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Convinced that behavior and conduct are every bit as important as skills and expertise, I sought to build the firm into an enduring, values-based institution.

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A Map Of Culture

Culture


Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?



What is Culture?


I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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A Little Bit Of Love

Yeah
Woo...ooh...ooh...ooh...
You say you want to be the one i need
You say you want to be the one for me
You say you want to be the one i need
But then you go and act so crazy
You say you never want to let me go
You say you want to be the one i hold
You say you never want to let me go
But then you go and leave me lonely
If you want to make things right
Love can make a way
If you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
You want to be the one who makes me shy
The one who makes me laugh and makes me cry
You want to be the one to change my life
Then maybe you should treat me kindly
You want to make believe you never left
You want to make believe i never wept
You said you'd never ever leave again
Oh, baby, won't you quit pretendin'
If you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely, oh
Oh
Oh, if you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes

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Little Bit Of Love

Yeah
Woo...ooh...ooh...ooh...
You say you want to be the one I need
You say you want to be the one for me
You say you want to be the one I need
But then you go and act so crazy
You say you never want to let me go
You say you want to be the one I hold
You say you never want to let me go
But then you go and leave me lonely
If you want to make things right
Love can make a way
If you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
You want to be the one who makes me shy
The one who makes me laugh and makes me cry
You want to be the one to change my life
Then maybe you should treat me kindly
You want to make believe you never left
You want to make believe I never wept
You said youd never ever leave again
Oh, baby, wont you quit pretendin
If you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely, oh
Oh
Oh, if you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes

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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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Conduct

No matter who we are,
All of us are judged...
Based upon our conduct.

And no distance is diminished,
By our conduct.
We can attempt to cover it,
But it's our conduct.
That beats most of us up!

No matter if we're rich or poor...
With doors gold plated or cardboard,
It's conduct!
We can attempt to cover it,
But it's our conduct.
That beats most of us up!

We have those moods and attitudes,
But what we do is not excused...
If conduct,
Is not a pleasantry that's seen.
If conduct,
Is perceived to be one mean.
It's conduct!
We can attempt to cover it,
And it is conduct.
That beats us up!

No matter if we're kind,
Most of the time.
And most of the time,
We show we are kind!

No matter if we're rich or poor...
With doors gold plated or cardboard,
It's conduct!
We can attempt to cover it,
But it's our conduct.
That beats most of us up!

We have those moods and attitudes,
But what we do is not excused...
If conduct,
Is not a pleasantry that's seen.
If conduct,
Is perceived to be one mean.
It's conduct!
We can attempt to cover it,
And it is conduct.
That beats us up!

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No Values

I hear them telling me that youre selling off the furniture
And even keep my personalized autographs
You might as well go all the way and sell your granny to the zoo
And while youre at it, may I go to my psychiatrist ?
Hes making money out of making me laugh
But I dont mind , I wish that I could say the same about you
It seems to me that youve still got no values
Oh you know youre not so hot, no values
And Ill be glad if you went away again
No values . . . no values . . . no values at all
The city shark is at the dark and of the alleyway
You pays your money and you takes your choice
The artful dodger says he wants to pick a pocket or two
But you, youve taken up a place in high society
A personal friend of messrs rolls and royce
Got them all convinced that everything you say to them is true
It seems to me that youve still got no values
Oh you know youre not so hot, no values
You know youve got a lot, but no values
And Id be glad if you went away again
No values . . . no values . . . no values at all
I like your wifes smile, I like her car
If I had your lifestyle, I wouldnt go far wrong
On the waters of life you row your boat
Into the strongest tide that you can find
On the darkest of nights we were two of a kind
We went through it all before the tide went out
And left us stranded on the shore
How was I to know
How was I to know
Well you aint got no values
You know you think youre hot, no values
You know youve got a lot, but no values
And Id be glad if you went away again
No values . . . no values . . . no values at all

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No Values / No More Lonely Nights

I hear them telling me that you're selling off the furniture
And even keep my personalized autographs
You might as well go all the way and sell your granny to the zoo
And while you're at it, may I go to my psychiatrist ?
He's making money out of making me laugh
But I don't mind , I wish that I could say the same about you
It seems to me that you've still got no values
Oh you know you're not so hot, no values
And I'll be glad if you went away again
No values . . . no values . . . no values at all
The city shark is at the dark and of the alleyway
You pays your money and you takes your choice
The artful dodger says he wants to pick a pocket or two
But you, you've taken up a place in high society
A personal friend of messrs rolls and royce
Got them all convinced that everything you say to them is true
It seems to me that you've still got no values
Oh you know you're not so hot, no values
You know you've got a lot, but no values
And I'd be glad if you went away again
No values . . . no values . . . no values at all
I like your wife's smile, I like her car
If I had your lifestyle, I wouldn't go far wrong
On the waters of life you row your boat
Into the strongest tide that you can find
On the darkest of nights we were two of a kind
We went through it all before the tide went out
And left us stranded on the shore
How was I to know
How was I to know
Well you ain't got no values
You know you think you're hot, no values
You know you've got a lot, but no values
And I'd be glad if you went away again
No values . . . no values . . . no values at all

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Shout

We-eee-eeel....
You know you make me wanna (Shout!)
Kick my heels up and (Shout!)
Throw my hands up and (Shout!)
Throw my head back and (Shout!)
Come on now (Shout!)
Don't forget to say you will
Don't forget to say, yeah
Yeah, yeah, yeah, yeah
(Say you will)
Say it right now bab-ay
(Say you will)
Come on, come on
(Say you will)
Say it, will-a you-ooooo!
(Say you will)
You got it, now!
(Say) say that you love me
(Say) say that you need me
(Say) say that you want me
(Say) you wanna please me
(Say) come on now
(Say) come on now
(Say) come on now
(Say) come on now
(Say) I still remember
(Shooby-doo-wop-do-wop-wop-wop-wop)
When you used to be nine years old
(Shooby-doo-wop-do-wop-wop-wop-wop)
Yeah-yeah!
I was a fool for you, from the bottom of my soul, yeah!
(Shooby-doo-wop-do-wop-wop-wop-wop)
Now that you've grown, up
(Shooby-doo-wop-do-wop-wop-wop-wop)
Enough to know, yeah yeah
(Shooby-doo-wop-do-wop-wop-wop-wop)
You wanna leave me, you wanna, let me go
(Shooby-doo-wop-do-wop)
I want you to know
I said I want you to know right now, yeah!
You been good to me baby
Better than I been to myself, hey! hey!
An if you ever leave me
I don't want nobody else, hey! hey!
I said I want you to know-ho-ho-hey!
I said I want you to know right now, hey! hey!
You know you make me wanna
(Shout-wooo) hey-yeah
(Shout-wooo) yeah-yeah-yeah
(Shout-wooo) aaaalll-right

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Break It Down

If something there is bothering you,
But you don't know what you should do.
You should break it down,
Bit by bit.
You should break it down,
Bit by bit.

Afraid you are to give it trust,
But trust you must and from your gut.
You should break it down.
Bit by bit.
You should break it down,
Bit by bit.

What is more important to you,
Moodiness or fortitude?
You should break it down.
You should break it down.

Is it not an issue,
But to you it really is?
What is it?
You should break it down.
What is it?
You should break it down.

What is more important to you,
Moodiness or fortitude?
You should break it down.
What is it?
You should break it down.

If something there is bothering you,
But you don't know what you should do.
You should break it down,
Bit by bit.
You should break it down,
Bit by bit.

Afraid you are to give it trust,
But trust you must and from your gut.
You should break it down.
Bit by bit.
You should break it down,
Bit by bit.

What is more important to you,
Moodiness or fortitude?
You should break it down.
Bit by bit.

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Charles Baudelaire

Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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Mambo No. 5

Mambo No. 5 (A Little Bit Of ...)
Ladies and gentlemen, this is Mambo No 5
One, two , three four, five
everybody in the car so come on let's ride
To the liqueur-store around the corner,
the boys say they want some gin and juice
but I really don't wanna
beerbust like I had last week
I must stay deep 'cause talk is a cheap
I like Angela, Pamela, Sandra and Rita
and as I continue you know they're gettin' sweeter
so what can I do I really beg you my Lord
to me flirtin' it's just like a sport
anything fly it's all good let me dump it
please set in the trumpet
a little bit of Monica in my life
a little bit of Erica by my side
a little bit of Rita is all I need
a little bit of Tina is what I see
a little bit of Sandra in the sun
a little bit of Mary all night long
a little bit of Jessica here I am
a little bit of you makes me your man
jump up and down and move it all around
shake your head to the sound put your hands an the ground
take one step left and one step right
one to the front and one to the side
clap your hands once and clap your hands twice
and if it looks like this then you doin' it right
a little bit of Monica in my life
a little bit of Erica by my side
a little bit of Rita is all I need
a little bit of Tina is what I see
a little bit of Sandra in the sun
a little bit of Mary all night long
a little bit of Jessica here I am
a little bit of you makes me your man
Trumpet, the Trumpet!
Mambo No 5
a little bit of Monica in my life
a little bit of Erica by my side
a little bit of Rita is all I need
a little bit of Tina is what I see
a little bit of Sandra in the sun
a little bit of Mary all night long
a little bit of Jessica here I am
a little bit of you makes me your man
I do all to fall in love with a girl like you
You can't run and you can't hide you and me gonna touch the sky

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Value Society

values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace

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The Aeneid of Virgil: Book 7

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

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Bit By Bit

Well Im learnin
How to love you.
Yes Im learnin
How to love you
In my own,
In my own
Special way.
I been bad to you,
Baby, you know it.
I been bad to you,
Baby, dont you know it,
And sometimes
You just cant help but show it.
But Im learnin, learnin
How to love you.
Well Im learnin, learning
How to love you
In-a my own,
In my own
Special way.
Day by day,
Bit by bit.
Day by day,
A-bit by bit,
Day by day
In my own,
In-a my own
Special way.
It takes a little time
To get around
To doin it my way.
Im gettin around to it,
Bit by bit,
In my own way.
Day by day,
A-bit by bit,
A-bit by bit by bit by bit by bit by bit by day by day
In my own,
In my own
Special way.
Day by day,
A-day by day, yeah, yeah baby,
A-bit by bit by bit by bit by bit by bit by bit day by day
In my own,
In my own special way.
Baby,
Come on babe,
Come on babe,
Hey yeah, right now,
Every every every every every day, yeah

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What You Got

(jerry lynn williams)
Producer for bonnie: christopher neil
Im so sorry baby
I was the one who hesitated
And I know how much you suffered
And how long you must have waited
But now both my eyes are open
And I can truly see
And Im as sorry as I can be
Can you forgive me darling
Can you forgive me babe
I must have been crazy
My little heart must have been leakin
I admit it babe
I admit
I was the first to weaken
But I love you oh so much
And it aint no doubt
You know what Im talking about
Can you ever forgive me baby
Can you ever forgive me babe
Coz I just want a little bit, little bit
Honey I dont need a lot
I just want a little bit, little bit
Of what you got
I just want a little, baby
Honey I dont need a lot
I just want a little bit, little bit
Of what you got
Im so sorry babe
I was the one who hesitated
I know how long you suffered
And how long you must have waited
But now both my eyes are open
And I can finally see
And Im sorry as I can be
Can you forgive me darling
Can you forgive me babe
Coz I just want a little bit, little bit
Honey I dont need a lot
I just want a little bit, little bit
Of what you got
A little bit, a little bit
Honey I dont need a lot
Just a little bit
A little bit of what you got
A little bit, little bit
Just a little bit, little bit
I say just a little bit, little bit
Of what you got

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Shout & Shimmy

Do you feel alright? well do you feel alright children? do you feel alright?
Do you feel alright? well do you feel alright children? do you feel alright?
You know you make me want to shout shimmy, oh yeah you gonna shout shimmy,
You know you make me want to shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you know I walk up to the front, I try to do the flop,
Oh yeah you know I walk up to the front, I try to do the flop,
I walk up to the back, and I move on side to side,
I walk up to the back, and I move on side to side,
Then I stop, oh yeah and then I drop,
Then I stop, oh yeah and then I drop,
Oh yeah and then I drop, oh yeah and then I do a little thing ? ? ? ? ? ,
Oh yeah and then I drop, oh yeah and then I do a little thing ? ? ? ? ? ,
Do you feel alright? do you feel so good? do you feel so good?
Do you feel alright? do you feel so good? do you feel so good?
Do you feel alright? do you feel alright? tell me now, tell me now,
Do you feel alright? do you feel alright? tell me now, tell me now,
Do you feel alright? do you feel alright? everybody do you feel so good?
Do you feel alright? do you feel alright? everybody do you feel so good?
You know I feel alright, you know you make me want to shout shimmy,
You know I feel alright, you know you make me want to shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout a little bit soft, shout a little bit quieter,
Oh yeah you gonna shout a little bit soft, shout a little bit quieter,
Shout a little bit soft, come on soft, shout a little bit soft,
Shout a little bit soft, come on soft, shout a little bit soft,
A little bit soft, cool down, cool down, come on, cool it down,
A little bit soft, cool down, cool down, come on, cool it down,
I feel so good, I feel alright, drum on, drum on, drum on drummer,
I feel so good, I feel alright, drum on, drum on, drum on drummer,
Everybody everybody everybody clap your hands, come on clap your hands,
Everybody everybody everybody clap your hands, come on clap your hands,
Clap your hands, a little bit harder, a little bit louder,
Clap your hands, a little bit harder, a little bit louder,
A little bit harder, a little bit louder, a little bit louder,
A little bit harder, a little bit louder, a little bit louder,
Come on and shout, everybody, come on and shout, come on and shout baby,
Come on and shout, everybody, come on and shout, come on and shout baby,
Come on and shout baby, do you feel alright? do I feel so good?
Come on and shout baby, do you feel alright? do I feel so good?
Do you feel alright? do I feel so good? call a doctor, call a doctor,
Do you feel alright? do I feel so good? call a doctor, call a doctor,
Do you feel alright? do you feel alright? do you feel alright?
Do you feel alright? do you feel alright? do you feel alright?
Do you feel alright? do you feel alright?
Do you feel alright? do you feel alright?
You know I feel so good Im gonna shout and shimmy all night,
You know I feel so good Im gonna shout and shimmy all night,

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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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Gonna Build A Mountain

1: Im gonna build a mountain, from a little hill.
Im gonna build a mountain, least I hope I will.
Im gonna build a mountain, Im gonna build it high.
I dont know how Im gonna do it, only know Im gonna try.
2: Im gonna build a daydream, from a little hope.
Im gonna push the daydream, up that mountain slope.
Im gonna build a daydream, woah, Im gonna see it through.
Gonna build a mountain and a daydream,
Gonna make em both come true.
3: Im gonna build a heaven, as a will someday,
And the lord sends ga-bri-el to take me away.
Woah, I wanna fine young son, to take my place.
Ill leave my son in my heaven on earth with the good lords grace.
4: Im gonna build a mountain, from a little hill.
Im gonna build a mountain, least I hope I will.
Im gonna build a mountain, yeah, gonna see it through.
Gonna build a mountain and a daydream,
Gonna make em both come true.
5: Im gonna build a daydream, from a little hope.
Im gonna push the daydream, up that mountain slope.
Im gonna build a daydream, woah, Im gonna see it through,
Gonna build a mountain and a daydream,
Gonna make em both come true.
6: I wanna build a heaven, as a will someday,
And the lord sends ga-bri-el to take me away.
I wanna fine young son, to take my place.
Ill leave my son in my heaven on earth, with the good lords grace.
I wanna fine young son, yeah, to take my place.
Ill leave my son in my heaven on earth, with the good lords grace.
Yea-eah.

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The Candidate

This poem was written in , on occasion of the contest between the
Earls of Hardwicke and Sandwich for the High-stewardship of the
University of Cambridge, vacant by the death of the Lord Chancellor
Hardwicke. The spirit of party ran high in the University, and no
means were left untried by either candidate to obtain a majority. The
election was fixed for the th of March, when, after much
altercation, the votes appearing equal, a scrutiny was demanded;
whereupon the Vice-Chancellor adjourned the senate _sine die_. On
appeal to the Lord High-Chancellor, he determined in favour of the
Earl of Hardwicke, and a mandamus issued accordingly.

Enough of Actors--let them play the player,
And, free from censure, fret, sweat, strut, and stare;
Garrick abroad, what motives can engage
To waste one couplet on a barren stage?
Ungrateful Garrick! when these tasty days,
In justice to themselves, allow'd thee praise;
When, at thy bidding, Sense, for twenty years,
Indulged in laughter, or dissolved in tears;
When in return for labour, time, and health,
The town had given some little share of wealth,
Couldst thou repine at being still a slave?
Darest thou presume to enjoy that wealth she gave?
Couldst thou repine at laws ordain'd by those
Whom nothing but thy merit made thy foes?
Whom, too refined for honesty and trade,
By need made tradesmen, Pride had bankrupts made;
Whom Fear made drunkards, and, by modern rules,
Whom Drink made wits, though Nature made them fools;
With such, beyond all pardon is thy crime,
In such a manner, and at such a time,
To quit the stage; but men of real sense,
Who neither lightly give, nor take offence,
Shall own thee clear, or pass an act of grace,
Since thou hast left a Powell in thy place.
Enough of Authors--why, when scribblers fail,
Must other scribblers spread the hateful tale?
Why must they pity, why contempt express,
And why insult a brother in distress?
Let those, who boast the uncommon gift of brains
The laurel pluck, and wear it for their pains;
Fresh on their brows for ages let it bloom,
And, ages past, still flourish round their tomb.
Let those who without genius write, and write,
Versemen or prosemen, all in Nature's spite,
The pen laid down, their course of folly run
In peace, unread, unmention'd, be undone.
Why should I tell, to cross the will of Fate,
That Francis once endeavour'd to translate?
Why, sweet oblivion winding round his head,

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