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But it's hard to sustain a successful acting career today.

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Hard Rock Kid

(tom lang/additional lyrics by myles goodwyn & mike stone)
Published by goody two tunes, inc./additional publishers - bmi
The boy inside the man, looks hard into the night
The neighborhood cant get to sleep
The stereo is playing something hard and fast
The boy is tough, he plays for keeps
No ones gonna tell him hes too wild
Everybody knows hes a problem child
Hes a hard rock, hes a hard rock, hes a hard rock kid (kid)
Its a hard time, its a fine line, for a hard rock kid
Hes a hard rock, hes a hard rock, hes a hard rock kid (kid)
Leave him alone, hes in a hard rock zone
In the shadows, theres a heart thats beating strong
And through the night, he feels the heat
Hes like a stranger as he dances on the stage
Hes made a promise that he cant keep
But no ones gonna tell the boy hes wild
Everybody knows hes a hungry child
Hes a hard rock, hes a hard rock, hes a hard rock kid (kid)
Its a fine line, its a hard time, for a hard rock kid
Hes a hard rock, hes a hard rock, hes a hard rock kid (kid)
Leave him alone, hes in a hard rock zone
She watches as he turns, pretending not to care
And yet she knows the way he feels
The need for love so strong, together they can win
For now the musics all thats real
But no ones gonna tell the boy hes wild
Everybody knows hes a problem child
Hes a hard rock, hes a hard rock, hes a hard rock kid (kid)
Its a hard time, its a fine line, for a hard rock kid
Hes a hard rock, hes a hard rock, hes a hard rock kid (kid)
Leave him alone, hes in a hard rock zone
Hes a hard rock, hes a hard rock, hes a hard rock kid (kid)
Its a hard time, its a fine line, for a hard rock kid
Hes a hard rock, hes a hard rock, hes a hard rock kid (kid)
Leave him alone, hes in a hard rock zone

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Manifesto

Blues are falling like showers of rain, but I dont feel like crying
Death himself is abroad this day, but I dont feel like dying
I learnt how to sustain myself
I learnt how to sustain myself in storms
The enemy has the biggest tanks, and he sure knows how to use them
Our best, and only, chance, is to thoroughly confuse him
I learnt how to sustain myself in storms
Her tongue was like a scythe and all her bones were haunted
A scapegoat for her life was all she ever wanted
I learnt how to sustain myself in storms
Sir bedivere slept in a field, his armour strewn around him
Curled foetus-like beneath his shield, still weeping when we found him
I learnt how to sustain myself in storms
I teetered on the edge of doom, degenerate and broken
She washed the blood out of my wounds, and spoke the great unspoken
I learnt how to sustain myself in storms
His monstrous ego whipped and driven raged beneath his clothing
The complement he paid was given not with grace but loathing
I learnt how to sustain myself in storms
Deliverance is at the gate with arms and gold in store
He apologises for being late, but I dont need him anymore
I learnt how to sustain myself
I learnt how to sustain myself in storms
Scoured and stripped of all pretence, shorn of all illusion
I offer nothing in my defence, you can draw your own conclusions
I learnt how to sustain myself in storms
(trans. sean miller - sean_miller@mindless.com)

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Affirmations(2002-2004)

Today, I will get up before my alarm
Today, I won't close my eyes until dusk
Today, I will not get a speeding ticket
Today, I will count this day as a first
Today, I will enjoy the life that has been left to me
Today, I won't frown over the may-have-beens
Today, I won't cry over the should-have-beens
Today, I won't wonder about the could-have-beens

Today, I'll smile.......Today, I'll Laugh.... Today, I'll relax

Today, I won't feel alone because I don't see you
Today, I'll find something new that wasn't true of you
Today, I won't be afraid to look upon a new face
Today, I'll step up and take my place
Today, I won't think about what I've lost
Today, I'll look forward instead of behind
Today, I'll find some piece of mind

Today, I'll hope.... Today, I'll pray... Today, I'll believe

Today, I'll dream as if I always did
Today, I'll wish on a star the way I used to
Today, I'll reach for the heavens and sigh
Today, My heart will start to heal
Today, the biggest miracle is ME.
Today, Yesterday's problems ceased to be
Today, the rain has stopped and the sun has returned
Today, the breath of kindness is found in words

Today, I wonder.... Today, I am a child.

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Its Hard

Any tough can fight - few can play
Any tough can fight - few can play
Any fool can fall - few can lay
Any fool can fall - few can lay
Any stud can reproduce - few can please
Any stud can reproduce - few can please
Anyone can pay - few can lease
Anyone can pay - few can lease
Its hard
Its hard
(its a hard hard hand to hold
(its a hard hard hand to hold
Its a hard land to control)
Its a hard land to control)
Any man can claim - few can find
Any man can claim - few can find
Any girl can blink - few can lie
Any girl can blink - few can lie
Anyone can promise - few can raise
Anyone can promise - few can raise
Anyone can try - but a few can stay
Anyone can try - but a few can stay
Any brain can hide - few can stand
Any brain can hide - few can stand
Any kid can fly - few can land
Any kid can fly - few can land
Any gang can scatter - few can form
Any gang can scatter - few can form
Any kid can chatter - few can inform
Any kid can chatter - few can inform
Its hard - its very very very very hard - so very hard
Its hard - its very very very very hard - so very hard
Its hard
Its hard
(its a hard hard hand to hold
(its a hard hard hand to hold
Its a hard land to control)
Its a hard land to control)
Any soul can sleep - few can die
Any soul can sleep - few can die
Any wimp can weep - few can cry
Any wimp can weep - few can cry
Everyone complains - few can state
Everyone complains - few can state
Anyone can stop - few can wait
Anyone can stop - few can wait
Its hard - its very very very very hard - so hard
Its hard - its very very very very hard - so hard
Anyone can do anything if they hold the right card
Anyone can do anything if they hold the right card

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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 Columbiad: Book VII

The Argument


Coast of France rises in vision. Louis, to humble the British power, forms an alliance with the American states. This brings France, Spain and Holland into the war, and rouses Hyder Ally to attack the English in India. The vision returns to America, where the military operations continue with various success. Battle of Monmouth. Storming of Stonypoint by Wayne. Actions of Lincoln, and surrender of Charleston. Movements of Cornwallis. Actions of Greene, and battle of Eutaw. French army arrives, and joins the American. They march to besiege the English army of Cornwallis in York and Gloster. Naval battle of Degrasse and Graves. Two of their ships grappled and blown up. Progress of the siege. A citadel mined and blown up. Capture of Cornwallis and his army. Their banners furled and muskets piled on the field of battle.


Thus view'd the Pair; when lo, in eastern skies,
From glooms unfolding, Gallia's coasts arise.
Bright o'er the scenes of state a golden throne,
Instarr'd with gems and hung with purple, shone;
Young Bourbon there in royal splendor sat,
And fleets and moving armies round him wait.
For now the contest, with increased alarms,
Fill'd every court and roused the world to arms;
As Hesper's hand, that light from darkness brings,
And good to nations from the scourge of kings,
In this dread hour bade broader beams unfold,
And the new world illuminate the old.

In Europe's realms a school of sages trace
The expanding dawn that waits the Reasoning Race;
On the bright Occident they fix their eyes,
Thro glorious toils where struggling nations rise;
Where each firm deed, each new illustrious name
Calls into light a field of nobler fame:
A field that feeds their hope, confirms the plan
Of well poized freedom and the weal of man.
They scheme, they theorize, expand their scope,
Glance o'er Hesperia to her utmost cope;
Where streams unknown for other oceans stray,
Where suns unseen their waste of beams display,
Where sires of unborn nations claim their birth,
And ask their empires in those wilds of earth.
While round all eastern climes, with painful eye,
In slavery sunk they see the kingdoms lie,
Whole states exhausted to enrich a throne,
Their fruits untasted and their rights unknown;
Thro tears of grief that speak the well taught mind,
They hail the æra that relieves mankind.

Of these the first, the Gallic sages stand,
And urge their king to lift an aiding hand.
The cause of humankind their souls inspired,
Columbia's wrongs their indignation fired;
To share her fateful deeds their counsel moved,
To base in practice what in theme they proved:
That no proud privilege from birth can spring,
No right divine, nor compact form a king;
That in the people dwells the sovereign sway,
Who rule by proxy, by themselves obey;

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The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

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Hard Times

(jimmy dean/lyrics by myles goodwyn)
Published by acuff rose music, inc. - bmi
Hard times, hard times, hard times, hard times
When the college professor has no class
And the quarterback would rather pass
And the pump jockey complains of gas
Its hard times, hard times
When the taxi driver he cant hack it
And the tennis player cant stand the racket
When allies refuse to pack it, its hard times
Hard times, hard times, real hard times
When the elevator cant find the floor
And the doorman he cant find the door
When they give to the rich what they take from the poor, its hard times
Seems your moneys gone before its spent
If youre not busted then youre badly bent
To give it away doesnt make any sense, its hard times
Hard times, hard times, real hard times, hard times
Now grandma forgets how to knit
And the wise man has lost his wit
And my tailor feels unfit, its hard times, hard times
When the fashion models lost her poise
And santa clause smashes all the toys
When boys could be girls, and girls could be boys, its hard times
Hard times, hard times, real hard times, hard times
When the clock on the walls got no time for jokes
And kreskin says its all a hoax
When the surgeon general chain smokes, its hard times
When the truck driver dont wanna truck
And the hockey player wont touch the puck
And the rock musician dont wanna fool around, its hard times
Hard times, hard times, real hard times
Harder times, hard times
I was talking to this lady the other day and she was telling me..........

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How Hard Is It

(Mad Spider)
Wait a second, draw back, ban this here I come
Stick this business, stock me up, they took me coat with a stun gun
On a Sunday, a bloody Sunday, so what's the resume?
Heads got felt in the force I heard a Milky Way
I caught a heart attack when I heard my cousin (???)
In Avenue D. in Brooklyn New York City
ever since I used my man I moved to Jersey
But realistically, God, could of called me early
Cause I got a big bop I'm wanted by the block
I take a ruff-neck chicken make stop in stone top
Cause I roll with the army of sixty-eight
The Privates' don't make the orders it's the General that makes the wig-wack
Buy her back, buy a cat, I got scratched in a day to kidnap
and at night I was back and the Jeep got attacked by a gang that sold crack
But the posse was strapped it was nothin' but CRAP!!
I got cuffed in the back, in the jail there were rats
So I pulled out my mack to get out of this crap
Though I wish I could zap outta here but I quack like a dog
that pass gats so I put the gas mask on the mic
there were blasts cause I do it it's my task
And all the jumper the guys that I see to me pass the class
Check out the vocab, it'll get out, then get it, do it again
gift of the guy if you're good you're good, if you're bad you're bad
(Chorus: Wyclef Jean)
So how hard is it? (Hard as it can get)
I wanna know, how hard do you wanna it? (Hard as it can get)
(Pras)
One, two (ONE, TWO), three, four (THREE, FOUR)
Hardcore (HARDCORE), hardcore (HARDCORE)
Yo, watch yourself for your health I'll snatch your last breath
Then I left you up for another one bites the dust
You couldn't ride me if you went behind the bush, gush
Leave the style alone, don't try to follow me
Cause a life of the hood make it a little triggery
So keep your eyes on the prize, don't be surprised
Cause on my half I may pull out a semi-automatic sixty-eight
watch around my back it's mainly static
Droppin' emcees like a bad habit
Here come the Pras with a new package
(Wyclef Jean)
Mad and they ignorance, think they can test the performance of an ancient (RAPPER!!)
Let me break it down in a dialect (BADDER!!)
Easier said than what the mono said
cause there's more than righter rapper, paid for the rapper be-bop
Cause he said everybody's rappin', them and they momma
So when I grab the mic I grab it like a gangster
Microphone sniper cause it'll be the prowler
(Mad Spider)
Launch it, it's trife, no magic, the realistic maggot

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[9] O, Moon, My Sweet-heart!

O, Moon, My Sweet-heart!
[LOVE POEMS]

POET: MAHENDRA BHATNAGAR

POEMS

1 Passion And Compassion / 1
2 Affection
3 Willing To Live
4 Passion And Compassion / 2
5 Boon
6 Remembrance
7 Pretext
8 To A Distant Person
9 Perception
10 Conclusion
10 You (1)
11 Symbol
12 You (2)
13 In Vain
14 One Night
15 Suddenly
16 Meeting
17 Touch
18 Face To Face
19 Co-Traveller
20 Once And Once only
21 Touchstone
22 In Chorus
23 Good Omens
24 Even Then
25 An Evening At ‘Tighiraa’ (1)
26 An Evening At ‘Tighiraa’ (2)
27 Life Aspirant
28 To The Condemned Woman
29 A Submission
30 At Midday
31 I Accept
32 Who Are You?
33 Solicitation
34 Accept Me
35 Again After Ages …
36 Day-Dreaming
37 Who Are You?
38 You Embellished In Song

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Today! !

Today the sun was shine less
Today the moon was mood less
Today the birds were wing less
Today as the sun rose, they told me
Today as I woke
They told me
Last night I’ve lost my voice they echoed me

Today the mountains are height less
Today the clock was time less
Today the sky was wind less
Today my hands were workless
Today as the sun boiled, they told me
Today as I spoiled
They told me
Last morning I’ve lost my hands they assured me

Today the world was sightless
Today the room was lightless
Today the voices were figureless
Today my eyes were imageless
Today as the night dived, they told me
Today as I defined
They told me
Last afternoon I’ve lost my eyes they cursed me

Today the era was soundless
Today the room was noise less
Today the things were strike less
Today my ears were voice less
Today as the dawn fell, they told me
Today as I felt
They told me
Last evening I’ve lost my ears they pitted me

Last night I was voiceless
Last night I was hand less
Last night I was eyes less
Last night I was ears less
And now today I feel
That they’ll tell me
That I’ve lost, they’ll yell me
Lost a heartbeat
And now is grave less
Left in open far godless
Unmentioned they say expressionless.

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Your Horoscope For Today

aquarius
There's travel in your future when your tongue freezes to the back of a
Speeding bus
Fill that void in your pathetic life by playing whack-a-mole seventeen hours a
Day
Pisces
Try to avoid any virgos or leos with the ebola virus
You are the tru lord of the dance, no matter what those idiots at work say
Aries
The look on your face will be priceless when you find that forty pound
Watermelon in your colon
Trade toothbrushes with an albino dwarf, then give a hickey to meryl streep
Taurus
You will never find tru happiness - what you gonna do, cry about it?
The stars predict tomorrow you'll wake up, do a bunch of stuff, and then go
Back to sleep
That's your horoscope for today (that's your horoscope for today)
That's your horoscope for today
That's your horoscope for today (that's your horoscope for today)
That's your horoscope for today
Gemini
Your birthday party will be ruined once again by your explosive flatulence
Your love life will run into trouble when your fiance hurls a javelin through
Your chest
Cancer
The position of jupiter says you should spend the rest of the week face down in
The mud
Try not to shove a roll of duct tape up your nose while taking your driver's
Test
Leo
Now is not a good time to photocopy your butt and staple it to your boss's
Face, oh no
Eat a bucket of tuna-flavored pudding, then wash it down with a gallon of
Strawberry quik
Virgo
All virgos are extremely friendly and intelligent - except for you
Expect a big surprise today when you wind up with your head impaled on a stick
That's your horoscope for today (that's your horoscope for today)
That's your horoscope for today
That's your horoscope for today (that's your horoscope for today)
That's your horoscope for today
Now you may find it inconceivable or at the very least a bit unlikely that the
Relative position of the planets and the stars could have a special deep
Significance or meaning that exclusively applies to only you, but let me give
You my assurance that these forcasts and predictions are all based on solid,
Scientific, documented evidence, so you would have to be some kind of moron not
To reaize that every single one of the is absolutely true.
Where was i?
Libra
A big promotion is just around the corner for someone much more talented that

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I Find It Hard To Believe

I find it hard to believe
I find it hard to believe
That Im embarassed at me
For being upset
Over acting so contemptuously (I find it hard to believe)
Acting so contemptuously (I find it hard to believe)
Acting so contemptuously (that Im embarassed at me)
Acting so contemptuously (that Im embarassed at me)
(for being upset over acting so contemptuously)
Acting so contemptuously (acting so contemptuously)
Acting so contemptuously (on me)
I find it hard to believe

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A Hard Rains Gonna Fall

(george: like to bring on a friend of us all, mr. bob dylan!)
Oh, where have you been, my blue-eyed son?
And where have you been, my darling young one?
Ive stumbled on the side of twelve misty mountains,
Ive walked and Ive crawled on six crooked highways,
Ive stepped in the middle of seven sad forests,
Ive been out in front of a dozen dead oceans,
Ive been ten thousand miles in the mouth of a graveyard,
Its a hard, and its a hard, its a hard, its a hard,
Its a hard rains a-gonna fall.
Oh, what did you see, my blue-eyed son?
And what did you see, my darling young one?
I saw a newborn baby with wild wolves all around it,
I saw a highway of diamonds with nobody on it,
I saw a black branch with blood that kept drippin,
I saw a room full of men with their hammers a-bleedin,
I saw a white ladder all covered with water,
I saw ten thousand talkers whose tongues were all broken,
And its a hard, its a hard, its a hard, its a hard,
Its a hard rains a-gonna fall.
What did you hear, my blue-eyed son?
And what did you hear, my darling young one?
I heard the sound of a thunder that roared out a warnin,
I heard the roar of a wave that could drown the whole world,
Heard one hundred drummers whose hands were a-blazin,
Heard ten thousand whisperin and nobody listenin,
I heard one person starve, I heard many people laughin,
Heard the song of a poet who died in the gutter,
And its a hard, its a hard, its a hard, its a hard,
Its a hard rains a-gonna fall.
Who did you meet, my blue-eyed son?
Who did you meet, my darling young one?
I met a young child beside a dead pony,
I met a white man who walked a black dog,
I met a young woman whose body was burning,
I met a young girl, she gave me a rainbow,
I met one man who was wounded in love,
I met another man who was wounded in hatred,
Its a hard, its a hard, its a hard, its a hard,
Its a hard rains a-gonna fall.
Oh, whatll you do now, my blue-eyed son?
And whatll you do now, my darling young one?
Im a-goin back out fore the rain starts a-fallin,
Ill walk to the depths of the deepest dark forest,
Where the people are many and their hands are all empty,
Where the pellets of poison are flooding their waters,
Where the home in the valley meets the damp dirty prison,
The executioners face is always well hidden
Where hunger is ugly, where souls are forgotten,
Where black is the color and none is the number,

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Metamorphoses: Book The Seventh

THE Argonauts now stemm'd the foaming tide,
And to Arcadia's shore their course apply'd;
Where sightless Phineus spent his age in grief,
But Boreas' sons engage in his relief;
And those unwelcome guests, the odious race
Of Harpyes, from the monarch's table chase.
With Jason then they greater toils sustain,
And Phasis' slimy banks at last they gain,
Here boldly they demand the golden prize
Of Scythia's king, who sternly thus replies:
That mighty labours they must first o'ercome,
Or sail their Argo thence unfreighted home.
The Story of Meanwhile Medea, seiz'd with fierce desire,
Medea and By reason strives to quench the raging fire;
Jason But strives in vain!- Some God (she said)
withstands,
And reason's baffl'd council countermands.
What unseen Pow'r does this disorder move?
'Tis love,- at least 'tis like, what men call love.
Else wherefore shou'd the king's commands appear
To me too hard?- But so indeed they are.
Why shou'd I for a stranger fear, lest he
Shou'd perish, whom I did but lately see?
His death, or safety, what are they to me?
Wretch, from thy virgin-breast this flame expel,
And soon- Oh cou'd I, all wou'd then be well!
But love, resistless love, my soul invades;
Discretion this, affection that perswades.
I see the right, and I approve it too,
Condemn the wrong- and yet the wrong pursue.
Why, royal maid, shou'dst thou desire to wed
A wanderer, and court a foreign bed?
Thy native land, tho' barb'rous, can present
A bridegroom worth a royal bride's content:
And whether this advent'rer lives, or dies,
In Fate, and Fortune's fickle pleasure lies.
Yet may be live! for to the Pow'rs above,
A virgin, led by no impulse of love,
So just a suit may, for the guiltless, move.
Whom wou'd not Jason's valour, youth and blood
Invite? or cou'd these merits be withstood,
At least his charming person must encline
The hardest heart- I'm sure 'tis so with mine!
Yet, if I help him not, the flaming breath
Of bulls, and earth-born foes, must be his death.
Or, should he through these dangers force his way,
At last he must be made the dragon's prey.
If no remorse for such distress I feel,
I am a tigress, and my breast is steel.
Why do I scruple then to see him slain,

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Slop They Dropped

Move from a tainting of a game maintained,
To have people painted to sustain a gain.
With a mopping up slop that's enjoyed alot.
But the cleaning of it up,
Will be theirs nonstop.

To mop up slop that's enjoyed alot.
But the cleaning of it up,
Will be theirs nonstop.

Move from a tainting of a game maintained,
To have people painted to sustain a gain.
With a mopping up slop that's enjoyed alot.
But the cleaning of it up,
Will be theirs nonstop.

Sticky fingerprints all over the place.
With a hoping that in time they will be erased.
And unhappiness appearing on faces now chased.
Those who mopped up slop they enjoyed alot.
But the cleaning of it up,
Is now theirs nonstop.

Those who mopped up slop they enjoyed alot.
But the cleaning of it up,
Is now theirs nonstop.

Those who mopped up slop they enjoyed alot.
But the cleaning of it up,
Is now theirs nonstop.

Sticky fingerprints all over the place.
With a hoping that in time they will be erased.
But the cleaning of it up,
Is now theirs nonstop.

It's too late to move from a tainting game,
To have people painted to sustain a gain.
'Cause the cleaning of it up,
Is now theirs nonstop.

It's too late to move from a tainting game
To have people painted to sustain a gain.
'Cause the cleaning of it up,
Is now theirs nonstop.

Tainting people's names to sustain a gain,
Has other people mopping up the slop they dropped.
Tainting people's names to sustain a gain,
Has other people mopping up the slop they dropped.

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Maybe I'm crazy

I am not Emo
I’m not a Goth
I’m perfectly normal
But I know what it feels to be lost
Stuck in the crowd
Can’t hear a sound
Feels like I’m pushed back in the distance
Can’t come out
Do people see?
Do they believe?
Or am I just crazy from being lonely?


The words burst from my lips as I scream
But the people around me don’t seem to hear a thing
Am I invisible? Am I going crazy?
The world is acting like they don’t know about me
Am I forgotten? Am I just crazy?
Am I just lost? Am I just lonely?
Somebody hear me
Somebody save me

I check my phone, nobody calls
I can’t help, but feeling so forgot
I put on a show, nobody knows
Where did all the people I used to love, go?
I see a face, forgot its name
But they don’t seem to recognize me, anyway
All of my friends are with somebody else
And now I’m sitting here all by myself
(All by myself)

The words burst from my lips as I scream
(From my lips, as I scream)
But the people around me don’t seem to hear a thing
(But the people, don’t hear a thing)
Am I invisible? Am I going crazy?
(Am I invisible? Am I going crazy?)
The world is acting like they don’t know about me
(Acting like, don’t know about me)
Am I forgotten? Am I going crazy?
(Am I forgotten? Am I going crazy?)
Am I just lost? Am I just lonely?
(Am I just lost, maybe I’m lonely)
Somebody hear me
(Somebody near me)
Somebody save me
(Somebody save me)
Or am I just crazy?
Or am I just crazy?

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She Works Hard For The Money

She works hard for the money
so hard for it honey
she works hard for the money
so you better treat her right

She works hard for the money
so hard for it honey
she works hard for the money
so you better treat her right

Onetta there in the corner stand
and wonders where she is and
it's strange to her
some people seem to have everything

Nine a.m. on the hour hand
and she's waiting for the bell
and she's looking real pretty
just wait for her clientele

She works hard for the money
so hard for it honey
she works hard for the money
so you better treat her right

She works hard for the money
so hard for it honey
she works hard for the money
so you better treat her right

Twenty five years have
come and gone
and she' seen a lot of tears
of the ones who come in
they really seem to need her there

It's a sacrifice working day to day
for little money just tips for pay
But it's worth it all
just to hear them say that they care

She works hard for the money
so hard for it honey
she works hard for the money
so you better treat her right

She already knows
she's seen her bad times
she already knows
these are the good times

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song performed by Donna Summer from The Donna Summer AnthologyReport problemRelated quotes
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A Hard Rains A-gonna Fall

Oh, where have you been, my blue-eyed son?
Oh, where have you been, my darling young one?
Ive stumbled on the side of twelve misty mountains,
Ive walked and Ive crawled on six crooked highways,
Ive stepped in the middle of seven sad forests,
Ive been out in front of a dozen dead oceans,
Ive been ten thousand miles in the mouth of a graveyard,
And its a hard, and its a hard, its a hard, and its a hard,
And its a hard rains a-gonna fall.
Oh, what did you see, my blue-eyed son?
Oh, what did you see, my darling young one?
I saw a newborn baby with wild wolves all around it
I saw a highway of diamonds with nobody on it,
I saw a black branch with blood that kept drippin,
I saw a room full of men with their hammers a-bleedin,
I saw a white ladder all covered with water,
I saw ten thousand talkers whose tongues were all broken,
I saw guns and sharp swords in the hands of young children,
And its a hard, and its a hard, its a hard, its a hard,
And its a hard rains a-gonna fall.
And what did you hear, my blue-eyed son?
And what did you hear, my darling young one?
I heard the sound of a thunder, it roared out a warnin,
Heard the roar of a wave that could drown the whole world,
Heard one hundred drummers whose hands were a-blazin,
Heard ten thousand whisperin and nobody listenin,
Heard one person starve, I heard many people laughin,
Heard the song of a poet who died in the gutter,
Heard the sound of a clown who cried in the alley,
And its a hard, and its a hard, its a hard, its a hard,
And its a hard rains a-gonna fall.
Oh, who did you meet, my blue-eyed son?
Who did you meet, my darling young one?
I met a young child beside a dead pony,
I met a white man who walked a black dog,
I met a young woman whose body was burning,
I met a young girl, she gave me a rainbow,
I met one man who was wounded in love,
I met another man who was wounded with hatred,
And its a hard, its a hard, its a hard, its a hard,
Its a hard rains a-gonna fall.
Oh, whatll you do now, my blue-eyed son?
Oh, whatll you do now, my darling young one?
Im a-goin back out fore the rain starts a-fallin,
Ill walk to the depths of the deepest black forest,
Where the people are many and their hands are all empty,
Where the pellets of poison are flooding their waters,
Where the home in the valley meets the damp dirty prison,
Where the executioners face is always well hidden,
Where hunger is ugly, where souls are forgotten,

[...] Read more

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Solomon on the Vanity of the World, A Poem. In Three Books. - Power. Book III.

The Argument


Solomon considers man through the several stages and conditions of life, and concludes, in general, that we are all miserable. He reflects more particularly upon the trouble and uncertainty of greatness and power; gives some instances thereof from Adam down to himself; and still concludes that All Is Vanity. He reasons again upon life, death, and a future being; finds human wisdom too imperfect to resolve his doubts; has recourse to religion; is informed by an angel what shall happen to himself, his family, and his kingdom, till the redemption of Israel; and, upon the whole, resolves to submit his inquiries and anxieties to the will of his Creator.


Come then, my soul: I call thee by that name,
Thou busy thing, from whence I know I am;
For, knowing that I am, I know thou art,
Since that must needs exist which can impart:
But how thou camest to be, or whence thy spring,
For various of thee priests and poets sing.

Hearest thou submissive, but a lowly birth,
Some secret particles of finer earth,
A plain effect which Nature must beget,
As motion orders, and as atoms meet,
Companion of the body's good or ill,
From force of instinct more than choice of will,
Conscious of fear or valour, joy or pain,
As the wild courses of the blood ordain;
Who, as degrees of heat and cold prevail,
In youth dost flourish, and with age shalt fail,
Till, mingled with thy partner's latest breath,
Thou fliest, dissolved in air and lost in death.

Or, if thy great existence would aspire
To causes more sublime, of heavenly fire
Wert thou a spark struck off, a separate ray,
Ordain'd to mingle with terrestrial clay,
With it condemn'd for certain years to dwell,
To grieve its frailties, and its pains to feel,
To teach it good and ill, disgrace or fame,
Pale it with rage, or redden it with shame,
To guide its actions with informing care,
In peace to judge, to conquer in the war;
Render it agile, witty, valiant, sage,
As fits the various course of human age,
Till, as the earthly part decays and falls,
The captive breaks her prison's mouldering walls,
Hovers awhile upon the sad remains,
Which now the pile or sepulchre contains,
And thence, with liberty unbounded, flies,
Impatient to regain her native skies?

Whate'er thou art, where'er ordain'd to go,
(Points which we rather may dispute than know)
Come on, thou little inmate of this breast,
Which for thy sake from passions'l divest
For these, thou say'st, raise all the stormy strife,

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