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Well, I'm still looking for Maurice Ashley. My essential qualities. I think that more than anything, I try to do the right thing, I think about doing the right thing.

quote by Maurice Ashley
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Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.

Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.

Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.

1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.

Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

[...] Read more

poem by Ella Wheeler Wilcox
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Looking for Water

Still the leaves are spinning 'round
Take my hand as we go down, and down, and down
Looking for water
Well, our light's gone in a New York minute
Don't know about you, but my heart's not in it
(Looking, looking, looking)
I'm looking for water
I'm looking for water
(Looking, looking, looking)
I can't breathe the air, can't raise a fact
'Cause all we've got left is a beat in the night, and I'm
(Looking for water)
Looking for water
(Looking for water)
(Looking, looking)
Take my hand as we go down, and down
Leave it all behind, nothing could be found
(I'm, looking for water)
I'm looking for water
(Looking for water)
(Looking, looking)
(I, looking for water)
Looking everywhere
(Looking for water)
Looking here and there
(I'm looking for water)
I'm looking for water
(Looking for water)
(Looking, looking)
I can't live in this cage, I can't eat this candy
The edge of the earth to the spin in my head
The look in your eyes and never means never
The dawn's early light, baby, dark is forever
(Looking, looking)
(Looking, looking)
(Looking for water)
(Looking, looking)
I
(Looking for water)
(Looking for water)
(Looking, looking)
I
(Looking for water)
(Looking for water)
(Looking, looking)
I
(Looking for water)
(Looking for watter)
Looking, looking)
I

[...] Read more

song performed by David Bowie, music by David Bowie, lyrics by David Bowie from Reality
Added by Lucian Velea
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The Old Leaven

Mark:
So, Maurice, you sail to-morrow, you say?
And you may or may not return?
Be sociable, man! for once in a way,
Unless you're too old to learn.
The shadows are cool by the water side
Where the willows grow by the pond,
And the yellow laburnum's drooping pride
Sheds a golden gleam beyond.
For the blended tints of the summer flowers,
For the scents of the summer air,
For all nature's charms in this world of ours,
'Tis little or naught you care.
Yet I know for certain you haven't stirred
Since noon from your chosen spot;
And you've hardly spoken a single word-
Are you tired, or cross, or what?
You're fretting about those shares you bought,
They were to have gone up fast;
But I heard how they fell to nothing-in short,
They were given away at last.

Maurice:
No, Mark, I'm not so easily cross'd;
'Tis true that I've had a run
Of bad luck lately; indeed, I've lost;
Well! somebody else has won.

Mark:
The glass has fallen, perhaps you fear
A return of your ancient stitch-
That souvenir of the Lady's Mere,
Park palings and double ditch.

Maurice:
You're wrong. I'm not in the least afraid
Of that. If the truth be told,
When the stiffness visits my shoulder-blade,
I think on the days of old;
It recalls the rush of the freshening wind,
The strain of the chestnut springing,
And the rolling thunder of hoofs behind,
Like the Rataplan chorus ringing.

Mark:
Are you bound to borrow, or loth to lend?
Have you purchased another screw?
Or backed a bill for another friend?
Or had a bad night at loo?

[...] Read more

poem by Adam Lindsay Gordon
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Looking Up

Looking up, again
Im coming back to life
Im coming back to life
Looking up, to you
If was really up to you
You had to pull me through
Looking up
Looking up, a change is
Coming over me
I know now that Im free
Looking up, I find
Im walking tall and proud
And happy all the time
Looking up
Im looking up
Looking up
I see my troubles far behind
Looking up
(Im looking up)
Looking up
I feel Im rising to the top
Looking up
Looking up, a change is
Coming over me
I know now that Im free
Looking up, I find
Im walking tall and proud
And happy all the time
Looking up
Im looking up
Looking up
I see my troubles far behind
Looking up
(Im looking up)
Looking up
I feel Im rising to the top
Looking up
Someone that understands
Is there until the end
To hold the light for me
The light that help me see
And in my darkest hours
Will come with sunny showers
To help me to forget
Oh I so glad we met
And since that rainy day
The clouds just stay away
You chase them with your love
The greatest love Ive known
cause in the darkest hour

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song performed by Donna Summer
Added by Lucian Velea
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Looking At The Many People

Looking at the many people.
Looking at the many people,
Waiting to live a life they like.
The many people...
In a luxurized hype.

Looking at the people,
Waiting for a life they like.
The many people.
Looking at the many people.

Embittered and lamenting.
Looking at the many people.
Living venting and resenting.
Looking at the many people.

Condescending and offending.
Looking at the many people.
Expressing their sad sentiments...
And in their minds they're losing sense.

Looking at the many people.
Looking at the many people.
Waiting for a life they like.
The many people.
Looking at the many people.

Looking at the many people.
Waiting for a life they like.
The many people.
Looking at the many people.

Embittered and lamenting.
Looking at the many people.
Living venting and resenting.
Looking at the many people.

Condescending and offending.
Looking at the many people.
Expressing their sad sentiments...
And in their minds they're losing sense.

Looking at the many people.
Looking at the many people.
Expressing their sad sentiments...
And in their minds they're losing sense.

Looking at the many people.
Looking at the many people.
Expressing their sad sentiments...

[...] Read more

poem by Lawrence S. Pertillar
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Admiral Nelson

When I was a child, in the Forest of Dean
We would play 'hunt deer', like a King or a Queen,
We would hide in the forest 'til the sun went down
Then hurry off in terror from old man Brown.

He lived in the forest in a house on a hill
And he wore torn shirts and a hat of brown twill,
He carried round a gun that he fired in the air
When he saw us picking berries in the trees up there.

He lived with his sister who was Emily Maude
Who had never even married, she was much too odd.
To impressionable children, a frightening pair -
He with his shotgun, she with her hair.

For her hair blew wild, neither brushed nor combed
And it flew all over like a witch, old crone,
But she loved little children, so our parents said,
And warned, 'stay away, 'cause she's soft in the head! '

On All Hallows Eve we were up in the oak
Like brave Robin Hood, I was dressed in a cloak,
An old green scarf that my mother threw out
That I thought was impressive as a camouflage coat.

There was Jock, Jim, Sandy, then Elaine and me
We were up in the branches, in the boughs of the tree
While down keeping watch was Ashley on the ground,
Getting tired and sleepy as the day wound down.

So it was, she never heard the old man come
But soon, there he was, and was carrying his gun,
And Ashley was caught by the collar of her coat
While the sounds of her screams just died in her throat.

He lined us all up and marched us up the hill
At the point of his gun, and against our will,
And he said, 'Aunt Emmy's set you up for a treat,
For it's All Hallow's Eve - so, all you can eat! '

He marched us to the house, in a cold, dark room
We could barely see each other in the dark, in the gloom
Then he sat us at a table with a stained veneer
And he called, 'Hey Emmy, all the guests are here! '

She slid into the room like a wraith from a mist
And we all jumped together for she scared us to bits,
But she said, 'Now, children, there is no need to fret,
Tonight we'll have a party with the best fun yet.'

[...] Read more

poem by David Lewis Paget
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Some Account of a New Play

'The play's the thing!'-- Hamlet.

Tavistock Hotel, Nov. 1839.
Dear Charles,
-- In reply to your letter, and Fanny's,
Lord Brougham, it appears, isn't dead,-- though Queen Anne is;
'Twas a 'plot' and a 'farce'-- you hate farces, you say --
Take another 'plot,' then, viz. the plot of a Play.

The Countess of Arundel, high in degree,
As a lady possess'd of an earldom in fee,
Was imprudent enough at fifteen years of age,
A period of life when we're not over sage,
To form a liaison -- in fact, to engage
Her hand to a Hop-o'-my-thumb of a Page.
This put her Papa --
She had no Mamma --
As may well be supposed, in a deuce of a rage.

Mr. Benjamin Franklin was wont to repeat,
In his budget of proverbs, 'Stolen Kisses are sweet;'
But they have their alloy --
Fate assumed, to annoy
Miss Arundel's peace, and embitter her joy,
The equivocal shape of a fine little Boy.

When, through 'the young Stranger,' her secret took wind,
The Old Lord was neither 'to haud nor to bind.'
He bounced up and down,
And so fearful a frown
Contracted his brow, you'd have thought he'd been blind.
The young lady, they say,
Having fainted away,
Was confined to her room for the whole of that day;
While her beau -- no rare thing in the old feudal system --
Disappear'd the next morning, and nobody miss'd him.

The fact is, his Lordship, who hadn't, it seems,
Form'd the slightest idea, not ev'n in his dreams,
That the pair had been wedded according to law,
Conceived that his daughter had made a faux pas;
So he bribed at a high rate
A sort of a Pirate
To knock out the poor dear young Gentleman's brains,
And gave him a handsome douceur for his pains.
The Page thus disposed of, his Lordship now turns
His attention at once to the Lday's concerns;
And, alarm'd for the future,
Looks out for a suitor,
One not fond of raking, nor giv'n to 'the pewter,'

[...] Read more

poem by Richard Harris Barham
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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.

[...] Read more

poem by Sir Francis Bacon
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Bo Weevil

You may talk about the ladies
The ladies of your own
These boweevils they'll rub you up at home
They're all looking for a home
They're all looking for a home
The first time I seen a bo weevil
He was sitting on the stair
The next time I seen a boweevil
He had his own family there
They're all looking for a home
They're all looking for a home
They're all looking for a home
They're all looking for a home
They're all looking for a home
They're all looking for a home
The farmer he took the boweevil
And put him on the ice
The boweevil said to the farmer
You treat me mighty nice
They're all looking for a home
They're all looking for a home
Alright
They're all looking for a home
They're all looking for a home
They're all looking for a home
They're all looking for a home
Alright now this next verse
Is about myself, and when im done I hope
You'll all sing along with me on 'he's looking for a home'
I said if anybody asks you people
Who sang you this song
You tell 'em its Jackie White
He's just been here and gone
They're all looking for a home
They're all looking for a home
Alright
They're all looking for a home
They're all looking for a home
They're all looking for a home
They're all looking for a home

song performed by White Stripes
Added by Lucian Velea
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Calling All Girls

She was insatiable, you know the type
And she was young, but she was ripe
And she was vicious, and she took a bite
Baby dont wanna feel this pain anymore
Ive got a message, put it through emergency
I wanna hear it on the radio tonight
Calling all girls, if youre looking for love (you got it)
Calling all girls, if youre looking for a hot time
Calling all girls, if youre looking for fun
Calling all girls, if youre looking for a good time tonight
Seems all the good girls are home in bed
Were gonna party to raise the dead
Im gonna love that girl right out of my head
Baby dont wanna feel this pain anymore
Ive got a message, put it through emergency
I wanna see it on the video tonight
Calling all girls, if youre looking for love
Calling all girls, if youre looking for a hot time
Calling all girls, if youre looking for fun
Calling all girls, if youre looking for a good time tonight
Calling all girls, calling all girls
Calling all girls, calling all girls
Calling all girls, calling all girls
Baby dont wanna feel this pain anymore
Ive got a message, put it through emergency
I wanna hear it on the radio tonight
Calling all girls, if youre looking for love (youve got it)
Calling all girls, if youre looking for a hot time
Calling all girls, if youre looking for fun
Calling all girls, if youre looking for a good time tonight
Calling all girls, if youre looking for love
Calling all girls, if youre looking for a hot time
Calling all girls, if youre looking for fun
Calling all girls, if youre looking for a good time tonight
Calling all girls, if youre looking for love
Calling all girls, if youre looking for a hot time
Calling all girls, if youre looking for fun
Calling all girls, if youre looking for a good time tonight

song performed by Rick Springfield
Added by Lucian Velea
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A New Decade

A new decade
A new decade
The radio plays the sounds we made
The radio plays the sounds we made
And everything seems to feel just right
And everything seems to feel just right
Coming through your lonely mind
Coming through your lonely mind
Well Ive seen things
Well Ive seen things
That scarred and bruised and left me blind
That scarred and bruised and left me blind
So come on, listen along with me
So come on, listen along with me
I think you need a little company
I think you need a little company
And how long will I run for?
Who am I running from?
And how long will I run for?
Who am I running from?
And it makes sense
The youth coming up and making you dance
cause Ive got some living inside of me
And it makes sense
So come on I could use the company
The youth coming up and making you dance
cause Ive got some living inside of me
And how long will I run for?
So come on I could use the company
Who am I running from?
But now Ive seen my face in a cardboard wall
Nobody comes, nobody calls
And how long will I run for?
Who am I running from?
How long will I run for?
But now Ive seen my face in a cardboard wall
Who am I running from?
Nobody comes, nobody calls
Teenage tears sting my eyeballs
In a town where I wasnt born
And I will never suffer
How long will I run for?
So come on, come on, come on
Who am I running from?
But now I see my face in a cardboard wall
Teenage tears sting my eyeballs
Nobody comes, nobody calls
In a town where I wasnt born
And I will never suffer
If youre looking for me

[...] Read more

song performed by Verve
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Z. Comments

CRYSTAL GLOW

Madhur Veena Comment: Who is she? ? ? ? ? ? ? ? ? ? ? ....You write good!

Margaret Alice Comment: Beautiful, it stikes as heartfelt words and touches the heart, beautiful sentiments, sorry, I repeat myself, but I am delighted. Your poem is like the trinkets I collect to adorn my personal space, pure joy to read, wonderful! Only a beautiful mind can harbour such sentiments, you have a beautiful mind. I am glad you have found someone that inspires you to such heights and that you share it with us, you make the world a mroe wonderful place.

Margaret Alice Comment: Within the context set by the previous poem, “Cosmic Probe”, the description of a lover’s adoration for his beloved becomes a universal ode sung to the abstract values of love, joy and hope personified by light, colours, fragrance and beauty, qualities the poet assigns to his beloved, thus elevating her to the status of an uplifting force because she brings all these qualities to his attention. The poet recognises that these personified values brings him fulfilment and chose the image of a love relationship to illustrate how this comes about; thus a love poem becomes the vehicle to convey spiritual epiphany.

FRAGRANT JASMINE

Margaret Alice Comment: Your words seem to be directed to a divine entity, you seem to be addressing your adoration to a divinity, and it is wonderful to read of such sublime sentiments kindled in a human soul. Mankind is always lifted up by their vision and awareness of divinity, thank you for such pure, clear diction and sharing your awareness of the sublime with us, you have uplifted me so much by this vision you have created!

Margaret Alice Comment: The poet’s words seem to be directed to a divine entity, express adoration to a divinity who is the personification of wonderful qualities which awakens a sense of the sublime in the human soul. An uplifting vision and awareness of uplifting qualities of innocence represented by a beautiful person.

I WENT THERE TO BID HER ADIEU

Kente Lucy Comment: wow great writing, what a way to bid farewell

Margaret Alice Comment: Sensory experience is elevated by its symbolical meaning, your description of the scene shows two souls becoming one and your awareness of the importance of tempory experience as a symbol of the eternal duration of love and companionship - were temporary experience only valid for one moment in time, it would be a sad world, but once it is seen as a symbol of eternal things, it becomes enchanting.

I’M INCOMPLETE WITHOUT YOU

Margaret Alice Comment: You elevate the humnan experience of longing for love to a striving for sublimity in uniting with a beloved person, and this poem is stirring, your style of writing is effective, everything flows together perfectly.

Margaret Alice Comment:

'To a resplendent glow of celestial flow
And two split halves unite never to part.'

Reading your fluent poems is a delight, I have to tear myself away and return to the life of a drudge, but what a treasure trove of jewels you made for the weary soul who needs to contemplate higher ideals from time to time!

IN CELESTIAL WINGS

Margaret Alice Comment: When you describe how you are strengthened by your loved one, it is clear that your inner flame is so strong that you need not fear growing old, your spirit seems to become stronger, you manage to convey this impression by your striking poetry. It is a privilege to read your work.

Obed Dela Cruz Comment: wow.... i remembered will shakespeare.... nice poem!

Margaret Alice Comment: The poet has transcended the barriers of time and space by becoming an image of his beloved and being able to find peace in the joy he confers to his beloved.

'You transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.'

Margaret Alice Comment: You are my peace and solace, I know, I am, yours too; A mere flash of your thoughts Enlivens my tired soul And fills me with light, peace and solace, A giant in new world, I become, I rise to divine heights in celestial wings. How I desire to reciprocate To fill you with light and inner strength raise you to divine heights; I must cross over nd hold you in arms, light up your soul, Fill you with strength from my inner core, Wipe away your tears burst out in pure joy How I yearn to instill hope and confidence in you we never part And we shall wait, till time comes right. the flame in my soul always seeks you, you transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.

RAGING FIRE

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poem by Praveen Kumar
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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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Early Works - Maurice

The devil’s lady flames have lit
the IRA have bombed the manuscript
never mind there is no relaxation
this time it might get to Glenda Jackson.
A week gone by far away
here comes the Cadbury kid with his Milk Tray.
He is ready for dangers to face,
some more literary grace.

Comedy in an inert expression
there is no regression
Maurice sits in solemn pose
pondering in degrees I suppose
conscious of all repetition
inherited in the pieces at their presentation,
criticism is slight,
but a meaningful insight.

So here, I sit in deep dispose
trying to write poetry and no prose.
Maurice sits in elevation
listening to my deviations,
the adventures of a bar of soap
oh, my is there any hope.
Regression, repetition, inhabitation
is there any compensation.

The sweet bird of youth
from heaven will fly
words of solemn prose
an ode to a dying rose.
No laughter as began the page
only silent rage.
This poem was only for fun
so no harm done.

Date unknown, probably 1979.

Author’s Note:

This was written as a bit of fun for my tutor, mentor and friend Maurice Callard. The Devil’s Lady was a play he wrote and sent it to a London Agent. During an IRA bombing campaign in London, the Agent’s office was destroyed along with Maurice’s manuscript of the play. He had written it with the actress Glenda Jackson in mind to play the Devil’s Lady. However, I do not think she ever got to read it. How many copies of the manuscript still exist I do not know, but I have one. With the Cadbury Kid, it was a bit of fun Maurice wrote to amuse us in his class.
With reference to my own work in the last stanza ode to a dying rose it relates to a poem posted up here called A Rose With A Tinted Past.

poem by David Harris
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Looking For The One

I was feelin much in need
Of the arms of a lover
When my radar picked her up
On the arm of another
Ive been lookin for the one
And Ill tell you brother
I had the feeling we were gonna be more than friends
We were each other
Still looking for the one
With the fire in her eyes
Living inside a paradise
Still looking for the one
On like the light,
Darlin dont let me sleep alone tonight
Still looking for the one
And wake in the morning all alone and
Looking for the one
Looking for the one
Too many nights with the wrong one
And my heart ran for cover
Im a lonely, lonely soul
In search of another
I been a wondering baby
Since I left my mother
I got a feelin your gonna be here in time
I know you will
Still looking for the one
With the fire in her eyes
Living inside a paradise
Still looking for the one
On like the light
Darlin dont let me sleep alone tonight
(still looking for the one)
And wake in the morning all alone
Looking for the one
Looking for the one
Still looking for the one
With the fire in her eyes
Living inside a paradise
Still looking for the one
On like the light
Darlin dont let me sleep alone tonight
(still looking for the one)
And wake in the morning all alone
Looking for the one
Looking for the one
Looking for the one

song performed by Rick Springfield
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On First Looking - Parody John KEATS – On First Looking into Chapman’s Homer

On First Looking

Much have I rummaged, bartered books for gold,
and many goodly states of Shakespeare seen,
round many stalls and book fairs have I been
which frauds in fealty to their runners hold.
Oft of some sharp expense had I been told
that Maggs or Quaritch made their pet demesne,
yet never did I seethe with rage so keen
till once a chap-book saw I still unsold.
Then wished I Evoe was, who in disguise,
the superman of planet fame, I ken,
skinned over catalogues with eagle eyes
to stare at price lists with a skill few men
can e’er attain unearthing bargains. Vain
‘twas, a dream, I sink, to sleep again...

[c] Jonathan Robin parody written 2 August 1991
Parody John KEATS 1795_1821 – On First Looking into Chapman’s Homer

________

On First Looking Into Chapman’s Homer

Much have I travelled in the realms of gold,
And many goodly states and kingdoms seen;
Round many western islands have I been
Which bards in fealty to Apollo hold.
Oft of one wide expanse had I been told
That deep-browed Homer ruled as his demesne:
Yet did I never breathe its pure serene
Till I heard Chapman speak out loud and bold:
Then felt I like some watcher of the skies
When a new planet swims into his ken;
Or like stout Cortez, when with eagle eyes
He stared at the Pacific, and all his men
Looked at each other with a wild surmise -
Silent, upon a peak in Darien.

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poem by Jonathan Robin
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Coo Coo Ca Choo

Coo coo ca choo baby you that's what you are
You are a hollywood star you're the high priestess by far
And you know this tune's for you we call it coo coo ca choo
And it's a very brief description of the things we could do to you

You were looking at me I was looking at you
Coo coo ca choo coo coo ca choo
You were looking at me I was looking at you
Coo coo ca choo now what ya gonna do

Oil me up quick miss daisy before I'm lubing up your tailpipe
Or the bedposts will be a knocking and a knocking 'til the break of light
Raised and dazed in a million and one ways
Like a Morton coffee roll I want you hot and glazed
So you're the real thing baby you're Parkay you're not butter
Gonna have to get you home and lube you up with fluff-n-nutter
Scope it scope it baby looking so fit
Playing games and laying dames you know I know you know it
Now you're quick to get the condom you know the Jimmy's gonna fit you snug
Lean you against the fire place and ride you on the bear skin rug
Chow down my Ding Dong come and sing along
Slip a grip around my tip and then you'll be my Klingon
Yeah in my sweat pants you're gonna see my erection
Ooh oh pick a de pop pop perfection
Umpla dumpla dippedee do
Cause I'd never leave the house if mommy looked like you

You were looking at me I was looking at you
Coo coo ca choo coo coo ca choo
You were looking at me I was looking at you
Coo coo ca choo now what ya gonna do

Butter up butter cup did ya think it'd really last long
My attention span hutches when you wake up know that I'll be gone
Cocoa butter beach blonde wearing that thin thong
You know I got a thing for you it's only an inch long
Now I'm picking up your signals like a TV station
I'm looking for the channel to have immoral applications
Looking so fine Cosmo behind
Fermentation of time like Reunite wine
Well I'm bubbling up and steaming like an active volcano
I think I clogged up all your pipes better get yourself some Draino
I get annoyed cause I can't avoid
Baby sounding like a mongoloid
I gots the skills to keep ya busy all night
If you do not bite I hope you blow like dynamite
Happy thanksgiving would you like a little white meat?
I'll stuff my Butterballs and you eat

You were looking at me I was looking at you

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song performed by Bloodhound Gang
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Cry So Easy

Draw the line
Dont want to waste my time
On an unresponsive
Kid like you
Who made the effort
You devil in disguise
You just keep on trying
To win affection with your smile
Baby cry so easy
Expect me to believe
In the love that
Youre looking for
(in the love that youre looking for)
Say youd never leave me
But babe I cant believe
In the love that
Youre looking for
Danger signs
Opened up the eyes
Of an unsuspecting
Fool like me
What about an effort
What about tonight
Whats the use in trying
When nothings going right
Baby cry so easy
Expect me to believe
In the love that
Youre looking for
Tears they dont come easy
And babe I cant believe
In the love that
Youre looking for
(the kind love you never felt before)
Baby cry so easy
Expect me to believe
In the love that
Youre looking for
(in the love that youre looking for)
Say youd never leave me
But babe I cant believe
In the love that
Youre looking for
Cant you see
That youre turning me
Into a cold cold
Kid like you
Forget the effort
Now youre not mine
No more use in smiling

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song performed by Erasure
Added by Lucian Velea
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Wild Dancing

Dance to the beat
Dance to the beat
Dance to the beat
Wild dancing [wild dancing]
Dance to the beat
Da, da, da, dance
Looking for some wild dancing
Looking for some wild dancing
[Wi, wi , wi, wild dancing]
[Wild dancing]
Dance to the beat
Da, da, da, dance
Da, da, da, dance to the beat
Looking for some wild dancing
Wild dancing
Wild dancing beat
Dancing beat
Wi, wild da, dancing
Dancing beat
Be, be, be, beat
Da, da, da, dancing beat
Wild dancing
Wi, wild
Dancing beat
Wild dancing
Wild dancing
Wi, wi, wild dancing
Wild dancing
Wild dancing
[Wild dancing]
Wild dancing
[Wild dancing]
Wild dancing
[Wild dancing]
Dance to the beat
Dance to the beat
Wi, wild da, dance
Wild dancing
Dancing beat
Wild dancing
Wild, wild
Dance to the beat
Wild dancing
Wild, wild
[Wild dancing]
Wild dancing
Dance to the beat
Dance to the beat
[Wild dancing]
Dance to the beat

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song performed by Madonna
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Graffiti Bridge

Everybody wants 2 find graffiti bridge
Something 2 believe in, a reason 2 believe that theres a heaven above
Everybody wants 2 find graffiti bridge
Everybodys looking 4
Everybodys looking 4
Everybodys looking 4 love
Everybody wants 2 find the perfect 1
Someone that makes u happy, someone that makes u laugh when u want 2 cry
Everybody wants to find the perfect 1
Everybodys looking 4
Everybodys looking 4
Everybodys looking 4 love
The love of a boy, the love of a girl
The love that comes from a warm heart in a cold cold world
Everybody wants 2 find graffiti bridge
Something 2 believe in, a reason 2 believe that theres a heaven above
Everybodys looking 4
Everybodys looking 4
Everybodys looking 4 love
Everybody wants 2 find graffiti bridge
(people throw away your arms of fire)
A bridge that leads
A bridge that leads them 2 a love they know is real
(let democracy take u higher)
Everybody wants 2 find graffiti bridge
Everybodys looking 4 (if you believe)
Everybodys looking 4 (wave your hands)
Everybodys looking 4 love (on the power of love)
(love is shining)
(everybody wants 2 find graffiti bridge)
Theres a future (sure, youre right) a future worth fighting 4
Im a living witness
Everybody wants 2 find graffiti bridge
Ooo, everythings gonna be alright, alright, alright
Everybodys looking 4
Everybodys looking 4
Everybodys looking 4 love
There is a future (a future worth fighting 4)
Worth fighting 4
Yes it is, I know it is
Everything will be alright
Everybody wants 2 find graffiti bridge

song performed by Prince
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