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I just play him as myself, I don't ease myself into any role really. I stick a beard on and play me.

quote by Michael Gambon
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Head For The Barricade

FIGHT, FIGHT
FIGHT, FIGHT
FIGHT, FIGHT
FIGHT, FIGHT
Sometimes you gotta fight for your right
When your not sure you're in a fight for your life right?
If you ain't packin any tactics
You might get ass kicked
Even if you are you little knucklehead
I'm kinda sick of being aggravated
I'm glad I'm hated
I guess I'm doing something right
But that's what happened back in Columbine
You gotta know when to stop
And not go over the top
Cause there's a chamber deep inside the brain
It's covered with chains
So don't be shaking them loose
And if you do I'll be running for the hills
Cause I'm ready to rock and now we're playing for real
I gotta
FIGHT FIGHT
You better watch out when my adrenaline kicks I gotta
FIGHT FIGHT
IT'S TOO LATE, YOU ALREADY BEEN HIT, DAMN!
STICK 'EM STICK 'EM
STICK 'EM HA HAHA STICK 'EM
STICK 'EM STICK 'EM
YEAH! (Head for the barricades)
STICK 'EM STICK 'EM
STICK 'EM HA HAHA STICK 'EM
STICK 'EM STICK 'EM
YEAH! (Head for the barricades)
This world can make you stick to your stomach so I
Put on my headphones, listen to the Deftones
It's getting crowded in my spaceship
Living in a dream
Running from the hate machine
You know it's,
Such a drag when there's people talking down to ya
Such a drag when everything sucks do ya,
Walk away with spit on your face or do ya,
Draw lines and give them a taste cause I,
Know it's never gonna end
If it happens again I'm going straight for the throat
Another note
Don't forget you had a chance
Now I'm over the sidelines and ready to dance
I gotta
FIGHT FIGHT

[...] Read more

song performed by Limp Bizkit
Added by Lucian Velea
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Ease On Down The Road #1

(charlie smalls)
Ease on down
Ease on down the road
Ease on down
Ease on down the road
Ease on down
Ease on down the road
Come on dorothy,
Dont you carry nothing that might be a load
Come on
There it is!
Come on and ease on down, ease on down the road
Come on and ease on down, ease on down the road
Dont you carry nothing that might be a load
Come on, ease on down, ease on down the road
Come on, ease on down, ease on down the road
Come on, ease on down, ease on down the road
Dont you carry nothing that might be a load
Come on, ease on down, ease on down, down the road
Pick your left foot up
When your right foots down
Come on legs keep movin
Dont you lose no ground
You just keep on keepin
On the road that you choose
Dont you give up walkin
cause you gave up shoes, no
Ease on down, ease on down the road
Come on, ease on down, ease on down the road
Dont you carry nothing that might be a load
Come on, ease on down, ease on down the road
cause there maybe times
When you think you lost your mind
And the steps youre takin
Leave you three, four steps behind
But the road youre walking
Might be long sometimes
You just keep on steppin
And youll be just fine, yeah
Ease on down, ease on down the road
Come on, ease on down, ease on down the road
Dont you carry nothing that might be a load
Come on, ease on down, ease on down the
Oh, there maybe times
When you wish you wasnt born
And you wake one morning
Just to find that your courages gone
But just know that feeling
Only last a little while
You just stick with us

[...] Read more

song performed by Diana Ross
Added by Lucian Velea
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Held Up With Just A Stick

Held up with just a stick.
Held up with just a stick.
Held up with just a stick.
Held up with just a stick.

Held up with just a stick,
It seems...
Held up with just a stick,
One's head...
Held up with just a stick,
Their arms and their legs...
Needing to be fed.

And...
Held up with just a stick,
One's pride...
Held up with just a stick,
Two eyes and two ears...
Living poverty so near,
To...
Famish it is clear.

And...
Held up with just a stick,
Hunger.
Held up with just a stick,
Life!
Held up with just a stick,
Blight!
And those who fight death in their sight.

Held up with just a stick,
Life!
Held up with just a stick,
Pride!
Held up with just a stick,
Blight!
And those who fight death in their sight.

Held up with just a stick,
And...
There's no benefit to it.

Held up with just a stick,
Life!
Held up with just a stick,
Pride!
Held up with just a stick,
Blight!
And living this is NOT a gift.

[...] Read more

poem by Lawrence S. Pertillar
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Ease On Down The Road

Come on and
Ease on down, ease on down the road
Come on, ease on down
Ease on down the road
Dont you carry nothing
That might be a load
Come on, ease on down
Ease on down the road
Come on, ease on down, ease on down the road
Come on, ease on down, ease on down the road
Dont you carry nothing
That might be a load
Come on, ease on down, ease on down, down the road
Pick your left foot up
When your right foots down
Come on legs keep movin
Dont you lose no ground
You just keep on keepin
On the road that you choose
Dont you give up walkin
cause you gave up shoes, no
Ease on down, ease on down the road
Come on, ease on down
Ease on down the road
Dont you carry nothing
That might be a load
Come on, ease on down
Ease on down the road
cause there maybe times
When you think you lost your mind
And the steps youre takin
Leave you three, four steps behind
But the road youre walking
Might be long sometimes
You just keep on steppin
And youll just be fine, yeah
Ease on down, ease on down the road
Come on, ease on down
Ease on down the road
Dont you carry nothing
That might be a load
Come on, ease on down
Ease on down the road
Well there maybe times
When you wish you wasnt born
And you wake one morning
Just to find your courages gone
But just know that feeling
Only last a little while
You stick with us

[...] Read more

song performed by Michael Jackson
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,

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poem by Jonathan Robin
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Hudibras: Part 2 - Canto I

THE ARGUMENT

The Knight by damnable Magician,
Being cast illegally in prison,
Love brings his Action on the Case.
And lays it upon Hudibras.
How he receives the Lady's Visit,
And cunningly solicits his Suite,
Which she defers; yet on Parole
Redeems him from th' inchanted Hole.

But now, t'observe a romantic method,
Let bloody steel a while be sheathed,
And all those harsh and rugged sounds
Of bastinadoes, cuts, and wounds,
Exchang'd to Love's more gentle stile,
To let our reader breathe a while;
In which, that we may be as brief as
Is possible, by way of preface,
Is't not enough to make one strange,
That some men's fancies should ne'er change,
But make all people do and say
The same things still the self-same way
Some writers make all ladies purloin'd,
And knights pursuing like a whirlwind
Others make all their knights, in fits
Of jealousy, to lose their wits;
Till drawing blood o'th' dames, like witches,
Th' are forthwith cur'd of their capriches.
Some always thrive in their amours
By pulling plaisters off their sores;
As cripples do to get an alms,
Just so do they, and win their dames.
Some force whole regions, in despight
O' geography, to change their site;
Make former times shake hands with latter,
And that which was before, come after.
But those that write in rhime, still make
The one verse for the other's sake;
For, one for sense, and one for rhime,
I think's sufficient at one time.

But we forget in what sad plight
We whilom left the captiv'd Knight
And pensive Squire, both bruis'd in body,
And conjur'd into safe custody.
Tir'd with dispute and speaking Latin,
As well as basting and bear-baiting,
And desperate of any course,
To free himself by wit or force,

[...] Read more

poem by Samuel Butler
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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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Ease On Down The Road (feat. Diana Ross)

Written and Composed by Charlie Smalls.
Come on and-
Ease on down
Ease on down the road
Dont you carry nothin
That might be a load
Come on
Ease on down...ease on down the road
Pick your left foot up
When the right ones down
Come on legs, keep movin
Dont be lose no ground
Just you keep on keepin
On the road that you choose
Dont you give up walkin
Cause you gave up shoes
Ease on down, ease on down the road -- come on
Ease on down, ease on down the road
Dont you carry nothin
That might be a load
Come on
Ease on down, ease on down-
Ease... on... down, ease.. on down-
Ease on down, ease on down the road
Cause there may be times
When you think lost your mind--
And the steps you're walkin
Might be long sometime
But just keep on steppin
And you'll be just fine
Ease on down, ease on down the road-
Ease on down, ease on down the road-
Dont you carry nothin
That might be a load
Come on, ease on down
Ease on down the road

song performed by Michael Jackson
Added by Lucian Velea
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Stick By Me

Stick by me and I'll stick by you
Stick by me and I'll stick by you

My life here on earth would be useless can't you see
If I didn't have you to stick by me
I love you darling and that's no lie
Stick by me and I'll stick by you
When you cry I cry too
Stick by me and I'll stick by you

Friends may try to hurt us
Scandalise our name
But no one (no-one) can tear us apart
You have a place in my heart

I love you darling and that's no lie
Stick by me and I'll stick by you
Remember my heart and love belongs to you
Stick by me and I'll stick by you
When you cry I'll cry too
Stick by me and I'll stick by you

Repeat from "Friends may try to hurt us ..."

song performed by UB40 from Labour Of Love 2
Added by Lucian Velea
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Hip Hop It Really Rocks

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

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

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

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

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

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

[...] Read more

poem by Lawrence S. Pertillar
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XI. Guido

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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You're Not From Brighton

Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used, funk as we used to
You're not from Brighton
You're not from Brighton
You're not from Brighton
You're, you're, you're, you're
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Said check baby, check baby
Check baby, check said
Check baby, check baby
Check one two
Check baby, check baby
Check baby, check said
Check check baby
Check check one two
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two
Said check one two, check one two
Check one two, check one two

[...] Read more

song performed by Fatboy Slim
Added by Lucian Velea
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Captain Teach alias Black Beard

Edward Teach was a native of Bristol, and sailed from that port
On board a privateer, in search of sport,
As one of the crew, during the French War in that station,
And for personal courage he soon gained his Captain's approbation.

'Twas in the spring of 1717, Captajn Harnigold and Teach sailed from Providence
For the continent of America, and no further hence;
And in their way captured a vessel laden with flour,
Which they put on board their own vessels in the space of an hour.

They also seized two other vessels snd took some gallons of wine,
Besides plunder to a considerable value, and most of it most costly design;
And after that they made a prize of a large French Guinea-man,
Then to act an independent part Teach now began.

But the news spread throughout America, far and near,
And filled many of the inhabitants' hearts with fear;
But Lieutenant Maynard with his sloops of war directly steered,
And left James River on the 17th November in quest of Black Beard,
And on the evening of the 21st came in sight of the pirate;
And when Black Beard spied his sloops he felt elate.

When he saw the sloops sent to apprehend him,
He didn't lose his courage, but fiendishly did grin;
And told his men to cease from drinking and their tittle-tattle,
Although he had only twenty men on board, and prepare for battle.

In case anything should happen to him during the engagement,
One of his men asked him, who felt rather discontent,
Whether his wife knew where he had buried his pelf,
When he impiously replied that nobody knew but the devil and himself.

In the Morning Maynard weighed and sent his boat to sound,
Which, coming near the pirate, unfortunately ran aground;
But Maynard lightened his vessel of the ballast and water,
Whilst from the pirates' ship small shot loudly did clatter.

But the pirates' small shot or slugs didn't Maynard appal,
He told his men to take their cutlasses and be ready upon his call;
And to conceal themselves every man below,
While he would remain at the helm and face the foe.

Then Black Beard cried, "They're all knocked on the head,"
When he saw no hand upon deck he thought they were dead;
Then Black Beard boarded Maynard'a sloop without dismay,
But Maynard's men rushed upon deck, then began the deadly fray.
Then Black Beard and Maynard engaged sword in hand,
And the pirate fought manfully and made a bold stand;
And Maynard with twelve men, and Black Beard with fourteen,
Made the most desperate and bloody conflict that ever was seen.

[...] Read more

poem by William Topaz McGonagall
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Stick Around

Youve been smiling lately baby
Youve been singing in the bath
Youve been acting like a lady
Not a dirty photograph
Then tonight you came home early
Packed a bag or two
Its been worrying me honey
Just what youre gonna do
Stick around, yeah, stick around
Stick around, babe, stick around
Well you came on like a hurricane
About a month ago
Blowing like a stiff breeze
Always on the go
All the good times that we had
All stayed in the past
All the good lays that I get
Never seem to last
Stick around, yeah, stick around
Stick around, babe, stick around
(come on baby, sit on this)
What have I been doing lately
To make you wanna go
I take you out dancing
Honey we can go out to a show
Spend a night romancing
Nights out on the town
Listen to me baby
Youll be glad you stopped around
Stick around, yeah, stick around
Stick around, babe, stick around

song performed by AC-DC
Added by Lucian Velea
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The Castle Of Indolence

The castle hight of Indolence,
And its false luxury;
Where for a little time, alas!
We lived right jollily.

O mortal man, who livest here by toil,
Do not complain of this thy hard estate;
That like an emmet thou must ever moil,
Is a sad sentence of an ancient date:
And, certes, there is for it reason great;
For, though sometimes it makes thee weep and wail,
And curse thy star, and early drudge and late;
Withouten that would come a heavier bale,
Loose life, unruly passions, and diseases pale.
In lowly dale, fast by a river's side,
With woody hill o'er hill encompass'd round,
A most enchanting wizard did abide,
Than whom a fiend more fell is no where found.
It was, I ween, a lovely spot of ground;
And there a season atween June and May,
Half prankt with spring, with summer half imbrown'd,
A listless climate made, where, sooth to say,
No living wight could work, ne cared even for play.
Was nought around but images of rest:
Sleep-soothing groves, and quiet lawns between;
And flowery beds that slumbrous influence kest,
From poppies breathed; and beds of pleasant green,
Where never yet was creeping creature seen.
Meantime, unnumber'd glittering streamlets play'd,
And hurled every where their waters sheen;
That, as they bicker'd through the sunny glade,
Though restless still themselves, a lulling murmur made.
Join'd to the prattle of the purling rills
Were heard the lowing herds along the vale,
And flocks loud bleating from the distant hills,
And vacant shepherds piping in the dale:
And, now and then, sweet Philomel would wail,
Or stock-doves plain amid the forest deep,
That drowsy rustled to the sighing gale;
And still a coil the grasshopper did keep;
Yet all these sounds yblent inclined all to sleep.
Full in the passage of the vale, above,
A sable, silent, solemn forest stood;
Where nought but shadowy forms was seen to move,
As Idless fancied in her dreaming mood:
And up the hills, on either side, a wood
Of blackening pines, aye waving to and fro,
Sent forth a sleepy horror through the blood;
And where this valley winded out, below,
The murmuring main was heard, and scarcely heard, to flow.

[...] Read more

poem by James Thomson
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I Can Play (Lyrics) :

He didn't give himself up to fear.
And his voice had a life of its own.
He didn't give himself up for broke.
Just a man who played his guitar.

He said 'I can play the guitar', 'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'.

'I can play the guitar'.'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'.

He didn't give himself up to drinking beer.
His voice still had a life of its own.
And he didn't give himself up for smoke.
Just a man who played his guitar.

He said 'I can play the guitar'.'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'.

'I can play the guitar'.'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'.

He didn't give himself up to curcumstance.
Always tried to make it alone.
He didn't give himself up to telling lies.
His honesty was already shown.
Always kept himself up to par.
Just a man who played his guitar.

He said 'I can play the guitar'.'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'.

'I can play the guitar'.'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'...

Rock Lyric By Kim Robin Edwards
Copyright 1987,2009..
ALL rights reserved..

poem by Kim Robin Edwards
Added by Poetry Lover
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Ease On Down The Road #2

(charlie smalls)
Come on!
cause there may be times
When you think you lost your mind
And each steps youre takin
Leave you three, four steps behind
cause the road youre walking
Might be long sometimes
But just keep on steppin
And youll be just fine
Ease on down
Ease on down the road
Come on, ease on down
Ease on down the road
Dont you carry nothing
That might be a load
Come on, ease on down
Ease on down the road
Come on, ease on down, ease on down the road
Come on, ease on down, ease on down the road
Come on, ease on down, ease on down the road
Come on, ease on down, ease on down the road

song performed by Diana Ross
Added by Lucian Velea
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Sweet Summer Day

(4.04)
I'm gonna stick by you, everyday
Iwon't let you down now
No matter what they say
I won't let them get to you, no way
I'll stick by you
I'm going to stick by you
Now I know
No matter what tomorrow brings
I won't let you go
I won't let them get to you, Oh no
I'll stick by you
And when the laughter seems to fade away
And Mr Sun becomes a rainy day
Oh it don't matter cause you'll know anyway
I won't let you down
I'm gonna stick by you
I'll stick by you
Going to stick by you, now I know
No matter what tomorrow brings
I won't let you go
I won't let them get to you, no
I'll stick by you, I'll stick by you
I'll stick by you, I'll stick by you
Written and performed by Chris Rea (vocals, guitars)
Bass by Silvan Marc
Keyboards by Max Middleton
Drums and percussion by Martin Ditcham
Transcribed by IITI

song performed by Chris Rea
Added by Lucian Velea
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Soccer–Passion Song

Soccer–Passion Song

Soccer in the evening;
Soccer in the morning;
Soccer in spring and fall.

Soccer in the raining;
Soccer in the snowing;
Soccer in winter and summer.

Soccer in between my feet,
where I walk;
Soccer in my heart and mind,
how I live;
Soccer my love and life.

Soccer I wake up and play;
Soccer I hold it to sleep;
Soccer my work and rest.

Soccer I sing a new song;
Soccer I dance the magic steps;
Soccer my tears and joy.

Soccer my Mom buys it for me to play;
Soccer my Dad brings me to the game;
Soccer my dear Love watches me to score.

Soccer I dribble and shoot;
Soccer I pass and fall;
Soccer my glory and downfall.

Soccer I strike to attack;
Soccer I tackle to defend;
Soccer my struggle and survival.

Soccer I receive the flags and the whistles;
Soccer I get the yellow and red card;
Soccer my moves and stop.

Soccer I meet my friends;
Soccer I make my enemies;
Soccer my conflict and peace.

Soccer I play and watch;
Soccer I watch but cannot play;
Soccer my dream and reality.

Soccer I learn the rights;
Soccer I confess the fouls;

[...] Read more

poem by Laijon Liu
Added by Poetry Lover
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