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I've been fighting with Acorn, alongside Acorn, on issues you care about, my entire career.

quote by Barack Obama
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Street Fighting Man

Everywhere I hear the sound of marching, charging feet, boy
cause summers here and the time is right for fighting in the street, boy
Tell me what can a poor boy do
cept for sing for a rock n roll band
cause in this sleepy l.a. town
Theres just no place for a street fighting man
A street fighting man
A street fighting man
A street fighting man
Do you think the time is right for a palace revolution
Where I live the game to play is compromise solution
Well then what can a poor boy
cept for sing for a rock n roll band
cause in this sleepy l.a. town
Theres just no place for a street fighting man
A street fighting man
A street fighting man
A street fighting man
Well what else can a poor boy do?
Well what else can a poor boy do?
Well what else can a poor boy do?
Well what else can a poor boy do?
Hey my name is called disturbance
Ill shout and scream, Ill kill the king, Ill rail at all his servants
Well what can a poor boy do
For sing for a rock n roll band
In this sleepy l.a. town
Theres just no place for
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man

song performed by Rage Against The Machine
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The Dark Knight Comes Too Pass

The dark knight has come
Fighting for his moment
Fighting for his glory
Fighting for his thrown
Fighting is all he has ever known

From a mere boy
Being raised by the wolves
Living in the darkness for just too long
Something just went so wrong

The dark knight has come
Fighting for his moment
Fighting for his glory
Fighting for his thrown
Fighting is all he has ever known

Was it a death so desperately
Forever in misery
A loves tragedy
Is always so sad to see

The dark knight has come
Fighting for his moment
Fighting for his glory
Fighting for his thrown
Fighting is all he has ever known

The not so dead family
A murder held with in their arms
With no recourse
With no remorse

The dark knight has come
Fighting for his moment
Fighting for his glory
Fighting for his thrown
Fighting is all he has ever known

He's the alternate ending
As the light comes to pass
Shadows lurk
They shouldn't be disturbed
Let them rest in peace

The dark knight has come
Fighting for his moment
Fighting for his glory
Fighting for his thrown
Fighting is all he has ever known

[...] Read more

poem by Ace Of Black Hearts
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I Don't Care Anymore

Well you can tell ev'ryone I'm a down disgrace
So drag my name all over the place.
I don't care anymore. (I don't care)
You can tell ev'rybody 'bout the state I'm in
You won't catch me crying 'cos I just can't win.
I don't care anymore I don't care anymore
I don't care what you say
I don't play the same games you play.
'Cos I've been talking to the people that you call your friends
And it seems to me there's a means to and end.
They don't care anymore. (they don't care)
And as for me I can sit here and bide my time
I got nothing to lose if I speak my mind.
I don't care anymore I don't care no more
I don't care what you say
We never played by the same rules anyway.
I won't be there anymore
Get out of my way
Let me by
I got better things to do with my time
I don't care anymore I don't care anymore
I don't care anymore I don't care anymore
Well, I don't care now what you say (I don't care what you say)
'Cos ev'ry day (everyday)
I'm feeling fine with myself (I'm feeling fine with myself)
And I don't care now what you say (I don't care what you say)
Hey I'll do alright by myself (I'll be alright by myself)
I don't care (I don't care) anymore (anymore)
I don't care (I don't care) anymore (anymore)
I don't care (I don't care) anymore (anymore)
I don't care anymore
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
'Cos I remember all the times I tried so hard
And you laughed in my face 'cos ya held all the cards.
I don't care anymore.

[...] Read more

song performed by Kelis
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Fighting Hard

Rolling out to fight for England, singing songs across the sea;
Rolling North to fight for England, and to fight for you and me.
Fighting hard for France and England, where the storms of Death are hurled;
Fighting hard for Australasia and the honour of the World!
Fighting hard.
Fighting hard for Sunny Queensland—fighting for Bananaland,
Fighting hard for West Australia, and the mulga and the sand;
Fighting hard for Plain and Wool-Track, and the haze of western heat—
Fighting hard for South Australia and the bronze of Farrar’s Wheat!
Fighting hard.

Fighting hard for fair Victoria, and the mountain and the glen;
(And the Memory of Eureka—there were other tyrants then),
For the glorious Gippsland forests and the World’s great Singing Star—
For the irrigation channels where the cabbage gardens are—
Fighting hard.

Fighting hard for gale and earthquake, and the wind-swept ports between;
For the wild flax and manuka and the terraced hills of green.
Fighting hard for wooden homesteads, where the mighty kauris stand—
Fighting hard for fern and tussock!—Fighting hard for Maoriland!
Fighting hard.

Fighting hard for little Tassy, where the apple orchards grow;
(And the Northern Territory just to give the place a show),
Fighting hard for Home and Empire, while the Commonwealth prevails—
And, in spite of all her blunders, dying hard for New South Wales.
Dying hard.

Fighting for the Pride of Old Folk, and the people that you know;
And the girl you left behind you—(ah! the time is passing slow).
For the proud tears of a sister! come you back, or never come!
And the weary Elder Brother, looking after things at home—
Fighting Hard!
You Lucky Devils
!
Fighting hard.

poem by Henry Lawson
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True Soldier

You're off in war
While the love of your life is here
Be sure to come back
Be sure to come back for her
Don't forget the sights of our U.S.A.
The freedoms along with every privilege
Every privilege
Every privilege

(chorus)
You're fighting for freedom
You're fighting for rights
You're fighting to keep America in sight
Fighting for freedom
Fighting for rights
Fighting to keep my America in sight

Our affection is w/ you along w/ our pride
Keep us alive
Keep us alive
the tattoo on your arm reminds you of death
And friends who have died
The friend who has died

(chorus)
You're fighting for freedom
You're fighting for rights
You're fighting to keep America in sight
Fighting for freedom
Fighting for rights
Fighting to keep my America in sight

Down on her knees your mom prays for you
She's begging the Lord to bring you home safe
Come home safe
Please come home safe
Fly in the sky w/ all of your crew
Don't close your eyes the enemy stays true
You know what they can do
You know what they can do

(chorus)
You're fighting for freedom
You're fighting for rights
You're fighting to keep America in sight
Fighting for freedom
Fighting for rights
Fighting to keep my America in sight

[...] Read more

poem by Madi Lynn
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Feeling Out Of Sorts?

Feeling out of sorts these days?
Want to know what you can do?
Need help? Here are 50 ways,
Maybe you'll benefit from a few

ROTMS

SYMPTOMS OF SPIRITUAL AWAKENING

1. Changing sleep patterns: restlessness, hot feet, waking up two or three times a night. Feeling tired after you wake up and sleepy off and on during the day.
There is something called the Triad Sleep Pattern that occurs for many: you sleep for about 2-3 hours, wake up, go back to sleep for another couple of hours, wake again, and go back to sleep again. For others, the sleep requirements have changed. You can get by on less sleep.
Lately I have been experiencing huge waves of energy running into my body from the crown. It feels good, but it keeps me awake for a long time, then subsides.

Advice: Get used to it. Make peace with it and don't worry about getting enough sleep (which often causes more insomnia) . You will be able to make it through the day if you hold thoughts of getting just what you need. You can also request your Higher Power to give you a break now and then and give you a good, deep night's sleep.

If you can't go back to sleep right away, use the waking moments to meditate, read poetry, write in your journal or look at the moon. Your body will adjust to the new pattern.

2. Activity at the crown of the head: Tingling, itching, prickly, crawling sensations along the scalp and/or down the spine. A sense of energy vibrating on top of the head, as if energy is erupting from the head in a shower. Also the sensation of energy pouring in through the crown, described as 'sprinkles'.

This may also be experienced as pressure on the crown, as if someone is pushing his/her finger into the center of your head. As I mentioned in #1, I have been experiencing huge downloads of energy through the crown.
In the past, I have felt more generalized pressure, as if my head is in a gentle vise. One man related that his hair stood on end and his body was covered with goosebumps.

Advice: This is nothing to be alarmed about. What you are experiencing is an opening of the crown chakra. The sensations mean that you are opening up to receive divine energy.

3. Sudden waves of emotion. Crying at the dropp of a hat. Feeling suddenly angry or sad with little provocation. Or inexplicably depressed. Then very happy. Emotional roller coaster. There is often a pressure or sense of emotions congested in the heart chakra (the middle of the chest) . This is not to be confused with the heart, which is located to the left of the heart chakra.

Advice: Accept your feelings as they come up and let them go. Go directly to your heart chakra and feel the emotion. Expand it outward to your all your fields and breathe deeply from the belly all the way up to your upper chest. Just feel the feeling and let it evaporate on its own. Don't direct the emotions at anyone.

You are cleaning out your past. If you want some help with this, say out loud that you intend to release all these old issues and ask your Higher Power to help you. You can also ask Grace Elohim to help you release with ease and gentleness. Be grateful that your body is releasing the see motions and not holding onto them inside where they can do harm.

One source suggests that depression is linked to letting go of relationships to people, work, etc. that no longer match us and our frequencies. When we feel guilty about letting go of these relationships, depression helps us medicate that pain.

4. Old 'stuff' seems to be coming up, as described above, and the people with whom you need to work it out (or their clones) appear in your life. Completion issues.

Or perhaps you need to work through issues of self-worth, abundance, creativity, addictions, etc. The resources or people you need to help you move through these issues start to appear.

Advice: Same as #3. Additionally, don't get too involved in analyzing these issues. Examining them too much will simply cycle you back through them over and over again at deeper and deeper levels. Get professional help if you need to and walk through it.

Do not try to avoid them or disassociate yourself from them. Embrace whatever comes up and thank it for helping you move ahead. Thank your Higher Power for giving you the opportunity to release these issues. Remember, you don't want these issues to stay stuck in your body.

5. Changes in weight. The weight gain in the US population is phenomenal. Other people may be losing weight.

[...] Read more

poem by Ray Lucero
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My Almighty Comes To Defend With A Rescue

No more fighting battles.
No more fighting battles.
No more fighting battles from a saddle I no longer sit!
No more fighting battles.
No more fighting battles.

No more fighting battles from a saddle I no longer sit!
No more fighting battles.
No more fighting battles.

I...
Do believe,
My Creator has a plan for me.
Without those battles,
Fought straddled to a saddle.

And I don't,
Fight any battle
Strapped high on any saddle.

No I don't,
Fight any battle
Strapped high on any saddle.

My Almighty comes,
To defend
With a rescue.
And to fight my battles.
Those battles fought from saddles.

My Almighty comes,
To defend
With a rescue.
And to fight my battles.
Those battles fought from saddles.

No more fighting battles.
No more fighting battles.
No more fighting battles from a saddle I no longer sit!
No more fighting battles.
No more fighting battles.

No more fighting battles from a saddle I no longer sit!
No more fighting battles.
No more fighting battles.

My Almighty comes,
To defend
With a rescue.
And to fight my battles.

[...] Read more

poem by Lawrence S. Pertillar
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The Iliad: Book 13

Now when Jove had thus brought Hector and the Trojans to the
ships, he left them to their never-ending toil, and turned his keen
eyes away, looking elsewhither towards the horse-breeders of Thrace,
the Mysians, fighters at close quarters, the noble Hippemolgi, who
live on milk, and the Abians, justest of mankind. He no longer
turned so much as a glance towards Troy, for he did not think that any
of the immortals would go and help either Trojans or Danaans.
But King Neptune had kept no blind look-out; he had been looking
admiringly on the battle from his seat on the topmost crests of wooded
Samothrace, whence he could see all Ida, with the city of Priam and
the ships of the Achaeans. He had come from under the sea and taken
his place here, for he pitied the Achaeans who were being overcome
by the Trojans; and he was furiously angry with Jove.
Presently he came down from his post on the mountain top, and as
he strode swiftly onwards the high hills and the forest quaked beneath
the tread of his immortal feet. Three strides he took, and with the
fourth he reached his goal- Aegae, where is his glittering golden
palace, imperishable, in the depths of the sea. When he got there,
he yoked his fleet brazen-footed steeds with their manes of gold all
flying in the wind; he clothed himself in raiment of gold, grasped his
gold whip, and took his stand upon his chariot. As he went his way
over the waves the sea-monsters left their lairs, for they knew
their lord, and came gambolling round him from every quarter of the
deep, while the sea in her gladness opened a path before his
chariot. So lightly did the horses fly that the bronze axle of the car
was not even wet beneath it; and thus his bounding steeds took him
to the ships of the Achaeans.
Now there is a certain huge cavern in the depths of the sea midway
between Tenedos and rocky Imbrus; here Neptune lord of the
earthquake stayed his horses, unyoked them, and set before them
their ambrosial forage. He hobbled their feet with hobbles of gold
which none could either unloose or break, so that they might stay
there in that place until their lord should return. This done he
went his way to the host of the Achaeans.
Now the Trojans followed Hector son of Priam in close array like a
storm-cloud or flame of fire, fighting with might and main and raising
the cry battle; for they deemed that they should take the ships of the
Achaeans and kill all their chiefest heroes then and there.
Meanwhile earth-encircling Neptune lord of the earthquake cheered on
the Argives, for he had come up out of the sea and had assumed the
form and voice of Calchas.
First he spoke to the two Ajaxes, who were doing their best already,
and said, "Ajaxes, you two can be the saving of the Achaeans if you
will put out all your strength and not let yourselves be daunted. I am
not afraid that the Trojans, who have got over the wall in force, will
be victorious in any other part, for the Achaeans can hold all of them
in check, but I much fear that some evil will befall us here where
furious Hector, who boasts himself the son of great Jove himself, is
leading them on like a pillar of flame. May some god, then, put it
into your hearts to make a firm stand here, and to incite others to do

[...] Read more

poem by Homer, translated by Samuel Butler
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What Sits Before Me

Fighting just to breath.
Fighting just to see.
Fighting just to be.

Through these clouds.
A divided shroud.
And my heart pounds.
So scared of what it'll take to be free.
A unpredictable destiny.
With fortunes at the hands of no one.
A unmeasurable mercy.
I'm begging you please.
I'm tired of being stuck in the middle of the angels killing fields.
And I can do nothing to stop it.
A topic I just can't drop.

Fighting just to breath.
Fighting just to see.
Fighting just to be.

A mere existence that by itself means nothing.
What is done with it is something.
As I reach the bottom of another bottle.
I realize I still feel so hollow.
An empty shell wishing for a escape from this hell.
Make a offer I'll take it.
Trading my soul to the devil.
Let the sickness take.
Let the rotten melody escape.

Fighting just to breath.
Fighting just to see.
Fighting just to be.

An unending cancer.
The saints are up there still dancing.
A party that is never ending.
Ignoring every part me.
Ignoring every sigh and scream.
Completely abandon.
I just can't take it.
I just can't take it any more.
Their has to be end to this monotonous slow death sentence.
I feel all options have fully explored.
I have the key but it is the wrong one.
Secrets must be unlocked by some one.
Is that suppose to be me?
A question that eats at me.
Everyday its repeated.
The evil has already been seeded and sown.

[...] Read more

poem by Ace Of Black Hearts
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The Iliad: Book 15

But when their flight had taken them past the trench and the set
stakes, and many had fallen by the hands of the Danaans, the Trojans
made a halt on reaching their chariots, routed and pale with fear.
Jove now woke on the crests of Ida, where he was lying with
golden-throned Juno by his side, and starting to his feet he saw the
Trojans and Achaeans, the one thrown into confusion, and the others
driving them pell-mell before them with King Neptune in their midst.
He saw Hector lying on the ground with his comrades gathered round
him, gasping for breath, wandering in mind and vomiting blood, for
it was not the feeblest of the Achaeans who struck him.
The sire of gods and men had pity on him, and looked fiercely on
Juno. "I see, Juno," said he, "you mischief- making trickster, that
your cunning has stayed Hector from fighting and has caused the rout
of his host. I am in half a mind to thrash you, in which case you will
be the first to reap the fruits of your scurvy knavery. Do you not
remember how once upon a time I had you hanged? I fastened two
anvils on to your feet, and bound your hands in a chain of gold
which none might break, and you hung in mid-air among the clouds.
All the gods in Olympus were in a fury, but they could not reach you
to set you free; when I caught any one of them I gripped him and
hurled him from the heavenly threshold till he came fainting down to
earth; yet even this did not relieve my mind from the incessant
anxiety which I felt about noble Hercules whom you and Boreas had
spitefully conveyed beyond the seas to Cos, after suborning the
tempests; but I rescued him, and notwithstanding all his mighty
labours I brought him back again to Argos. I would remind you of
this that you may learn to leave off being so deceitful, and
discover how much you are likely to gain by the embraces out of
which you have come here to trick me."
Juno trembled as he spoke, and said, "May heaven above and earth
below be my witnesses, with the waters of the river Styx- and this
is the most solemn oath that a blessed god can take- nay, I swear also
by your own almighty head and by our bridal bed- things over which I
could never possibly perjure myself- that Neptune is not punishing
Hector and the Trojans and helping the Achaeans through any doing of
mine; it is all of his own mere motion because he was sorry to see the
Achaeans hard pressed at their ships: if I were advising him, I should
tell him to do as you bid him."
The sire of gods and men smiled and answered, "If you, Juno, were
always to support me when we sit in council of the gods, Neptune, like
it or no, would soon come round to your and my way of thinking. If,
then, you are speaking the truth and mean what you say, go among the
rank and file of the gods, and tell Iris and Apollo lord of the bow,
that I want them- Iris, that she may go to the Achaean host and tell
Neptune to leave off fighting and go home, and Apollo, that he may
send Hector again into battle and give him fresh strength; he will
thus forget his present sufferings, and drive the Achaeans back in
confusion till they fall among the ships of Achilles son of Peleus.
Achilles will then send his comrade Patroclus into battle, and
Hector will kill him in front of Ilius after he has slain many

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poem by Homer, translated by Samuel Butler
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The Iliad: Book 11

And now as Dawn rose from her couch beside Tithonus, harbinger of
light alike to mortals and immortals, Jove sent fierce Discord with
the ensign of war in her hands to the ships of the Achaeans. She
took her stand by the huge black hull of Ulysses' ship which was
middlemost of all, so that her voice might carry farthest on either
side, on the one hand towards the tents of Ajax son of Telamon, and on
the other towards those of Achilles- for these two heroes,
well-assured of their own strength, had valorously drawn up their
ships at the two ends of the line. There she took her stand, and
raised a cry both loud and shrill that filled the Achaeans with
courage, giving them heart to fight resolutely and with all their
might, so that they had rather stay there and do battle than go home
in their ships.
The son of Atreus shouted aloud and bade the Argives gird themselves
for battle while he put on his armour. First he girded his goodly
greaves about his legs, making them fast with ankle clasps of
silver; and about his chest he set the breastplate which Cinyras had
once given him as a guest-gift. It had been noised abroad as far as
Cyprus that the Achaeans were about to sail for Troy, and therefore he
gave it to the king. It had ten courses of dark cyanus, twelve of
gold, and ten of tin. There were serpents of cyanus that reared
themselves up towards the neck, three upon either side, like the
rainbows which the son of Saturn has set in heaven as a sign to mortal
men. About his shoulders he threw his sword, studded with bosses of
gold; and the scabbard was of silver with a chain of gold wherewith to
hang it. He took moreover the richly-dight shield that covered his
body when he was in battle- fair to see, with ten circles of bronze
running all round see, wit it. On the body of the shield there were
twenty bosses of white tin, with another of dark cyanus in the middle:
this last was made to show a Gorgon's head, fierce and grim, with Rout
and Panic on either side. The band for the arm to go through was of
silver, on which there was a writhing snake of cyanus with three heads
that sprang from a single neck, and went in and out among one another.
On his head Agamemnon set a helmet, with a peak before and behind, and
four plumes of horse-hair that nodded menacingly above it; then he
grasped two redoubtable bronze-shod spears, and the gleam of his
armour shot from him as a flame into the firmament, while Juno and
Minerva thundered in honour of the king of rich Mycene.
Every man now left his horses in charge of his charioteer to hold
them in readiness by the trench, while he went into battle on foot
clad in full armour, and a mighty uproar rose on high into the
dawning. The chiefs were armed and at the trench before the horses got
there, but these came up presently. The son of Saturn sent a portent
of evil sound about their host, and the dew fell red with blood, for
he was about to send many a brave man hurrying down to Hades.
The Trojans, on the other side upon the rising slope of the plain,
were gathered round great Hector, noble Polydamas, Aeneas who was
honoured by the Trojans like an immortal, and the three sons of
Antenor, Polybus, Agenor, and young Acamas beauteous as a god.
Hector's round shield showed in the front rank, and as some baneful

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poem by Homer, translated 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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The Iliad: Book 17

Brave Menelaus son of Atreus now came to know that Patroclus had
fallen, and made his way through the front ranks clad in full armour
to bestride him. As a cow stands lowing over her first calf, even so
did yellow-haired Menelaus bestride Patroclus. He held his round
shield and his spear in front of him, resolute to kill any who
should dare face him. But the son of Panthous had also noted the body,
and came up to Menelaus saying, "Menelaus, son of Atreus, draw back,
leave the body, and let the bloodstained spoils be. I was first of the
Trojans and their brave allies to drive my spear into Patroclus, let
me, therefore, have my full glory among the Trojans, or I will take
aim and kill you."
To this Menelaus answered in great anger "By father Jove, boasting
is an ill thing. The pard is not more bold, nor the lion nor savage
wild-boar, which is fiercest and most dauntless of all creatures, than
are the proud sons of Panthous. Yet Hyperenor did not see out the days
of his youth when he made light of me and withstood me, deeming me the
meanest soldier among the Danaans. His own feet never bore him back to
gladden his wife and parents. Even so shall I make an end of you
too, if you withstand me; get you back into the crowd and do not
face me, or it shall be worse for you. Even a fool may be wise after
the event."
Euphorbus would not listen, and said, "Now indeed, Menelaus, shall
you pay for the death of my brother over whom you vaunted, and whose
wife you widowed in her bridal chamber, while you brought grief
unspeakable on his parents. I shall comfort these poor people if I
bring your head and armour and place them in the hands of Panthous and
noble Phrontis. The time is come when this matter shall be fought
out and settled, for me or against me."
As he spoke he struck Menelaus full on the shield, but the spear did
not go through, for the shield turned its point. Menelaus then took
aim, praying to father Jove as he did so; Euphorbus was drawing
back, and Menelaus struck him about the roots of his throat, leaning
his whole weight on the spear, so as to drive it home. The point
went clean through his neck, and his armour rang rattling round him as
he fell heavily to the ground. His hair which was like that of the
Graces, and his locks so deftly bound in bands of silver and gold,
were all bedrabbled with blood. As one who has grown a fine young
olive tree in a clear space where there is abundance of water- the
plant is full of promise, and though the winds beat upon it from every
quarter it puts forth its white blossoms till the blasts of some
fierce hurricane sweep down upon it and level it with the ground- even
so did Menelaus strip the fair youth Euphorbus of his armour after
he had slain him. Or as some fierce lion upon the mountains in the
pride of his strength fastens on the finest heifer in a herd as it
is feeding- first he breaks her neck with his strong jaws, and then
gorges on her blood and entrails; dogs and shepherds raise a hue and
cry against him, but they stand aloof and will not come close to
him, for they are pale with fear- even so no one had the courage to
face valiant Menelaus. The son of Atreus would have then carried off
the armour of the son of Panthous with ease, had not Phoebus Apollo

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poem by Homer, translated by Samuel Butler
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The Aeneid of Virgil: Book 7

AND thou, O matron of immortal fame,
Here dying, to the shore hast left thy name;
Cajeta still the place is call’d from thee,
The nurse of great Æneas’ infancy.
Here rest thy bones in rich Hesperia’s plains; 5
Thy name (’t is all a ghost can have) remains.
Now, when the prince her fun’ral rites had paid,
He plow’d the Tyrrhene seas with sails display’d.
From land a gentle breeze arose by night,
Serenely shone the stars, the moon was bright, 10
And the sea trembled with her silver light.
Now near the shelves of Circe’s shores they run,
(Circe the rich, the daughter of the Sun,)
A dang’rous coast: the goddess wastes her days
In joyous songs; the rocks resound her lays: 15
In spinning, or the loom, she spends the night,
And cedar brands supply her father’s light.
From hence were heard, rebellowing to the main,
The roars of lions that refuse the chain,
The grunts of bristled boars, and groans of bears, 20
And herds of howling wolves that stun the sailors’ ears.
These from their caverns, at the close of night,
Fill the sad isle with horror and affright.
Darkling they mourn their fate, whom Circe’s pow’r,
(That watch’d the moon and planetary hour,) 25
With words and wicked herbs from humankind
Had alter’d, and in brutal shapes confin’d.
Which monsters lest the Trojans’ pious host
Should bear, or touch upon th’ inchanted coast,
Propitious Neptune steer’d their course by night 30
With rising gales that sped their happy flight.
Supplied with these, they skim the sounding shore,
And hear the swelling surges vainly roar.
Now, when the rosy morn began to rise,
And wav’d her saffron streamer thro’ the skies; 35
When Thetis blush’d in purple not her own,
And from her face the breathing winds were blown,
A sudden silence sate upon the sea,
And sweeping oars, with struggling, urge their way.
The Trojan, from the main, beheld a wood, 40
Which thick with shades and a brown horror stood:
Betwixt the trees the Tiber took his course,
With whirlpools dimpled; and with downward force,
That drove the sand along, he took his way,
And roll’d his yellow billows to the sea. 45
About him, and above, and round the wood,
The birds that haunt the borders of his flood,
That bath’d within, or basked upon his side,
To tuneful songs their narrow throats applied.
The captain gives command; the joyful train 50

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poem by Publius Vergilius Maro
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And then there were none

There were ten
Waiting by the road
Ready for a journey
Of an entire lifetime

The ten crossed the lake,
But the tenth was too scared
He left the others to their fates
And departed with some joy.

And then there were nine
Walking by the road,
Engrossed in the journey
Of an entire lifetime

The nine walked over a bridge
But the ninth saw a beauty
Pursued her, leaving the rest
And sealed his own fate

And then there were eight
Walking by the road,
Engrossed in the journey
Of an entire lifetime.

As they walked by the gorge,
The eighth saw a tree
Laden with fruits. Hunger
Consumed his life away

And then there were seven
Walking by the road,
Engrossed in the journey
Of an entire lifetime.

As they walked by the mountain
Cold consumed their hearts.
The seventh saw a route
To escape from the way.

And then there were six
Walking by the road,
Engrossed in the journey
Of an entire lifetime.

The trail went on and on
Never showed a sign of ending
The sixth lost all hope
And left the party, disgruntled.

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poem by Devdan Vaidyanathan
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Soboba

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poem by Rwetewrt Erwtwer
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Issues

Issues are abound and around,
Issues break the hearts astound,
Issues encourage being excellent,
Issues envisage the predicament,
Issues are the oars to push the boat,
Issues are umbrellas, get wet, not protects,
Issues issue the ticket to the ground,
Imitate the quality of the dew on the grass,
To minimize the issues as small as possible,
When the dew reflects the tallest building,
on its smallest surface without illusion,
When the dew on the grass can reflect it,
Upside down in same proportion,
Why are we, human, afraid of issues?
Make it small and solve it.

poem by Veeraiyah Subbulakshmi
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Stop All The Fighting

Words and music by freddie mercury
Stop all stop all (stop all) the fighting
Stop all stop all stop all the fighting
Stop it stop all the fighting
We want to live in a better place (live in a better place)
We want to make a better human race
We want to live in a better place (stop all the fighting)
We want to make a better human race
Stop all the fighting stop all the fighting
Dont do that dont get all excited
You know that know that - not gonna like it
Stop all (stop all) stop all stop all the fighting
We want to live in a better place (yeah yeah yeah yeah)
We want to make a better human race
We want to live in a better place (stop all the fighting)
We want to make a better human race
Stop all the fighting stop all the fighting
Get all excited
You dont have to do that
Youre not gonna like it
Thats a point of fact
We want to live in a better place
We want to make a better human race for you
We want to live in a better place
We want to make a better human race
Stop all the fighting stop all the fighting

song performed by Queen
Added by Lucian Velea
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Fussing & Fighting

Whys this fussing and a-fighting?
I wanna know, lord, I wanna know
Whys this bumping and a-boring?
I wanna know, lord, I wanna know now
We should really love each other (love each other)
In peace and harmony (peace and harmony), ooh
Instead, were fussing and fighting (fussing and fighting)
And them workin iniquity (... iniquity)
Whys this fussing and a-fighting?
I wanna know, lord, I wanna know (... know), I wanna know now
Whys this cheating and backbiting?
(I wanna know ...) I wanna know, oh, lord, I wanna know now
(stop your fussing and fighting, stop your fussing and fighting)
(stop your fussing and fighting, stop your fussing and fighting)
We should really love each other (love each other)
In peace and harmony (peace and harmony)
Instead, instead, were fussing and fighting (fussing and fighting)
Like we aint supposed to be (... supposed to be), tell me why
Whys this fussing and a-fighting?
I wanna know, lord, I wanna know, someone, please
Whys this (... bumping and ...) bumping and boring?
(I wanna ...) I wanna know (... I wanna know), lord, tell me now ...

song performed by Bob Marley
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The Iliad: Book 7

With these words Hector passed through the gates, and his brother
Alexandrus with him, both eager for the fray. As when heaven sends a
breeze to sailors who have long looked for one in vain, and have
laboured at their oars till they are faint with toil, even so
welcome was the sight of these two heroes to the Trojans.
Thereon Alexandrus killed Menesthius the son of Areithous; he
lived in Ame, and was son of Areithous the Mace-man, and of
Phylomedusa. Hector threw a spear at Eioneus and struck him dead
with a wound in the neck under the bronze rim of his helmet.
Glaucus, moreover, son of Hippolochus, captain of the Lycians, in hard
hand-to-hand fight smote Iphinous son of Dexius on the shoulder, as he
was springing on to his chariot behind his fleet mares; so he fell
to earth from the car, and there was no life left in him.
When, therefore, Minerva saw these men making havoc of the
Argives, she darted down to Ilius from the summits of Olympus, and
Apollo, who was looking on from Pergamus, went out to meet her; for he
wanted the Trojans to be victorious. The pair met by the oak tree, and
King Apollo son of Jove was first to speak. "What would you have
said he, "daughter of great Jove, that your proud spirit has sent
you hither from Olympus? Have you no pity upon the Trojans, and
would you incline the scales of victory in favour of the Danaans?
Let me persuade you- for it will be better thus- stay the combat for
to-day, but let them renew the fight hereafter till they compass the
doom of Ilius, since you goddesses have made up your minds to
destroy the city."
And Minerva answered, "So be it, Far-Darter; it was in this mind
that I came down from Olympus to the Trojans and Achaeans. Tell me,
then, how do you propose to end this present fighting?"
Apollo, son of Jove, replied, "Let us incite great Hector to
challenge some one of the Danaans in single combat; on this the
Achaeans will be shamed into finding a man who will fight him."
Minerva assented, and Helenus son of Priam divined the counsel of
the gods; he therefore went up to Hector and said, "Hector son of
Priam, peer of gods in counsel, I am your brother, let me then
persuade you. Bid the other Trojans and Achaeans all of them take
their seats, and challenge the best man among the Achaeans to meet you
in single combat. I have heard the voice of the ever-living gods,
and the hour of your doom is not yet come."
Hector was glad when he heard this saying, and went in among the
Trojans, grasping his spear by the middle to hold them back, and
they all sat down. Agamemnon also bade the Achaeans be seated. But
Minerva and Apollo, in the likeness of vultures, perched on father
Jove's high oak tree, proud of their men; and the ranks sat close
ranged together, bristling with shield and helmet and spear. As when
the rising west wind furs the face of the sea and the waters grow dark
beneath it, so sat the companies of Trojans and Achaeans upon the
plain. And Hector spoke thus:-
"Hear me, Trojans and Achaeans, that I may speak even as I am
minded; Jove on his high throne has brought our oaths and covenants to
nothing, and foreshadows ill for both of us, till you either take

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poem by Homer, translated by Samuel Butler
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