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In an area where nothing was known, medicine had to draw on social lore.

quote by Virginia Johnson
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Social Netowrking Of Robots

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poem by Rwetewrt Erwtwer
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Another Reason To Believe

BAD MEDICINE
Bon Jovi
Your love is like bad medicine
Bad medicine is what I need
Woah, shake it up just like bad medicine
There aint no doctor that can cure my disease
Bad medicine
I aint got a fever got a permanent disease
And it'll take more than a doctor to prescribe a remedy
And I got lots of money but it isn't what I need
Gonna take more than a shot to get this poison outta me
And I got all the symptoms, count 'em 1 2 3
First you need (Thats what you get for falling in love)
Then you bleed (You get a little and its never enough)
On your knees (Thats what you get for falling in love)
And now this boys addicted cause your kiss is the drug
Your love is like bad medicine
Bad medicine is what I need
Shake it up just like bad medicine
There aint no doctor that can cure my disease
Bad, bad medicine
I don't need no needle to be giving me a thrill
And I don't need no anesthesia or a nurse to bring a pill
I got a dirty down addiction that doesn't leave a track
I got a jolt for your affection like a monkey on my back
There aint no paramedic gonna save this heart attack
When you need (Thats what you get for falling in love)
Then you bleed (You get a little and its never enough)
On your knees (Thats what you get for falling in love)
Now this boys addcited cause your kiss is the drug
Your love is like bad medicine
Bad medicine is what I need
Shake it up just like bad medicine
So lets play doctor baby, cure my disease
Bad, bad medicine ... is what I want
Bad, bad medicine ... its what I need
I need a respirator cause I'm running out of breath
Your an all night generator
Wrapped in stockings and a dress
When yo

song performed by Bon Jovi
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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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Confessio Amantis. Explicit Liber Tercius

Incipit Liber Quartus

Dicunt accidiam fore nutricem viciorum,
Torpet et in cunctis tarda que lenta bonis:
Que fieri possent hodie transfert piger in cras,
Furatoque prius ostia claudit equo.
Poscenti tardo negat emolumenta Cupido,
Set Venus in celeri ludit amore viri.

Upon the vices to procede
After the cause of mannes dede,
The ferste point of Slowthe I calle
Lachesce, and is the chief of alle,
And hath this propreliche of kinde,
To leven alle thing behinde.
Of that he mihte do now hier
He tarieth al the longe yer,
And everemore he seith, 'Tomorwe';
And so he wol his time borwe,
And wissheth after 'God me sende,'
That whan he weneth have an ende,
Thanne is he ferthest to beginne.
Thus bringth he many a meschief inne
Unwar, til that he be meschieved,
And may noght thanne be relieved.
And riht so nowther mor ne lesse
It stant of love and of lachesce:
Som time he slowtheth in a day
That he nevere after gete mai.
Now, Sone, as of this ilke thing,
If thou have eny knowleching,
That thou to love hast don er this,
Tell on. Mi goode fader, yis.
As of lachesce I am beknowe
That I mai stonde upon his rowe,
As I that am clad of his suite:
For whanne I thoghte mi poursuite
To make, and therto sette a day
To speke unto the swete May,
Lachesce bad abide yit,
And bar on hond it was no wit
Ne time forto speke as tho.
Thus with his tales to and fro
Mi time in tariinge he drowh:
Whan ther was time good ynowh,
He seide, 'An other time is bettre;
Thou schalt mowe senden hire a lettre,
And per cas wryte more plein
Than thou be Mowthe durstest sein.'

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poem by John Gower
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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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Eclogue 8: To Pollio Damon Alphesiboeus

Of Damon and Alphesiboeus now,
Those shepherd-singers at whose rival strains
The heifer wondering forgot to graze,
The lynx stood awe-struck, and the flowing streams,
Unwonted loiterers, stayed their course to hear-
How Damon and Alphesiboeus sang
Their pastoral ditties, will I tell the tale.

Thou, whether broad Timavus' rocky banks
Thou now art passing, or dost skirt the shore
Of the Illyrian main,- will ever dawn
That day when I thy deeds may celebrate,
Ever that day when through the whole wide world
I may renown thy verse- that verse alone
Of Sophoclean buskin worthy found?
With thee began, to thee shall end, the strain.
Take thou these songs that owe their birth to thee,
And deign around thy temples to let creep
This ivy-chaplet 'twixt the conquering bays.

Scarce had night's chilly shade forsook the sky
What time to nibbling sheep the dewy grass
Tastes sweetest, when, on his smooth shepherd-staff
Of olive leaning, Damon thus began.

DAMON
'Rise, Lucifer, and, heralding the light,
Bring in the genial day, while I make moan
Fooled by vain passion for a faithless bride,
For Nysa, and with this my dying breath
Call on the gods, though little it bestead-
The gods who heard her vows and heeded not.

'Begin, my flute, with me Maenalian lays.
Ever hath Maenalus his murmuring groves
And whispering pines, and ever hears the songs
Of love-lorn shepherds, and of Pan, who first
Brooked not the tuneful reed should idle lie.

'Begin, my flute, with me Maenalian lays.
Nysa to Mopsus given! what may not then
We lovers look for? soon shall we see mate
Griffins with mares, and in the coming age
Shy deer and hounds together come to drink.

'Begin, my flute, with me Maenalian lays.
Now, Mopsus, cut new torches, for they bring
Your bride along; now, bridegroom, scatter nuts:
Forsaking Oeta mounts the evening star!

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poem by Publius Vergilius Maro
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Eclogue VIII

TO POLLIO, DAMON, ALPHESIBOEUS

Of Damon and Alphesiboeus now,
Those shepherd-singers at whose rival strains
The heifer wondering forgot to graze,
The lynx stood awe-struck, and the flowing streams,
Unwonted loiterers, stayed their course to hear-
How Damon and Alphesiboeus sang
Their pastoral ditties, will I tell the tale.
Thou, whether broad Timavus' rocky banks
Thou now art passing, or dost skirt the shore
Of the Illyrian main,- will ever dawn
That day when I thy deeds may celebrate,
Ever that day when through the whole wide world
I may renown thy verse- that verse alone
Of Sophoclean buskin worthy found?
With thee began, to thee shall end, the strain.
Take thou these songs that owe their birth to thee,
And deign around thy temples to let creep
This ivy-chaplet 'twixt the conquering bays.
Scarce had night's chilly shade forsook the sky
What time to nibbling sheep the dewy grass
Tastes sweetest, when, on his smooth shepherd-staff
Of olive leaning, Damon thus began.

Damon.
'Rise, Lucifer, and, heralding the light,
Bring in the genial day, while I make moan
Fooled by vain passion for a faithless bride,
For Nysa, and with this my dying breath
Call on the gods, though little it bestead-
The gods who heard her vows and heeded not.
'Begin, my flute, with me Maenalian lays.
Ever hath Maenalus his murmuring groves
And whispering pines, and ever hears the songs
Of love-lorn shepherds, and of Pan, who first
Brooked not the tuneful reed should idle lie.
'Begin, my flute, with me Maenalian lays.
Nysa to Mopsus given! what may not then
We lovers look for? soon shall we see mate
Griffins with mares, and in the coming age
Shy deer and hounds together come to drink.
'Begin, my flute, with me Maenalian lays.
Now, Mopsus, cut new torches, for they bring
Your bride along; now, bridegroom, scatter nuts:
Forsaking Oeta mounts the evening star!
'Begin, my flute, with me Maenalian lays.
O worthy of thy mate, while all men else
Thou scornest, and with loathing dost behold
My shepherd's pipe, my goats, my shaggy brow,

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poem by Virgil
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poem by Rwetewrt Erwtwer
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Hoodoo / Voodoo Medicine Man

Silence, I'm ashamed, I was left as a child
Dragged from the cradle, I was weaned in the wild
Ran with the wolf pack, flesh torn to shreds
In the compensations, I was left there for dead
Read it in the paper it ain't fair
You know who today don't seem to care
Livin', lovin', gettin' loose
Masturbatin' with a noose
Now someone's kickin' out the chair
Some kind of voodoo
Come across this land
Some kind of voodoo
Be the medicine man
Everybody's lookin' at the sky
Don't believe the cover-ups and lies
They been tellin' us since birth
Pissin' off old Mother Earth
My gones are bygones prophesied
Some kind of voodoo
Come across this land
Some kind of hoodoo
Be the medicine man
Get ready
Wonder should I go or should I stay
'Cause what we got ain't workin' anyway
I did my best, God knows I tried
I feel like I been crucified
Why did you, why did you, why did you take it all away
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man
Voodoo, hoodoo, medicine man

song performed by Aerosmith
Added by Lucian Velea
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Confessio Amantis. Explicit Liber Septimus

Incipit Liber Octavus

Que favet ad vicium vetus hec modo regula confert,
Nec novus e contra qui docet ordo placet.
Cecus amor dudum nondum sua lumina cepit,
Quo Venus impositum devia fallit iter.

------------------------------------ -----------------------------------------------
The myhti god, which unbegunne
Stant of himself and hath begunne
Alle othre thinges at his wille,
The hevene him liste to fulfille
Of alle joie, where as he
Sit inthronized in his See,
And hath hise Angles him to serve,
Suche as him liketh to preserve,
So that thei mowe noght forsueie:
Bot Lucifer he putte aweie,
With al the route apostazied
Of hem that ben to him allied,
Whiche out of hevene into the helle
From Angles into fendes felle;
Wher that ther is no joie of lyht,
Bot more derk than eny nyht
The peine schal ben endeles;
And yit of fyres natheles
Ther is plente, bot thei ben blake,
Wherof no syhte mai be take.
Thus whan the thinges ben befalle,
That Luciferes court was falle
Wher dedly Pride hem hath conveied,
Anon forthwith it was pourveied
Thurgh him which alle thinges may;
He made Adam the sexte day
In Paradis, and to his make
Him liketh Eve also to make,
And bad hem cresce and multiplie.
For of the mannes Progenie,
Which of the womman schal be bore,
The nombre of Angles which was lore,
Whan thei out fro the blisse felle,
He thoghte to restore, and felle
In hevene thilke holy place
Which stod tho voide upon his grace.
Bot as it is wel wiste and knowe,
Adam and Eve bot a throwe,
So as it scholde of hem betyde,
In Paradis at thilke tyde
Ne duelten, and the cause why,
Write in the bok of Genesi,

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poem by John Gower
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The Columbiad: Book IV

The Argument

Destruction of Peru foretold. Grief of Columbus. He is comforte the promise of a vision of future ages. All Europe appears in vision. Effect of the discovery of America upon the affairs of Europe. Improvement in commerce; government. Revival of letters. Order of the Jesuits. Religious persecution. Inquisition. Rise and progress of more liberal principles. Character of Raleigh; who plans the settlement of North America. Formation of the coast by the gulph stream. Nature of the colonial establishments, the first great asylum and infant empire of Liberty. Liberty the necessary foundation of morals. Delaware arrives with a reinforcement of new settlers, to consolidate the colony of Virginia. Night scene, as contemplated by these patriarchs, while they are sailing up the Chesapeak, and are saluted by the river gods. Prophetic speech of Potowmak. Fleets of settlers from seyeral parts of Europe steering for America.

In one dark age, beneath a single hand,
Thus rose an empire in the savage land.
Its wealth and power with following years increase,
Its growing nations spread the walks of peace;
Religion here, that universal name,
Man's proudest passion, most ungovern'd flame,
Erects her altars on the same bright base,
That dazzled erst, and still deludes the race;
Sun, moon, all powers that forceful strike his eyes,
Earth-shaking storms and constellated skies.

Yet all the pomp his labors here unfold,
The vales of verdure and the towers of gold,
Those infant arts and sovereign seats of state,
In short-lived glory hasten to their fate.
Thy followers, rushing like an angry flood,
Too soon shall drench them in the nation's blood;
Nor thou, Las Casas, best of men, shalt stay
The ravening legions from their guardless prey.
O hapless prelate! hero, saint and sage,
Foredoom'd with crimes a fruitless war to wage,
To see at last (thy life of virtue run)
A realm unpeopled and a world undone!
While pious Valverde mock of priesthood stands,
Guilt in his heart, the gospel in his hands,
Bids, in one field, their unarm'd thousands bleed,
Smiles o'er the scene and sanctifies the deed.
And thou, brave Gasca, with persuasive strain,
Shalt lift thy voice and urge thy power in vain;
Vain are thy hopes the sinking land to save,
Or call her slaughter'd millions from the grave.

Here Hesper paused. Columbus with a sigh
Cast o'er the continent his moisten'd eye,
And thus replied: Ah, hide me in the tomb;
Why should I live to see the impending doom?
If such foul deeds the scheme of heaven compose,
And virtue's toils induce redoubled woes,
Unfold no more; but grant a kind release;
Give me, tis all I ask, to rest in peace.

And thou shalt rest in peace, the Saint rejoin'd,
Ere these conflicting shades involve mankind.
But broader views shall first thy mind engage,

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poem by Joel Barlow
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Medicine Man

I'm the doctor, I can mend your broken heart
I'm the healer, I could take you right back to the start
So if you wanna take the chance well you better be sure
Baby, I'm the medicine man, I've got the cure
I'm the medicine man
I will make you the kinda girl that feels no pain
I can take you and put you back together again
So if you wanna jump on board well you better be sure
Baby, I'm the medicine man, I've got the cure
I'm the medicine man
That's what I am
Doing what I can
Cause I'm the medicine man
Listen, lady, don't make me drive you outta your mind
Cause together this remedy's not hard to find
So if you wanna take the chance and I'm damn sure that you do
Baby, I'm the medicine man
Now the rest's up to you
I'm the medicine man
That's what I am
Doing what I can
Cause I'm the medicine man
Medicine man, medicine man

song performed by Def Leppard
Added by Lucian Velea
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Medicine Man

(coverdale)
You never leave her alone,
I can see you never learn
When youre playing with fire,
You get your fingers burned
There aint no use in crying,
Baby dont delay,
You can call your doctor,
Ill be there right away
Im the medicine man,
Your doctor of love
Medicine man,
Doctor of love
When theres a feeling inside,
That just cant be denied,
I will be your medicine man
Now dont you ever worry,
If you feel the fever rise,
Youll never fool nobody,
When theres fire in your eyes
There aint no use denying,
When you need it deep inside
Youve got your witch doctor
To keep you satisfied
Im the medicine man,
Your doctor of love
Medicine man,
Doctor of love
When theres a feeling inside,
That just cant be denied,
I will be your medicine man.
You never leave her alone,
I can see you never learn
When youre playing with fire,
You get your fingers burned
There aint no use in crying,
Baby dont delay,
You can call your doctor,
Ill be there right away
Im the medicine man,
Your doctor of love
Medicine man,
Doctor of love
When theres a feeling inside,
That just cant be denied,
I will be your medicine man
Your doctor of love
Im medicine man,
Doctor of love...

song performed by Whitesnake
Added by Lucian Velea
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Seasonable Retour-Knell

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

Author notes

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

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

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

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

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

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

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

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

AUTUMN WINTER

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

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

[...] Read more

poem by Jonathan Robin
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The Columbiad: Book IX

The Argument

Vision suspended. Night scene, as contemplated from the mount of vision. Columbus inquires the reason of the slow progress of science, and its frequent interruptions. Hesper answers, that all things in the physical as well as the moral and intellectual world are progressive in like manner. He traces their progress from the birth of the universe to the present state of the earth and its inhabitants; asserts the future advancement of society, till perpetual peace shall be established. Columbus proposes his doubts; alleges in support of them the successive rise and downfal of ancient nations; and infers future and periodical convulsions. Hesper, in answer, exhibits the great distinction between the ancient and modern state of the arts and of society. Crusades. Commerce. Hanseatic League. Copernicus. Kepler. Newton, Galileo. Herschel. Descartes. Bacon. Printing Press. Magnetic Needle. Geographical discoveries. Federal system in America. A similar system to be extended over the whole earth. Columbus desires a view of this.

But now had Hesper from the Hero's sight
Veil'd the vast world with sudden shades of night.
Earth, sea and heaven, where'er he turns his eye,
Arch out immense, like one surrounding sky
Lamp'd with reverberant fires. The starry train
Paint their fresh forms beneath the placid main;
Fair Cynthia here her face reflected laves,
Bright Venus gilds again her natal waves,
The Bear redoubling foams with fiery joles,
And two dire dragons twine two arctic poles.
Lights o'er the land, from cities lost in shade,
New constellations, new galaxies spread,
And each high pharos double flames provides,
One from its fires, one fainter from the tides.

Centred sublime in this bivaulted sphere,
On all sides void, unbounded, calm and clear,
Soft o'er the Pair a lambent lustre plays,
Their seat still cheering with concentred rays;
To converse grave the soothing shades invite.
And on his Guide Columbus fixt his sight:
Kind messenger of heaven, he thus began,
Why this progressive laboring search of man?
If men by slow degrees have power to reach
These opening truths that long dim ages teach,
If, school'd in woes and tortured on to thought,
Passion absorbing what experience taught,
Still thro the devious painful paths they wind,
And to sound wisdom lead at last the mind,
Why did not bounteous nature, at their birth,
Give all their science to these sons of earth,
Pour on their reasoning powers pellucid day,
Their arts, their interests clear as light display?
That error, madness and sectarian strife
Might find no place to havock human life.

To whom the guardian Power: To thee is given
To hold high converse and inquire of heaven,
To mark untraversed ages, and to trace
Whate'er improves and what impedes thy race.
Know then, progressive are the paths we go
In worlds above thee, as in thine below
Nature herself (whose grasp of time and place
Deals out duration and impalms all space)

[...] Read more

poem by Joel Barlow
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Confessio Amantis. Explicit Liber Secundus

Incipit Liber Tercius

Ira suis paribus est par furiis Acherontis,
Quo furor ad tempus nil pietatis habet.
Ira malencolicos animos perturbat, vt equo
Iure sui pondus nulla statera tenet.
Omnibus in causis grauat Ira, set inter amantes,
Illa magis facili sorte grauamen agit:
Est vbi vir discors leuiterque repugnat amori,
Sepe loco ludi fletus ad ora venit.

----------------------------------- ------------------------------------------------

If thou the vices lest to knowe,
Mi Sone, it hath noght ben unknowe,
Fro ferst that men the swerdes grounde,
That ther nis on upon this grounde,
A vice forein fro the lawe,
Wherof that many a good felawe
Hath be distraght be sodein chance;
And yit to kinde no plesance
It doth, bot wher he most achieveth
His pourpos, most to kinde he grieveth,
As he which out of conscience
Is enemy to pacience:
And is be name on of the Sevene,
Which ofte hath set this world unevene,
And cleped is the cruel Ire,
Whos herte is everemore on fyre
To speke amis and to do bothe,
For his servantz ben evere wrothe.
Mi goode fader, tell me this:
What thing is Ire? Sone, it is
That in oure englissh Wrathe is hote,
Which hath hise wordes ay so hote,
That all a mannes pacience
Is fyred of the violence.
For he with him hath evere fyve
Servantz that helpen him to stryve:
The ferst of hem Malencolie
Is cleped, which in compaignie
An hundred times in an houre
Wol as an angri beste loure,
And noman wot the cause why.
Mi Sone, schrif thee now forthi:
Hast thou be Malencolien?
Ye, fader, be seint Julien,
Bot I untrewe wordes use,
I mai me noght therof excuse:
And al makth love, wel I wot,

[...] Read more

poem by John Gower
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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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The Causes of Anger and Its Medicine

Know, O dear readers, that the medicine of a disease is to remove the
root cause of that disease. Isa (Jesus Christ) -peace be upon him-
was once asked: 'What thing is difficult?' He said: 'God's wrath.'
Prophet Yahya (John the Baptist) -peace be upon him- then asked:
'What thing takes near the wrath of God?' He said:'Anger'. Yahya -
peace be upon him- asked him:'What thing grows and increases anger?'
Isa -peace be upon him- said:'Pride, prestige, hope for honour and
haughtiness'

The causes which cause anger to grow are self-conceit, self-praise,
jests and ridicule, argument, treachery, too much greed for too much
wealth and name and fame. If these evils are united in a person, his
conduct becomes bad and he cannot escape anger.

So these things should be removed by their opposites. Self-praise is
to be removed by modesty. Pride is to be removed by one's own origin
and birth, greed is to be removed by remaining satisfied with
necessary things, and miserliness by charity.

The prophet Muhammad (peace be upon him) said: 'A strong man is not
he who defeats his adversary by wrestling, but a strong man is he who
controls himself at the time of anger.'

We are describing below the medicines of anger after one gets angry.
The medicine is a mixture of knowledge and action. The medicine based
on knowledge is of six kinds:

(1) The first medicine of knowledge is to think over the rewards of
appeasing anger, that have come from the verses of the Quran and the
sayings of the Prophet (pbuh). Your hope for getting rewards of
appeasing anger will restrain you from taking revenge.

(2) The second kind of medicine based on knowledge is to fear the
punishment of God and to think that the punishment of God upon me is
greater than my punishment upon him. If I take revenge upon this man
for anger, God will take revenge upon me on the Judgement Day.

(3) The third kind of medicine of anger based on knowledge is to take
precaution about punishment of enmity and revenge on himself. You
feel joy in having your enemy in your presence in his sorrows, You
yourself are not free from that danger. You will fear that your enemy
might take revenge against you in this world and in the next.

(4) Another kind of medicine based on knowledge is to think about the
ugly face of the angry man, which is just like that of the ferocious
beast. He who appeases anger looks like a sober and learned man.

(5) The fifth kind of medicine based on knowledge is to think that the
devil will advise by saying: ' You will be weak if you do not get
angry!' Do not listen to him!

[...] Read more

poem by Al-Ghazali Abu Hamid
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The Progress of Taste, or the Fate of Delicacy

Part first.

Perhaps some cloud eclipsed the day,
When thus I tuned my pensive lay:
The ship is launch'd-we catch the gale-
On life's extended ocean sail:
For happiness our course we bend,
Our ardent cry, our general end!
Yet, ah! the scenes which tempt our care
Are, like the forms dispersed in air,
Still dancing near disorder'd eyes,
And weakest his who best descries!'
Yet let me not my birthright barter,
(For wishing is the poet's charter;
All bards have leave to wish what's wanted,
Though few e'er found their wishes granted;
Extensive field! where poets pride them
In singing all that is denied them).
For humble ease, ye Powers! I pray;
That plain warm suit for every day,
And pleasure and brocade, bestow,
To flaunt it-once a month, or so.
The first for constant wear we want;
The first, ye Powers! for ever grant;
But constant wear the last bespatters,
And turns the tissue into tatters.
Where'er my vagrant course I bend,
Let me secure one faithful friend.
Let me, in public scenes, request
A friend of wit and taste, well drest;
And, if I must not hope such favour,
A friend of wit and taste, however.
Alas! that Wisdom ever shuns
To congregate her scatter'd Sons,
Whose nervous forces, well combined,
Would win the field, and sway mankind.
The fool will squeeze, from morn to night,
To fix his follies full in sight;
The note he strikes, the plume he shows,
Attract whole flights of fops and beaus,
And kindred fools, who ne'er had known him,
Flock at the sight, caress and own him;
But ill-starr'd Sense, not gay nor loud,
Steals soft on tiptoe through the crowd;
Conveys his meagre form between,
And slides, like pervious air, unseen;
Contracts his known tenuity,
As though 'twere even a crime to be;
Nor even permits his eyes to stray,
And win acquaintance in their way.

[...] Read more

poem by William Shenstone
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Medicine Man

Orbison/dees
Ill bring you the talon from an eagle
A big black pearl from the sea
Ill bring one and twenty ponies
If youll bring wildflower to me
Medicine man,make your magic mine
Turn wildflower to a clinging vine
Medicine man wont you please help me
Dont leave me down in misery
Rattle them bones,then roll them stones
And make wildflower mine
I will bring you white buffalo
Ill bring honey from the bee
Ill keep fire-water flowing
If youll get the big chief to agree
Medicine man, help me if you can
Write a secret message in the sand
Medicine man, please let her know
Tell wildflower that I love her so
Take the breeze and shake the trees
And make wildflower mine
Now she has no use for a white man
Helpless and worthless like me
Tell her father big-strong-hand
To let wildflower comfort me
Medicine man,medicine man
Let it be known throughout the land
Medicine man, medicine man
I have to have the hand of wildflower
Take this piece of calico
Make a dress with a pretty bow
Tie it with a thread of lace
Take it to your secret place
Go into your sacred dance
Say a prayer for our romance
And make wildflower mine

song performed by Roy Orbison
Added by Lucian Velea
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