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I didn't have any idea that I would be able to have a career in film.

quote by Philip Seymour Hoffman
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The Problem of the Idea

The Philosopher:

'The Problem of the 21st century
is the problem of the Origins of the Idea.'

The Idea has driven much
of human history-
a major motivator
many taken together are
Articulators;
Ideas compose all Human Dreams.

But ask what is this Idea
and silence ensues;
ask where is it
in the human mind
and we'll get charts of its activity centers
but nothing about what it is
or where it comes from.

The Scientist:

Well, we don't have to know what a thing is
to utilize it.
We can identify behaviors and integrate
them-
harness them to purpose.

Philosopher:

Sure like the Atomic Bomb. It was built because
we could integrate various disciplines
and make things go bang
without thinking of Consequence.
technical Ideas-too have consequences.

Scientist:

So you would hold up all human progress
until the over-arching Idea comes along
before we act?

Philosopher:
Ah, but note that progress that destroys
the planet is not
progress at all
but only a blind mistake;
one I might add,
that did not have
an Idea or Clue

[...] Read more

poem by Lonnie Hicks
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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

song performed by Duran Duran
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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)

song performed by Duran Duran
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

[...] Read more

poem by Innocent Masina Nkhonyo
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An Idea

An Idea can change the world, how many
things can be done from an idea, every piece
of object was an idea, sense the beginning of
time idea was the first thought created in the
mind, an idea is what surround’s every being.
But an idea is still only an idea and it can't be
felt, you cannot touch an idea or kiss it, or hold it,
ideas do not bleed or feel pain or love, an idea
cannot be seen or heard, its created in our thoughts,
but then again an idea can become real. An idea
can be what ever you which it to be, an idea can
be destructive, an idea can be brilliant, I've seen
people get killed in the name of ideas, ideas,
we walk around with a little
light bulb blinking in our thoughts, ideas.

poem by Elenushka Toledo
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When You Rush To Judgement

You have no idea,
What you've done.
You have no idea...
None.

You have no idea,
What you've done.
You have no idea...
Not a one.

Oh, oh, oh...
When you rush to judgement,
Your emotions are your worst enemy.
When you rush to judgement,
Your emotions are your worst enemy.
When you rush to judgement,
Your emotions are your worst enemy.
When you rush to judgement.
Oh, oh, oh...
When you rush to judgement.
To pass your judgements,
When you rush to judgement.

You have no idea,
What you've done.
You have no idea...
None.

You have no idea,
What you've done.
You have no idea...
Not a one.

When you rush to judgement,
You have no idea.
No idea.
None.
When you rush to judgement,
No one has an idea...
What they've done.
When you rush to judgement,
What one does...
Affects more than one.
When you rush to judgement.
When you rush to judgement.

You have no idea,
What you've done.
You have no idea...
None.

[...] Read more

poem by Lawrence S. Pertillar
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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

song performed by They Might Be Giants
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Willing & Able

Said Im willin and Im able
Im ready 2 place my cards on the table
Ive been holdin back this feelin
4 far 2 long
Now that Im willin, its a fact
Is truly mighty strong
Like a child lost in the wilderness
till I reach my destination, I wont rest
Cuz Im willin (willin)
And Im able (able)
Im ready 2 place my cards on the table (table)
Theres some kings in my deck and a queen or 2
So u know there aint nothin,
Nothin that I wouldnt do (nothin that I wouldnt do)
It twas a long time coming,
But now that its here
All the non-believers better fear me
Cuz Im willin (willin and able)
And Im able
I got good and plenty cards
2 place on the table (table)
Been holdin back this feeling 4 far 2 long
(been holdin back this feeling 4 far 2 long)
Now that Im willing, (this feelin)
This feelin
Its truly mighty strong (truly, i... I)
Im willing (willin)
And able (able)
My vision is all clear, Im feelin kinda stable
U know I am, u know I am
Ready 2 whisper (whisper, whatcha say)
Ready 2 shout (shout, now whatcha say)
Ready 2 scream (scream, now whatcha say)
From the highest mountain top (whatcha say, whatcha say)
Lord, Im willing and able
I wanna dance and sing, somebody watch me do my thing
(willin)
(able)
(willin and able)
(willin)
(able)
(willin and able)
I wanna dance and sing, somebody watch me do my thing
(dance and sing, let me watch u do your thing)
(bring it to me)
Let me take a bite
2 see if ure ripe
Im kinda thinkin about
Takin a hunk, chunk
A piece of your love tonight

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song performed by Prince
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Who would be able to think?

I. Who would be able to think?

Who would be able to think
that your eyes as pretty
as stars shining in the heaven?
Who would be able to think
how restless my heart is beating,
that you are more beautiful than I had known before?
Who would be able to think
that your eyes are so pretty?

II. Who would be able to think?

Who would be able to think
that your eyes are prettier
than the sun hidden by banks of fog,
than the stars shining in heaven,
that the tears glittering on your cheeks
comes with a deep meaning?

Who would be able to think
that your eyes are prettier
than the glowing champagne which I am pouring
that the look in them would bring me to a confession
about feelings which hide in my heart like a lizard
while we touch glasses
and who would be able to think this?

III. Who would be able to think?

Who would be able to think
that your eyes are prettier than stars,
that you bring new meaning, to stars hanging in the sky

that your tears glowing against your cheeks
comes with a deep meaning?
Who would be able to think

while we touch glasses
that you are lovelier than I could comprehend before,
that you bring new meaning, to stars hanging in the sky

and when I pour sparkling champagne
the look in your eyes, could bring me to a confession?
Who would be able to think

how restless my heart is beating,
about feelings which hide in my heart like a lizard
that you bring new meaning, to stars hanging in the sky,

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poem by Gert Strydom
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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

[...] Read more

song performed by 10 Cc
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It's that day again

Come one, come all and gather round
hear the sound
the story and tale
let not your ears fail
not now, for this is of great importance
Im not looking for acceptance
but for your deliverance
I must save you from what i did
by this vein i must forbid
you to guard your heart, for there is a lurking evil that consumes the young
an evil that rolls off the tongue
is sweet to hear, sweet to the hear, and dear
on this day on this February the thirteenth do not express
your love for someone until you address
this problem, because it's the ideas that are the worst poison
this is what ruins a person
before you profess that love, make certain
that you profess not in vain
for this is the simple trap that ensnares men
its the idea, the idea of her are you blind it's the idea thats trapped you again
Your LOVE is not true, because you are in love the idea of her
and when weeks pass and trials come... she will concur
that your love was imagined, you loved that way she made you feel
the way she held you and made you feel warm, so surreal
but that's not love, you imagined your dream girl
but fell in love with someone else, only to find that all along you loved an idea
that was the object of your love, this idea you made, let your reality unfurl
see past your blindness and see you never loved her and dont make
the mistake that i made, and dont you dare fake
this love, because you feel so lonely, don't settle for less but wait
for your real mate
it's that day, that day i remember, what not to do
now i come to you
to save, redeem, deliver, and expose this wrong this threatens the life
you need not fear if you guard your heart and trust in Him who can be trusted
your First Love, but do not forget that this world is rife
with that temptation to love the idea of a girl, dont get caught busted
the idea is so much more dangerous than the room, and yet it will
beg your love, as you attempt to wait, don't love an idea that is abstract
resist its power to attract
do not let it kill
as it has done to many before
and will do to more a score
tread carefully my friend, for you tread the ground trod by those who fell
in love with ideas so keep not your heart on your sleeve
but guard it in armor and do not tell
a girl that you love her, when you love an idea, don't be naive

poem by David Knox
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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poem by Gert Strydom
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Carlos' In the Middle of the Road, Plagiarized by Me

in the middle of my writing career there was you
you were in the middle of my writing career
there was you
in the middle of my writing career there was you

never should i forget this incident
in the life of my broken eyelashes
never should i forget that in the middle of my writing career
there was you
there was you in the middle of my writing career
in the middle of my writing career
there was you

you were that stone.

poem by Ric S. Bastasa
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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

song performed by Simple Minds
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King Is White And In The Crowd

Talking by the pool of light, language from Americ.
a
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 you'll stay
She's 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
Youth's 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

song performed by Simple Minds
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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”

poem by Bashyam Narayanan
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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.) In “Film 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 in “a 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

poem by Gershon Hepner
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Book IV - Part 03 - The Senses And Mental Pictures

Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.

Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see

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poem by Lucretius
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As I Sat Alone By Blue Ontario's Shores

AS I sat alone, by blue Ontario's shore,
As I mused of these mighty days, and of peace return'd, and the dead
that return no more,
A Phantom, gigantic, superb, with stern visage, accosted me;
Chant me the poem, it said, that comes from the soul of America--
chant me the carol of victory;
And strike up the marches of Libertad--marches more powerful yet;
And sing me before you go, the song of the throes of Democracy.

(Democracy--the destin'd conqueror--yet treacherous lip-smiles
everywhere,
And Death and infidelity at every step.)

A Nation announcing itself,
I myself make the only growth by which I can be appreciated, 10
I reject none, accept all, then reproduce all in my own forms.

A breed whose proof is in time and deeds;
What we are, we are--nativity is answer enough to objections;
We wield ourselves as a weapon is wielded,
We are powerful and tremendous in ourselves,
We are executive in ourselves--We are sufficient in the variety of
ourselves,
We are the most beautiful to ourselves, and in ourselves;
We stand self-pois'd in the middle, branching thence over the world;
From Missouri, Nebraska, or Kansas, laughing attacks to scorn.

Nothing is sinful to us outside of ourselves, 20
Whatever appears, whatever does not appear, we are beautiful or
sinful in ourselves only.

(O mother! O sisters dear!
If we are lost, no victor else has destroy'd us;
It is by ourselves we go down to eternal night.)

Have you thought there could be but a single Supreme?
There can be any number of Supremes--One does not countervail
another, any more than one eyesight countervails another, or
one life countervails another.

All is eligible to all,
All is for individuals--All is for you,
No condition is prohibited--not God's, or any.

All comes by the body--only health puts you rapport with the
universe. 30

Produce great persons, the rest follows.

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poem by Walt Whitman
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Book III - Part 03 - The Soul is Mortal

Now come: that thou mayst able be to know
That minds and the light souls of all that live
Have mortal birth and death, I will go on
Verses to build meet for thy rule of life,
Sought after long, discovered with sweet toil.
But under one name I'd have thee yoke them both;
And when, for instance, I shall speak of soul,
Teaching the same to be but mortal, think
Thereby I'm speaking also of the mind-
Since both are one, a substance interjoined.

First, then, since I have taught how soul exists
A subtle fabric, of particles minute,
Made up from atoms smaller much than those
Of water's liquid damp, or fog, or smoke,
So in mobility it far excels,
More prone to move, though strook by lighter cause
Even moved by images of smoke or fog-
As where we view, when in our sleeps we're lulled,
The altars exhaling steam and smoke aloft-
For, beyond doubt, these apparitions come
To us from outward. Now, then, since thou seest,
Their liquids depart, their waters flow away,
When jars are shivered, and since fog and smoke
Depart into the winds away, believe
The soul no less is shed abroad and dies
More quickly far, more quickly is dissolved
Back to its primal bodies, when withdrawn
From out man's members it has gone away.
For, sure, if body (container of the same
Like as a jar), when shivered from some cause,
And rarefied by loss of blood from veins,
Cannot for longer hold the soul, how then
Thinkst thou it can be held by any air-
A stuff much rarer than our bodies be?

Besides we feel that mind to being comes
Along with body, with body grows and ages.
For just as children totter round about
With frames infirm and tender, so there follows
A weakling wisdom in their minds; and then,
Where years have ripened into robust powers,
Counsel is also greater, more increased
The power of mind; thereafter, where already
The body's shattered by master-powers of eld,
And fallen the frame with its enfeebled powers,
Thought hobbles, tongue wanders, and the mind gives way;
All fails, all's lacking at the selfsame time.
Therefore it suits that even the soul's dissolved,
Like smoke, into the lofty winds of air;

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poem by Lucretius
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