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Gabriel Marcel

It is right that we be concerned with the scientific probity of metaphysics.

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Tentative Decisions

Now that I can
Release my tensions
Let me make clear
My best intentions
Girls ask and i
Define decision
Boys ask and i
Describe their function
Oh the boys
Want to talk
Like to to talk about those problems
And the girls
Say theyre concerned
And they are
Concerned with these decisions
And its all
Hard logic
To follow and the
Girls get lost
And the boys
Say theyre concerned
But they are
Concerned with these decisions
I wanna talk
I wanna talk as much as I want
Im gonna give
Im gonna give the problem to you
I wanna talk
I wanna talk as much as I want
Im gonna give
Im gonna give the problem to you
Decide, decide
Make up your mind
Decide, decide
I told you what to say
Confuse, confuse
Describe what I found
Confuse, confuse
I told you what to say
Oh the girls
Still want to talk
Want to talk about those problems
And the boys
Say theyre concerned
But they are concerned with these decisions
And its all
Hard logic
I know
And the girls get lost
And the boys

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The Origin Of The Universe -ten Questions Answered

1.How did the UNIVERSE originate?

It was from the bang, bang and the bang,
It was through the big bang
And you know it for certain.

Yes, the universe originated through the Big Bang.

2.What was the Big Bang?

An explosion of a particle was it
And the particle was smaller than an atom.
It was first explosion for our cause.

Yes, it was a causeless act of explosion of a small particle that resulted in the evolution of an ever expanding universe. Before the Big Bang the universe was smaller than an atom! There was only a point of time then and not a place! The Big Bang theory is the prevailing cosmological model that describes the early development of the Universe.According to the Big Bang theory, the Universe was once in an extremely hot and dense state which expanded rapidly.

3.What followed the act of expansion of the universe?

Then began the expansion,
An expansion that is still going on
And then and thus began the life of our universe.

The rapid expansion caused the Universe to cool and resulted in its present continuously expanding state. According to the most recent measurements and observations, the Big Bang occurred approximately 13.75 billion years ago, which is thus considered the age of the Universe.

4.What happened in the next stage?

There came the phases of energy
And the wonder of electrons, protons and neutrons.
We learnt about from the sweet mouth of our teacher first.

After its initial expansion from a singularity, the Universe cooled sufficiently to allow energy to be converted into various subatomic particles, including protons, neutrons, and electrons.While protons and neutrons combined to form the first atomic nuclei only a few minutes after the Big Bang, it would take thousands of years for electrons to combine with them and create electrically neutral atoms.The first element produced was hydrogen, along with traces of helium and lithium. Giant clouds of these primordial elements would coalesce through gravity to form stars and galaxies, and the heavier elements would be synthesized either within stars orduring supernovae.

5.What is the scientific theory/relevance of the Big Bang?

Truth is that matters much to us
And the core ideas have to lead us.
Or else we might go back to life darker still.

The Big Bang is a well-tested scientific theory and is widely accepted within the scientific community. It offers a comprehensive explanation for a broad range of observed phenomena. Since its conception, abundant evidence has been uncovered in support of the model. The core ideas of the Big Bang—the expansion, the early hot state, the formation of helium, and the formation of galaxies—are derived from many observations that are independent from any cosmological model; these include the abundance of light elements, the cosmic microwave background, large scale structure, and the Hubble diagram for Type I - a supernovae.

6.What will be the phases of the expansion of the universe?

An ever expanding mystery it is
Closer it was then and now it will be farther and farther.
And once begun it can`t go back ever.

As the distance between galaxy clusters is increasing today, it can be inferred that everything was closer together in the past. This idea has been considered in detail back in time to extreme densities and temperatures, and large particle accelerators have been built to experiment in such conditions, resulting in further development of the model. On the other hand, these accelerators have limited capabilities to probe into such high energy regimes.

7.Does the Big Bang theory explain everything?

[...] Read more

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Inside My Head

This song will discuss four main parts of the brain, the cerebrum, the
cerebellum, the limbic system and the brain stem and one individual's use or
misuse of these parts.
Verse 1:
Inside my head, or inside my brain,
is that part of me which keeps me sane,
which helps me discern between right and wrong,
and other things I'm gonna talk about in this song,
It's time for the people to know, so now I tell 'em,
what goes in my cerebrum and my cerebellum,
the though process that helps me get dressed,
get up and go to school, sit down and take a test,
it helps me determine if a girl is fine,
and the steps necessary to make her mine,
it tells me if something is cold or hot,
and I don't mess it up with crack, coke, or pot,
it helps my hearing, taste, touch and sight,
and smell so that I can tell that everything's alright,
it tells me when to get up and when to go to bed,
this is some of what goes on inside my head,
inside my head, I wonder what might happen,
if the day came and I stopped rappin',
would I still have friends or be all alone,
do they like me for me or for the microphone,
and also, when I go on a date,
to a fancy resteraunt, a hundred dollars a plate,
and people stare, is it because they recognize me,
or are they knee-jerk reacting to what they see,
I'm sorry, let me make it somewhat clear,
do they look with joy or do they look with fear,
do they think 'oh wow, Young MC is near',
or do they think, 'yo, get that nigga out of here',
I don't know, it's an unfortuante case,
that I can't read your mind when I see your face,
but on the other hand, you can't read mine,
so I guess that the status quo's just fine,
for instance, say I'm in a tall building,
looking out the window, what if I illed and,
jumped out, would it really matter to some,
and if they had my funeral, just who would come,
would they cry for me after I was gone,
well don't worry, that's not how I'm gonna move on,
cause I wanna go to heaven after I am dead,
but this is what I goes on inside my head
Chours 2: (spoken)
the cerebrum is the part of the brain which is responsible for thinking,
reasoning, problem solving, and initiating resposes to external stimuli. It
is comprised of four lobes: the frontal, which is concerned with speach and
voluntary muscle activity, the partietal, which is concerned with the
interpetation of sensory stimuli, the temporal, which is concerned with

[...] Read more

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Johnson’s Antidote

Down along the Snakebite River, where the overlanders camp,
Where the serpents are in millions, all of the most deadly stamp;
Where the station-cook in terror, nearly every time he bakes,
Mixes up among the doughboys half-a-dozen poison-snakes:
Where the wily free-selector walks in armour-plated pants,
And defies the stings of scorpions, and the bites of bull-dog ants:
Where the adder and the viper tear each other by the throat,—
There it was that William Johnson sought his snake-bite antidote.
Johnson was a free-selector, and his brain went rather queer,
For the constant sight of serpents filled him with a deadly fear;
So he tramped his free-selection, morning, afternoon, and night,
Seeking for some great specific that would cure the serpent’s bite.
Till King Billy, of the Mooki, chieftain of the flour-bag head,
Told him, “Spos’n snake bite pfeller, pfeller mostly drop down dead;
Spos’n snake bite old goanna, then you watch a while you see,
Old goanna cure himself with eating little pfeller tree.”
That’s the cure,” said William Johnson, “point me out this plant sublime,”
But King Billy, feeling lazy, said he’d go another time.
Thus it came to pass that Johnson, having got the tale by rote,
Followed every stray goanna, seeking for the antidote.


. . . . .
Loafing once beside the river, while he thought his heart would break,
There he saw a big goanna fighting with a tiger-snake,
In and out they rolled and wriggled, bit each other, heart and soul,
Till the valiant old goanna swallowed his opponent whole.
Breathless, Johnson sat and watched him, saw him struggle up the bank,
Saw him nibbling at the branches of some bushes, green and rank;
Saw him, happy and contented, lick his lips, as off he crept,
While the bulging in his stomach showed where his opponent slept.
Then a cheer of exultation burst aloud from Johnson’s throat;
“Luck at last,” said he, “I’ve struck it! ’tis the famous antidote.

“Here it is, the Grand Elixir, greatest blessing ever known,—
Twenty thousand men in India die each year of snakes alone.
Think of all the foreign nations, negro, chow, and blackamoor,
Saved from sudden expiration, by my wondrous snakebite cure.
It will bring me fame and fortune! In the happy days to be,
Men of every clime and nation will be round to gaze on me—
Scientific men in thousands, men of mark and men of note,
Rushing down the Mooki River, after Johnson’s antidote.
It will cure delirium tremens, when the patient’s eyeballs stare
At imaginary spiders, snakes which really are not there.
When he thinks he sees them wriggle, when he thinks he sees them bloat,
It will cure him just to think of Johnson’s Snakebite Antidote.”

Then he rushed to the museum, found a scientific man—
“Trot me out a deadly serpent, just the deadliest you can;
I intend to let him bite me, all the risk I will endure,

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Byron

Canto the Twelfth

I
Of all the barbarous middle ages, that
Which is most barbarous is the middle age
Of man; it is -- I really scarce know what;
But when we hover between fool and sage,
And don't know justly what we would be at --
A period something like a printed page,
Black letter upon foolscap, while our hair
Grows grizzled, and we are not what we were; --

II
Too old for youth, -- too young, at thirty-five,
To herd with boys, or hoard with good threescore, --
I wonder people should be left alive;
But since they are, that epoch is a bore:
Love lingers still, although 't were late to wive;
And as for other love, the illusion's o'er;
And money, that most pure imagination,
Gleams only through the dawn of its creation.

III
O Gold! Why call we misers miserable?
Theirs is the pleasure that can never pall;
Theirs is the best bower anchor, the chain cable
Which holds fast other pleasures great and small.
Ye who but see the saving man at table,
And scorn his temperate board, as none at all,
And wonder how the wealthy can be sparing,
Know not what visions spring from each cheese-paring.

IV
Love or lust makes man sick, and wine much sicker;
Ambition rends, and gaming gains a loss;
But making money, slowly first, then quicker,
And adding still a little through each cross
(Which will come over things), beats love or liquor,
The gamester's counter, or the statesman's dross.
O Gold! I still prefer thee unto paper,
Which makes bank credit like a bank of vapour.

V
Who hold the balance of the world? Who reign
O'er congress, whether royalist or liberal?
Who rouse the shirtless patriots of Spain? [*]
(That make old Europe's journals squeak and gibber all.)
Who keep the world, both old and new, in pain
Or pleasure? Who make politics run glibber all?
The shade of Buonaparte's noble daring? --
Jew Rothschild, and his fellow-Christian, Baring.

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Lucian Blaga

The Roman Cemetery

Abused have been the Romans
by certain scholars of more recent times
for not creating metaphysics
like other glorious nations,
but only aqueducts, roads, colosseums, forums,
the eternal city, castra, border, earthwork.
Abused have been the Romans
for building only houses, with atria
receiving daylight from above,
and with the warning on their doorsills: cave canem.

If fate would have you come to Rome some day
and deep into the countryside, my friend, along the Via Apia
you were to wander,
you would then understand, oh, how unjust the balance is
in which people and peoples weigh
each other’s hearts and virtues. For you would see a Way
unrolling on and on into the landscape,
stone after stone, all fitting,
a Way lined left and right
with urns, sarcophaguses, mausoleums
preserving ashes, relics sheltering.

Thus did the Romans see the Way, defying every limit,
into the mighty realm of life through death advancing,
laid out in rows
on either side. And those who in the shade of cypresses
in sarcophaguses are sleeping, hear the sound
of shields and lances, hear the cohorts marching,
the wheels of chariots, the horses’ neighing. In due course
all this no longer does exist
but the more ancient dead still listen to the Way
that sounds on earth.

Thus did the Romans visualize a cemetery:
a way lined with two rows of silences.
And that is Roman metaphysics: a Way.
A way advancing through the dead, not through the quick.

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Moreover, only a strong and united scientific opinion imposing the intrinsic value of scientific progress on society at large can elicit the support of scientific inquiry by the general public.

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Maurice Allais

A theory is only as good as its assumptions. If the premises are false, the theory has no real scientific value. The only scientific criterion for judging the validity of a scientific theory is a confrontation with the data of experience.

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Science is Unscientific

The Professor rose from his chair.
He moved the book to the middle
Of the table as he stood up.

"Now, listen! " he said in an amicable voice.
"Science prides itself in being factual,
objective, precise, unbiased, detached
and verifiable, free from introversion,
a way of knowing things without added colours
and portraying accurately the physical world
in its own light".

The Turtle was sipping his ginger ale.

"Oh, this description of science is nothing
but a myth", he said. "As I see it,
even the most magnificent accomplishments
of science involve emotions,
an individual sense of wonder and curiosity,
the psychological experience of the rapturous
and the mystical. Consequently,
a paradoxical and built in property
of science concerns
its own unscientific disposition.
And therefore, in my opinion,
science is thoroughly unscientific."

"Nonsense", the professor objected.
"If science were really unscientific,
as you claim, it could not produce
nuclear energy, airplanes, or computers.
And it could not put
astronauts on the moon".

"Well, I indeed never stop to wonder,
How is it possible that with so little knowledge
humans can accomplish so much? "
the Turtle said.

And then he added:
"But, you should not
confuse science with technology".


"I don't get your point", the Professor said,
"because you still did not provide me with
a good justification of your negative view
of science".

"Look! Science stands on very shaky

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A Dark Moon Mystery!

Moon everybody knows since time immemorial to man
But dark Moon nobody knows yet since landing there
Some 40 years ago by first man Neil Armstrong of USA!

Stories, poems and scientific facts of bright Moon all know
But nothing of stories, scientific photos of dark Moon yet!
Have the known Aliens and UFOs come from dark Moon?

Bright Moon facing Earth revolves round waxing and waning
But the other side always dark Moon is a great mystery ever!
When mystery of dark Moon will be known time only knows!

Mystery of Moon provoked man to send rockets to explore
The land of Moon for life, raw materials and Space exploration;
Since landing on Moon in 1969 no efforts are made to know full!

Scientific exploration and inventions are very expensive for man
But poetic exploration and expression of Moon is economical fun!

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Raptorex Kriegsteini

A dinosaur that’s tiny
when compared to T. Rex has been named
Raptorex Kriegsteini,
by palaeontologists who have acclaimed
the parents of a Holo-
caust survivor who had bought the fossil.
From small beginnings follow
dread consequences that may be colossal.

Inspired by the story of the discovery in Inner Mongolia of a fossil that is thought to have been the ancestor of T. Rex, and has been named Raptorex Kriegsteini, after the man who bought the fossil and donated it to palaeontologists. William Mullen of the Chicago Tribune writes on September 18,2009

As he studied photos of a Chinese fossil sent to him by a private collector, University of Chicago paleontologist Paul Sereno felt his skepticism giving way to excitement at seeing what could be a miniature relative of the most famous of dinosaurs, Tyrannosaurus rex.
The collector wanted Sereno to do the first scientific identification of the fossil, but Sereno balked unless the fossil was donated to science. The collector agreed, but with his own requirement - that it be named after his parents, both Holocaust survivors. That agreement three years ago ultimately opened the door to the discovery of Raptorex kriegsteini, a 'punk-size' precursor to T. rex introduced Thursday by Sereno and five colleagues in an article in the online edition of the research journal Science.

Raptorex was a big surprise to scientists. The 125 million-year-old dinosaur was a 9-foot-long,150-pound look-alike of its great indirect descendant, which was 43 feet long, weighed 13,000 pounds and roamed the Earth 60 million years later. Sereno calls Raptorex a 'blueprint for a predator, ' sporting a huge head, powerful jaws, outsize olfactory organs for acute sense of smell, tiny forelimbs and horselike rear legs to swiftly run down prey.'We have now leapfrogged in our understanding of how Tyrannosaurus rex and its tyrannosaurid relatives came to be on the strength of one specimen that was almost lost to science, ' he said. The specimen was illegally dug out of a fossil field in northeast China in the last decade and sold into an illegal international black market for fossils, Sereno said.

Seven years ago, Henry Kriegstein, a Massachusetts eye surgeon with an abiding love of dinosaurs, attended an Arizona fossil show where a dealer showed him photos of the fossil, still in the block of rock as it was when pulled out of the ground. It was for sale - legally, according to U.S. laws - and Kriegstein said he bought it for 'tens of thousands of dollars but well below $100,000.' Three years ago, after he began learning that it was possibly an extraordinarily important fossil, he decided to ask the widely respected Sereno to write the first scientific description of it, introducing it to the scientific record. That's when Sereno asked Kriegstein to 'give it up to science.' 'Henry said yes, but he said he wanted it named after his father and mother, ' Sereno said. 'They were Polish Jews who survived the death camps in Would War II and still live in New York today. He said he wanted to name the dinosaur after them as a way of giving them immortality after their terrible struggle to survive in World War II.' The deal was done, with the agreement that Sereno will return the fossil to China when he is done with it.

9/18/09

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An Evolution Of Javanese Religion?

Who lives on this island of Java
stone age Java man is long gone?

Java world's most populous island
scene of dramatic Indonesian history

powerful centre of Hindu-Buddhist empires
Islamic sultanates Mataram in Central Java
sultanates of Ternate and Tidore to the east
Java core of the colonial Dutch East Indies
centre of Indonesia's independence campaign

Java a population of over 136 million one
of the most densely populated places on
earth this most densely populated region
is the world home to 60% of Indonesia's
population and Indonesian capital Jakarta

Java an island formed by volcanic events
thirty-eight mountains form an east-west
spine once active volcanoes Mount Merapi
erupts most active Mount Semeru highest

Java a melting pot of religions and cultures
Indian Hinduism then Mahayana Buddhism
Shaivism Buddhism sunk roots into psyche
pre-Islamic Islamic lore belief and practice

merge murky mystic sharp divisions kyais
orthodox merely instructed in Islamic law
versus mysticism those who seek reformed
Islam with modern scientific concepts war

for mind control santri believe more orthodox
Islamic belief practice versus abangan mixed
pre-Islamic animistic Hindu-Indian concepts
with a superficial acceptance of Islamic belief

Abangan local adat beliefs integrates Hinduism
Buddhism Animist traditions or pure Sharia law?
Indonesian variance from Islam sect mushrooms

Kebatinan metaphysical search for harmony
within one's inner self spiral connection with
the universe with an Almighty God Javanese
occultism metaphysics mysticism and esoteric
doctrines exemplify search tendency synthesis

flexible syncresis in all manifestations attainable
even in conflict Javanese ideals combine human

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Earth Global Village Philosophical Theory

alternative lifestyles philosophies
retrieve perceive principle sacredness
of one life all life earth ecosystems
the philosopher Socrates believed
acknowledged the holistic approach
suggested that people should look
at entire body as a whole one entity
integrated not piece meal part-by-part

Did not Aristotle postulate a general
principle of holism summarized by
in concept Metaphysics 'The whole is
more than the sum of its parts'? True
is the view stating a whole system
of beliefs must be analyzed rather
than simply its individual components.
Believe earth one life interconnected.

earth global village philosophical theory
earth interconnected breathing vibrant
interlinked interdependent ecosystems
scientific fact global warming rising sea
levels spells climate change catastrophe
belief vitalism assumes a special energy
called vital energy vital force guides all
bodily processes reproduction growth
adaptation metabolism life is a principle

planet earth miraculously interactive
life webs mind soul body metabolism
life lusting proliferation diverse species
global theory of health declares humans
must affirm an importance of taking all
physical mental social conditions into
account when treating illness society
industrialization pollution starvation
earth raping resources non sustainable

conservation is not a dirty word crisis
global affirms conservation necessity
as essential sustainable earth survival
use technological efficiency ark policy
nature recycles sustainably humanity
must learn emulate this life principle
primum non nocere first do no harm
to sacred miracle intricate interwoven
living life strands provide planet earth

renewable energy restoration enforce
most effective health care available as

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Geometrical Concepts

geometrical concepts
Or whatever their field of perception
Grow closures
Primarily on attempt
To fight out transcendentalism
Husserl doth try
The reduction out there
And the concept concocted
Are conflictual
And yet linearal
Each in its own way
The scientific
And the religious positions
In conflict
This is what Derrida discovers
Despite the metaphysics of presence
That informs Husserl's writings
Astruggle between the noetic
And the noemic
Or between the semiotic
And the symbolic
As with Julia Kristeva
In a direct line of descent
From Lacan
Or Freud's unconscious
Or Jacobson's difference
Between metaphor and metonymy
Or Barthes' or Saussure's
Tension betwween the signifier
And the signified

(karnailsingh Heranwale) .

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Essay on Psychiatrists

I. Invocation

It‘s crazy to think one could describe them—
Calling on reason, fantasy, memory, eves and ears—
As though they were all alike any more

Than sweeps, opticians, poets or masseurs.
Moreover, they are for more than one reason
Difficult to speak of seriously and freely,

And I have never (even this is difficult to say
Plainly, without foolishness or irony)
Consulted one for professional help, though it happens

Many or most of my friends have—and that,
Perhaps, is why it seems urgent to try to speak
Sensibly about them, about the psychiatrists.


II. Some Terms

“Shrink” is a misnomer. The religious
Analogy is all wrong, too, and the old,
Half-forgotten jokes about Viennese accents

And beards hardly apply to the good-looking woman
In boots and a knit dress, or the man
Seen buying the Sunday Times in mutton-chop

Whiskers and expensive running shoes.
In a way I suspect that even the terms “doctor”
And “therapist” are misnomers; the patient

Is not necessarily “sick.” And one assumes
That no small part of the psychiatrist’s
Role is just that: to point out misnomers.


III. Proposition

These are the first citizens of contingency.
Far from the doctrinaire past of the old ones,
They think in their prudent meditations

Not about ecstasy (the soul leaving the body)
Nor enthusiasm (the god entering one’s person)
Nor even about sanity (which means

Health, an impossible perfection)
But ponder instead relative truth and the warm

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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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The House Of Dust: Part 03: 10: Letter

From time to time, lifting his eyes, he sees
The soft blue starlight through the one small window,
The moon above black trees, and clouds, and Venus,—
And turns to write . . . The clock, behind ticks softly.

It is so long, indeed, since I have written,—
Two years, almost, your last is turning yellow,—
That these first words I write seem cold and strange.
Are you the man I knew, or have you altered?
Altered, of course—just as I too have altered—
And whether towards each other, or more apart,
We cannot say . . . I've just re-read your letter—
Not through forgetfulness, but more for pleasure—

Pondering much on all you say in it
Of mystic consciousness—divine conversion—
The sense of oneness with the infinite,—
Faith in the world, its beauty, and its purpose . . .
Well, you believe one must have faith, in some sort,
If one's to talk through this dark world contented.
But is the world so dark? Or is it rather
Our own brute minds,—in which we hurry, trembling,
Through streets as yet unlighted? This, I think.

You have been always, let me say, "romantic,"—
Eager for color, for beauty, soon discontented
With a world of dust and stones and flesh too ailing:
Even before the question grew to problem
And drove you bickering into metaphysics,
You met on lower planes the same great dragon,
Seeking release, some fleeting satisfaction,
In strange aesthetics . . . You tried, as I remember,
One after one, strange cults, and some, too, morbid,
The cruder first, more violent sensations,
Gorgeously carnal things, conceived and acted
With splendid animal thirst . . . Then, by degrees,—
Savoring all more delicate gradations

In all that hue and tone may play on flesh,
Or thought on brain,—you passed, if I may say so,
From red and scarlet through morbid greens to mauve.
Let us regard ourselves, you used to say,
As instruments of music, whereon our lives
Will play as we desire: and let us yield
These subtle bodies and subtler brains and nerves
To all experience plays . . . And so you went
From subtle tune to subtler, each heard once,
Twice or thrice at the most, tiring of each;
And closing one by one your doors, drew in
Slowly, through darkening labyrinths of feeling,

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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

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When Hitler came for the Jews... I was not a Jew, therefore, I was not concerned. And when Hitler attacked the Catholics, I was not a Catholic, and therefore, I was not concerned. And when Hitler attacked the unions and the industrialists, I was not a member of the unions and I was not concerned. Then, Hitler attacked me and the Protestant church

in Congressional Record, October 14, 1968Report problemRelated quotes
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The right to private property meant at the same time the right and duty to be personally concerned about your own well-being, to be personally concerned about your family's income, to be personally concerned about your future. This is hard work.

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