (material shot by others for other purposes) borrowed from film archives from around the world. As the title suggests, there are girls (voluptuous, ecstatic, threatened) and there are guns (hard, phallic, threatening) along with something of a narrative. If the narrative that Mr. Deutsch has created is rather less thrilling than his mostly silent and often glorious images, this is nonetheless a story well worth considering, and watching. Using material gathered from the likes of the Imperial War Museum (in Britain) and the Kinsey Institute for Research in Sex, Gender and Reproduction (at Indiana University) , he has fashioned something of an origin story about cinema itself. It’s a tale that begins with an unidentified image of a woman in buckskin shooting at some targets and ends with a cowboy bandit pointing his gun at the camera, an image appropriated from Edwin S. Porter’s 1903 short, “The Great Train Robbery, ” one of the most famous in cinema history. Tucked between these loaded images, as it were, is a vision of cinematic paradise, found and lost.
Tumult of a kind pursues the shooting woman (nothing new there) in the form of a mesmerizing, mysterious shot of what looks like an archery target in flames and some text (“at the first Chaos came to be”) from “Theogony, ” an epic Greek poem by Hesiod about the origin of the world. The archery target gives way to fiery orange images of billowing smoke and some electronic thrumming. (The intermittent score tends to underscore the obvious.) The thrumming turns to droning, the smoke turns to lava, followed by more Hesiod (“wide-bosomed earth”) , a woman with bountiful breasts, “Paradeisos” (Greek for paradise) and naked beachfront frolickers…
Women turn out to be the fly in the ointment ina Girl & a Gun.” (“Dead flies cause the ointment of the apothecary to send forth a stinking savor” or so it says in Ecclesiastes.) Among the many images that follow, many beautifully and floridly tinted, are sleeping, dreaming and fornicating clothed and unclothed women. In one early section, a woman drowsing in a steam room seems to dream of both an undulating jellyfish and a swimming man. In another section, a woman watches a man spin four strange dials hidden behind a cabinet, as if he were initiating her into a secret world. (On the soundtrack, you hear “she dies.”) A world, a subsequent shot suggests — of a woman reading a newspaper with the headline “Cine Monde” — that has been made from images…With “a Girl & a Gun, ” Mr. Deutsch brings in Eros and Thanatos to a seductive if familiar end.


12/2/09

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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

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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

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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

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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! ! '

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King Is White & In The Crowd

Talking by the pool of light, language from america.
She puts on the film of him, king is white and in the crowd
They are not a melting pot, say no, say no tapestry
She puts on the film of him, king is white and in the crowd
She takes his hand and she says youll stay
Shes lost in the crowd
King
Wire them up, fire them up
The life and times, the art and talk
Wire them up, fire them up
The life and times, the art and talk
Lovers run camp africa, bars in town are civilised
She puts on the film of him, king is white and in the crowd
Panorama, citylife
Youths dance proud from the waist down
She puts on the film of him, king is white and in the crowd
Shot from where the action is, a rhapsody in black and blue
She puts on the film of him, king is white and in the crowd
Love lies under western eyes, powerful yet transient
She puts on the film of him, king is white and in the crowd
Words & music : simple minds (c) emi publishing ltd reproduced without permission

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