Social Security has been effective for 70 years; prior predictions of its demise have been totally overstated.
quote by Grace Napolitano
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Soboba
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The Legend Of St. Sophia Of Kioff
I.
[The Poet describes the city and spelling of Kiow, Kioff, or Kiova.]
A thousand years ago, or more,
A city filled with burghers stout,
And girt with ramparts round about,
Stood on the rocky Dnieper shore.
In armor bright, by day and night,
The sentries they paced to and fro.
Well guarded and walled was this town, and called
By different names, I'd have you to know;
For if you looks in the g'ography books,
In those dictionaries the name it varies,
And they write it off Kieff or Kioff, Kiova or Kiow.
II.
[Its buildings, public works, and ordinances, religious and civil.]
Thus guarded without by wall and redoubt,
Kiova within was a place of renown,
With more advantages than in those dark ages
Were commonly known to belong to a town.
There were places and squares, and each year four fairs,
And regular aldermen and regular lord-mayors;
And streets, and alleys, and a bishop's palace;
And a church with clocks for the orthodox—
With clocks and with spires, as religion desires;
And beadles to whip the bad little boys
Over their poor little corduroys,
In service-time, when they DIDN'T make a noise;
And a chapter and dean, and a cathedral-green
With ancient trees, underneath whose shades
Wandered nice young nursery-maids.
[The poet shows how a certain priest dwelt at Kioff, a godly
clergyman, and one that preached rare good sermons.]
Ding-dong, ding-dong, ding-ding-a-ring-ding,
The bells they made a merry merry ring,
From the tall tall steeple; and all the people
(Except the Jews) came and filled the pews—
Poles, Russians and Germans,
To hear the sermons
Which HYACINTH preached godly to those Germans and Poles,
For the safety of their souls.
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poem by William Makepeace Thackeray
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Objectified
All beautiful things meet their demise
Flowers in bloom surely will die
Frozen are the wings of the dead butterfly
Because all beautiful things meet their demise
All beautiful things meet their demise
Clouds of gray spoil the light of the skies
The ocean must fall in order to rise
Because all beautiful things meet their demise
All beautiful things meet their demise
I knew I was doomed when you first said, “Hi.”
Two ships in the night, we were bound to collide
Because all beautiful things meet their demise
All beautiful things meet their demise
Four months can pass in the blink of an eye
We lose ourselves without having to try
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All beautiful things meet their demise
The simplest words become hard to define
You can’t see the truth when you cover your eyes
Because all beautiful things meet their demise
All beautiful things meet their demise
Your pay the price to take this ride
Slowly, you find that you’re living a lie
Because all beautiful things meet their demise
All beautiful things meet their demise
Pictures of us will fade over time
We become strangers in a world so wide
Because all beautiful things meet their demise
All beautiful things meet their demise
You’ll keep on searching for what you won’t find
You’ll lose your faith while I lose my mind
Because all beautiful things meet their demise
All beautiful things meet their demise
Sometimes your morals get left behind
It will be too late when you realize
Because all beautiful things meet their demise
poem by Vaida Marea
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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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Death Of The Middle Class
Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass
ROTMS
By Andrew Gavin Marshall - Global Research
We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.
At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.
In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.
In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:
'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'
In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.
In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.
When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.
It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.
In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.
In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.
The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.
To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.
In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.
At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.
Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.
No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.
So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.
In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.
Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .
poem by Ray Lucero
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Totally. Totally. Totally Bummed
Totally. Totally. Totally bummed.
Totally. Totally. Totally bummed.
Significant this feeling is,
Hard to overcome.
When an aging is apparent,
And nothing can be done.
And when one has a wisdom,
One developes more and more...
The pressure to pretend there isn't,
Can not be ignored.
Oh, totally. Totally. Totally bummed.
Being now an elder,
Overnight has stunned.
Totally. Totally. Totally bummed.
No more looking 26.
Overnight has stunned.
Disappearing quick was 36.
Overnight has stunned.
And the 46 that came...
Picked up 56 and split.
And now I can't believe it,
I am elderly legit.
Oh, totally. Totally. Totally bummed.
Being now an elder,
Overnight has stunned.
Totally. Totally. Totally bummed.
Being now an elder,
Overnight has stunned.
poem by Lawrence S. Pertillar
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People Everywhere: Social Music (Original 11 03 2009)
PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009
People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.
Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.
poem by Lee B. Mack
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Totally Hot
(john farrar)
I want you
But takin it easy aint an easy thing to do
And I want you, want you
You must know
Cause baby I cant begin to keep it in
Our love is so hot, totally hot
You got to me
Baby, baby, so hot, totally hot
You got to me
Gimme what you got, ready or not
Our love is totally hot
Im burnin up
And if my mama could read my mind shed lock me up
And Im burnin, burnin
You must know
Cause baby when youre around I come unwound
Our love is so hot, totally hot
You got to me
Baby, baby, so hot, totally hot
You got to me
Gimme what you got, ready or not
Out love is totally hot
Play the game and let me do the same
And we gonna get along, gonna get along, gonna get along fine
Watchin out for my heart
But when I am near you
Near you aint the place to start, no, no, no, no
Takin it slow
Whenever I cross your trail, my brakes just fail
My love is so hot, totally hot
You got to me
Baby, baby, so hot, totally hot
You got to me
Gimme what you got, ready or not
My love is totally hot
My love is so hot, totally hot
You got to me
Baby, baby, so hot, totally hot
You got to me
Gimme what you got, ready or not
My love is totally hot
Gimme what you got, ready or not
My love is totally, totally, totally hot
(repeats)
song performed by Olivia Newton-John
Added by Lucian Velea
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Security
Security
Sometimes its hard
When I dont know where youre going
Or where youve been
I got a broken heart
Surely, if you let me know you care for me
My heart will mend
Darling, I cant wait forever
Youve got to let me know or let me go (let me go)
All Im saying is
You cant keep playing with
A heart that loves you so
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Im sure you know
If you take the time to think about it, you will realize
Honey, now not too long ago
I used to play around but thats all over
Youre my only guy
Re-evaluate this situation
Better check out your priorities
Youve got to get it straight
No hesitation
If what you want is me
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Darling, I cant wait forever
Youve got to let me know - or let me go (let me go)
All Im saying is
You cant keep playing with
[...] Read more
song performed by Vanessa Williams
Added by Lucian Velea
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Fra Lippo Lippi
I am poor brother Lippo, by your leave!
You need not clap your torches to my face.
Zooks, what's to blame? you think you see a monk!
What, 'tis past midnight, and you go the rounds,
And here you catch me at an alley's end
Where sportive ladies leave their doors ajar?
The Carmine's my cloister: hunt it up,
Do—harry out, if you must show your zeal,
Whatever rat, there, haps on his wrong hole,
And nip each softling of a wee white mouse,
Weke, weke, that's crept to keep him company!
Aha, you know your betters! Then, you'll take
Your hand away that's fiddling on my throat,
And please to know me likewise. Who am I?
Why, one, sir, who is lodging with a friend
Three streets off—he's a certain...how d'ye call?
Master—a...Cosimo of the Medici,
I' the house that caps the corner. Boh! you were best!
Remember and tell me, the day you're hanged,
How you affected such a gullet's gripe!
But you, sir, it concerns you that your knaves
Pick up a manner nor discredit you:
Zooks, are we pilchards, that they sweep the streets
And count fair prize what comes into this net?
He's Judas to a tittle, that man is!
Just such a face! Why, sir, you make amends.
Lord, I'm not angry! Bid your hangdogs go
Drink out this quarter-florin to the health
Of the munificent House that harbors me
(And many more beside, lads! more beside!)
And all's come square again. I'd like his face—
His, elbowing on his comrade in the door
With the pike and lantern—for the slave that holds
John Baptist's head a-dangle by the hair
With one hand ("Look you, now," as who should say)
And his weapon in the other, yet unwiped!
It's not your chance to have a bit of chalk,
A wood-coal or the like? or you should see!
Yes, I'm the painter, since you style me so.
What, brother Lippo's doings, up and down,
You know them and they take you? like enough!
I saw the proper twinkle in your eye—
'Tell you, I liked your looks at very first.
Let's sit and set things straight now, hip to haunch.
Here's spring come, and the nights one makes up bands
To roam the town and sing out carnival,
And I've been three weeks shut within my mew,
A-painting for the great man, saints and saints
And saints again. I could not paint all night—
Ouf! I leaned out of window for fresh air.
[...] Read more
poem by Robert Browning from Men and Women (1855)
Added by Veronica Serbanoiu
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Virginia's Story
Elizabeth Gates-Wooten is my Grand mom.
She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.
When she was old enough she got married.
First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.
Agnes was my mother.
Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.
Then they moved to West Virginia in the United States.
Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.
Anna was a maid and cook.
She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth
They were both good cooks
They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.
My moms name was Agnes Barrie Gates.
She married James Wright and moved to Cleveland.
[...] Read more
poem by Talile Ali
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Bipolar
Oh no here we go,
here we go again
You were so afraid
you let me back in
Back in thru a door
you had long forgot
Its resistance is shot,
mine was not
But I waited..
my complicated,overrated girl
You know that I hated,we suffocated
and Overstated everything
Why can't you be bi-sexual instead of bi-polar?
Oh look there she goes
There she goes again
She keeps on checkin out
Checkin out her friends
I swear you'll never know
Know what's on her mind
Wish she'd given in
At least one time, Cuz
I waited..
my complicated,overrated girl
You know that I hated,we suffocated
and Overstated everything
Why can't you be bi-sexual instead of bi-polar?
Get up get up, whatcha doing in bed
I think it's all in your head
Get up get up, no don't sleep sunday morning
And there's a whole world around you gotta let in
Especially the girls, we all like the girls
I waited..
my complicated,overrated girl
You know that I hated,we suffocated
and Overstated everything
Why can't you be bi-sexual?
Why can't you be bi-sexual?
Why can't you be bi-sexual?
instead of bi-polar
song performed by Bowling For Soup
Added by Lucian Velea
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Please Don't Pass Me By
I was walking in new york city and i brushed up against the man in front of me. i felt a cardboard placard on his back. and when we passed a streetlight, i could read it, it said "please do
Ass me by - i am blind, but you can see -i've been blinded totally - please don't pass me by." i was walking along 7th avenue, when i came to 14th street i saw on the corner curious mutilat
Of the human form; it was a school for handicapped people. and there were cripples, and people in wheelchairs and crutches and it was snowing, and i got this sense that the whole city was singin
S:
Oh please don't pass me by,
Oh please don't pass me by,
For i am blind, but you can see,
Yes, i've been blinded totally,
Oh please don't pass me by.
And you know as i was walking i thought it was them who were singing it, i thought it was they who were singing it, i thought it was the other who was singing it, i thought it was someone else.
S i moved along i knew it was me, and that i was singing it to myself. it went:
Please don't pass me by,
Oh please don't pass me by,
For i am blind, but you can see,
Well, i've been blinded totally,
Oh please don't pass me by.
Oh please don't pass me by.
Now i know that you're sitting there deep in your velvet seats and you're thinking "uh, he's up there saying something that he thinks about, but i'll never have to sing that song." but
Omise you friends, that you're going to be singing this song: it may not be tonight, it may not be tomorrow, but one day you'll be on your knees and i want you to know the words when the time co
Because you're going to have to sing it to yourself, or to another, or to your brother. you're going to have to learn to sing this song, it goes:
Please don't pass me by,
Ah you don't have to sing this .. not for you.
Please don't pass me by,
For i am blind, but you can see,
Yes, i've been blinded totally,
Oh please don't pass me by.
Well i sing this for the jews and the gypsies and the smoke that they made. and i sing this for the children of england, their faces so grave. and i sing this for a saviour with no one to save.
Won't you be naked for me? hey, won't you be naked for me? it goes:
Please don't pass me by,
Oh please don't pass me by,
For i am blind, but you can see,
Yes, i've been blinded totally,
Oh now, please don't pass me by.
Now there's nothing that i tell you that will help you connect the blood tortured night with the day that comes next. but i want it to hurt you, i want it to end. oh, won't you be naked for me?
W:
Please don't pass me by,
Oh please don't pass me by,
For i am blind, but you can see,
Yes, i've been blinded totally,
Oh now, please don't pass me by.
Well i sing this song for you blonde beasts, i sing this song for you venuses upon your shells on the foam of the sea. and i sing this for the freaks and the cripples, and the hunchback, and the
Ed, and the burning, and the maimed, and the broken, and the torn, and all of those that you talk about at the coffee tables, at the meetings, and the demonstrations, on the streets, in your mus
N my songs. i mean the real ones that are burning, i mean the real ones that are burning
I say, please don't pass me by,
Oh now, please don't pass me by,
For i am blind, but you can see,
Ah now, i've been blinded totally,
Oh no, please don't pass me by.
I know that you still think that its me. i know that you think that there's somebody else. i know that these words aren't yours. but i tell you friends that one day
You're going to get down on your knees,
[...] Read more
song performed by Leonard Cohen
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Third Book
'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.
For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!
Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.
Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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With No Escapes From It To Exit
There is no other way to address truth,
But to be prepared to be stripped naked...
Bare,
With the exposing of every blemish.
Since truth is not seeking to be impressed.
Truth is on a mission to uncover honesty.
And many are still unbelieving,
The depth of which truth sees without explanation...
To deceive what is already revealed.
When truth is in one's presence and is fully awakened,
With no escapes from it to exit...
Foolish is the time taken to charade in masquerade,
To evade it with a wasting away of one's time.
With no escapes from it to exit,
Truth...
Is very effective!
With no escaping undetected,
Truth...
Is very effective.
Once fed truth it manifests.
And truth will not be neglected...
To reject!
With no escapes from it to exit,
Truth...
Is very effective!
With no escaping undetected,
Truth...
Is very effective.
Once fed truth it manifests.
And truth will not be neglected...
To reject!
With no escapes from it to exit,
Truth...
Is very effective!
With no escapes from it to exit,
Truth...
Is very effective!
And truth will not be neglected...
To reject!
poem by Lawrence S. Pertillar
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Prior To Whatever The Outcome
Who knows if those decisions we make,
Will achieve and please...
An expected result?
With a certainty known that is already felt.
The ones who take chances,
Eventually learned...
Something about deciding,
Upon which way to turn.
It is easy to reflect upon those experiences,
One gets.
And express whether or not,
A relief to them came with no grieving met.
But those who hesitate in a waiting done...
Are always heard to state they know what will occur,
Prior to whatever the outcome that is shunned...
Comes to ease or wreck havoc on their nerves.
Prior to whatever the outcome,
A shunning...
Prior to whatever the outcome,
Is done!
Prior to whatever the outcome,
A shunning...
Prior to whatever the outcome,
Is done!
poem by Lawrence S. Pertillar
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Social Life
Nervous you need a drink
Tired you need a lift
You feel on the brink
Maybe you need new tits
Vulnerable as a ship
But you re not on the sea
Can you talk to anyone here?
No, not really
And the crowd stays on your back
And the girls are all s0 stacked
And the stress it lines your face
And you realy need a place
Its just that social life
Its got you on the run
That goddamn social life
Its torture dressed as fun
Its just that social life
They got you seein things
That goddamn social life
And now you re chasin strings
That goddamn social life
God-awful art and clothes
Plenty of money, though
You guess it must be worth somethin
What that would be you don t know
In your imagination
Theres a face of love
Someone who will come along
Instead of comin on
Anp the forces ebb and flow
And the money goes and goes
And something makes you
Want to throw a brick
Through the window
Its iust that social life
Its got you on the run
That goddamn social life
Its torture dressed as fun
Its iust that social life
They got you chasin strings
That goddamn social life
And you are seeing things
song performed by Iggy Pop
Added by Lucian Velea
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They're Not Suited Totally
Two strangers,
Too soon meet...
To agree,
No one else can match their needs.
Two strangers,
Too soon meet...
To soon discover,
They're not suited totally!
After feeding sexual needs,
They're not suited totally.
Petty issues raises heat.
And they're not suited totally.
There's no cure or remedy,
That will make two strangers see...
Eye to eye,
As days go by.
Two strangers,
Too soon meet...
To agree,
No one else can match their needs.
Two strangers,
Too soon meet...
To soon discover,
They're not suited totally!
Between them there's no history.
And two strangers will never see...
Eye to eye,
As days go by.
After feeding sexual needs,
They're not suited totally.
Petty issues raises heat.
And they're not suited totally.
There's no cure or remedy,
And soon two strangers will agree...
Between them there's no chemistry.
And one of them wishes to leave.
Since there is no history.
And two strangers will never see...
Eye to eye,
As days go by.
Two strangers...
They're not suited totally!
Between them there's no history.
[...] Read more
poem by Lawrence S. Pertillar
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