Analyzing what you haven't got as well as what you have is a necessary ingredient of a career.
quote by Orison Swett Marden
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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
[...] Read more
poem by Innocent Masina Nkhonyo
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Knyghthode and Bataile
A XVth Century Verse Paraphrase of Flavius Vegetius Renatus' Treatise 'DE RE MILITARI'
Proemium.
Salue, festa dies
i martis,
Mauortis! auete
Kalende. Qua Deus
ad celum subleuat
ire Dauid.
Hail, halyday deuout! Alhail Kalende
Of Marche, wheryn Dauid the Confessour
Commaunded is his kyngis court ascende;
Emanuel, Jhesus the Conquerour,
This same day as a Tryumphatour,
Sette in a Chaire & Throne of Maiestee,
To London is comyn. O Saviour,
Welcome a thousand fold to thi Citee!
And she, thi modir Blessed mot she be
That cometh eke, and angelys an ende,
Wel wynged and wel horsed, hidir fle,
Thousendys on this goode approche attende;
And ordir aftir ordir thei commende,
As Seraphin, as Cherubyn, as Throne,
As Domynaunce, and Princys hidir sende;
And, at o woord, right welcom euerychone!
But Kyng Herry the Sexte, as Goddes Sone
Or themperour or kyng Emanuel,
To London, welcomer be noo persone;
O souuerayn Lord, welcom! Now wel, Now wel!
Te Deum to be songen, wil do wel,
And Benedicta Sancta Trinitas!
Now prosperaunce and peax perpetuel
Shal growe,-and why? ffor here is Vnitas.
Therof to the Vnitee 'Deo gracias'
In Trinitee! The Clergys and Knyghthode
And Comynaltee better accorded nas
Neuer then now; Now nys ther noon abode,
But out on hem that fordoon Goddes forbode,
Periurous ar, Rebellovs and atteynte,
So forfaytinge her lyif and lyvelode,
Although Ypocrisie her faytys peynte.
[...] Read more
poem by Anonymous Olde English
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Change Clothes
[Intro: Jay-Z (Pharrell)]
Uh, uh, uh, yeah, uh, your boy is back
(Sexy sexy) I know y'all miss the bounce
Need to bounce for the sexy you know
[Verse 1: Jay-Z]
Yeah ma, your dude is back, made back roof is back
Tell the whole world the truth is back
You ain't got to argue about who could rap
Cause the proof is back just go through my rap
New York New York yeah where my troopers at
Where my hustlers where my boosters at
I don't care what you do for stacks
I know the world glued you back to the wall
You gotta brawl to that
I been through that, been shot at shoot back
Gotta keep it peace like a buddhist
I ain't a New Jack nobody 'gon Wesley Snipe me
It's less than likely, move back
Let I breathe Jedi knight
The more space I get the better I write
(Oh) Never I write, but, if, ever I write
I need the space to say whatever I like, now just
[Chorus: Jay-Z (Pharrell)]
(Change clothes and go)You know I stay fresh to death
I bought you from the projects
And I'm a take you to the top of the globe so let's go (Change numbers and go)
Uh huh yeah, uh (Now girl I promise you, no substitute) It's just me
[Verse 2: Jay-Z]
And I 'gon tell you again let's get ghost in the phantom
You could bring your friend we copuld make this a tandem
You could come by yourself and you could stand him
Best believe I sweat out weaves, give afropuffs like R.A.G.E.
Awww you get If you could move it
Back it on up like a U Haul truck
Then run and tell them thugs you heard Hovi knew
He and the boy for real make beautiful music
He is to the east coast what Snoop is, to the west coast what Face is to Houston
Young Hov in the house it's so necessary
No bra with the blouse it's so necessary
No panties and jeans that's so necessary
Now why you frontin on me is that necessary
Do I to you look like a lame
Who don't understand a bra with a mean shoe game
Whose up on Dot Dot Dot and Vera Wang
Ma are you insane, let's just
(Woman speaking: What you want me to do?)
[Chorus: Jay-Z (Pharrell)]
(Change clothes and go)You know I stay fresh to death
I bought you from the projects
And I'm a take you to the top of the globe so let's go (Change numbers and go)
[...] Read more
song performed by Jay-Z
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My first book is really about heat. That book, for me, was an exploration of heat as ingredient. Why we don't talk about heat as an ingredient, I don't quite understand, because it is the common ingredient to all cooking processes.
quote by Alton Brown
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Carlos' In the Middle of the Road, Plagiarized by Me
in the middle of my writing career there was you
you were in the middle of my writing career
there was you
in the middle of my writing career there was you
never should i forget this incident
in the life of my broken eyelashes
never should i forget that in the middle of my writing career
there was you
there was you in the middle of my writing career
in the middle of my writing career
there was you
you were that stone.
poem by Ric S. Bastasa
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Your job is not your career
I responsible to my job, I fight for my career
I bound to job, I grow with career
Job is described, career is developed
Job is fulfilled, career is achieved
Job is for living, career is for life
poem by Maria Sudibyo
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By All Means Necessary
Canned laughter for applause
You've opened doors
In and out of their wives
In and out of your smalls
It's not a BAFTA you're after
You want a million dollar lay
By all means necessary
You will get your way
It all seems so easy
But so are you
That's what I've heard them say
All the make up that you wear
Can't hide the flaws
Your work in charity for your own cause
You won't be dating a teacher
You'd rather shag a manic street preacher
By all means necessary
You will get your way
It all seems so easy
But so are you
That's what I've heard them say
Sex with a stranger
You've been laid in a manger
And you think he's your saviour
Will he leave his pager?
You could be his daughter
Look what he's bought ya
But the money won't change ya
Of that there's no danger
Now your life's gettin' darker
It's you that they're after
Fifteen minutes a martyr
Blame it on your father
That dress nearly fits ya
Girl what's possessed you
Can we please take your picture
You know they'll forget ya
Ooh yeah
It all seems so easy
But so are you
That's what I've heard them say
By all means necessary
You will get your way
[...] Read more
song performed by Robbie Williams from Sing When You're Winning
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Tender Buttons [a Box]
A BOX.
A large box is handily made of what is necessary to replace any substance. Suppose an example is necessary, the plainer it is made the more reason there is for some outward recognition that there is a result.
A box is made sometimes and them to see to see to it neatly and to have the holes stopped up makes it necessary to use paper.
A custom which is necessary when a box is used and taken is that a large part of the time there are three which have different connections. The one is on the table. The two are on the table. The three are on the table. The one, one is the same length as is shown by the cover being longer. The other is different there is more cover that shows it. The other is different and that makes the corners have the same shade the eight are in singular arrangement to make four necessary.
Lax, to have corners, to be lighter than some weight, to indicate a wedding journey, to last brown and not curious, to be wealthy, cigarettes are established by length and by doubling.
Left open, to be left pounded, to be left closed, to be circulating in summer and winter, and sick color that is grey that is not dusty and red shows, to be sure cigarettes do measure an empty length sooner than a choice in color.
Winged, to be winged means that white is yellow and pieces pieces that are brown are dust color if dust is washed off, then it is choice that is to say it is fitting cigarettes sooner than paper.
An increase why is an increase idle, why is silver cloister, why is the spark brighter, if it is brighter is there any result, hardly more than ever.
poem by Gertrude Stein
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Lateralus
Black then white are all I see in my infancy.
Red and yellow then came to be, reaching out to me.
Lets me see.
As below, so above and beyond, I imagine
Drawn beyond the lines of reason.
Push the envelope. watch it bend.
Over thinking, over analyzing separates the body from the mind.
Withering my intuition, missing opportunities and I must
Feed my will to feel my moment drawing way outside the lines.
Black then white are all I see in my infancy.
Red and yellow then came to be, reaching out to me.
Lets me see there is so much more and
Beckons me to look thru to these infinite possibilities.
As below, so above and beyond, I imagine
Drawn outside the lines of reason.
Push the envelope. watch it bend.
Over thinking, over analyzing separates the body from the mind.
Withering my intuition leaving opportunities behind.
Feed my will to feel this moment urging me to cross the line.
Reaching out to embrace the random.
Reaching out to embrace whatever may come.
I embrace my desire to
I embrace my desire to
Feel the rhythm, to feel connected enough to step aside and weep like a widow
To feel inspired to fathom the power, to witness the beauty,
To bathe in the fountain,
To swing on the spiral
To swing on the spiral
To swing on the spiral of our divinity and still be a human.
With my feet upon the ground I move myeslf between the sounds and open wide to
Suck it in.
I feel it move across my skin.
Im reaching up and reaching out. Im reaching for the random or what ever will
Bewilder me.
What ever will bewilder me.
And following our will and wind we may just go where no ones been.
Well ride the spiral to the end and may just go where no ones been.
Spiral out. keep going.
Spiral out. keep going.
Spiral out. keep going.
Spiral out. keep going.
Spiral out. keep going.
song performed by Tool
Added by Lucian Velea
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There is a major ingredient missing from our perception of how changes are brought about; that ingredient is power.
quote by Paul Wellstone
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The Sorcerer: Act I
DRAMATIS PERSONAE
Sir Marmaduke Pointdextre, an Elderly Baronet
Alexis, of the Grenadier Guards--His Son
Dr. Daly, Vicar of Ploverleigh
John Wellington Wells, of J. W. Wells & Co., Family Sorcerers
Lady Sangazure, a Lady of Ancient Lineage
Aline, Her Daughter--betrothed to Alexis
Mrs. Partlet, a Pew-Opener
Constance, her Daughter
Chorus of Villagers
ACT I -- Grounds of Sir Marmaduke's Mansion, Mid-day
SCENE -- Exterior of Sir Marmaduke's Elizabethan Mansion, mid-day.
CHORUS OF VILLAGERS
Ring forth, ye bells,
With clarion sound--
Forget your knells,
For joys abound.
Forget your notes
Of mournful lay,
And from your throats
Pour joy to-day.
For to-day young Alexis--young Alexis Pointdextre
Is betrothed to Aline--to Aline Sangazure,
And that pride of his sex is--of his sex is to be next her
At the feast on the green--on the green, oh, be sure!
Ring forth, ye bells etc.
(Exeunt the men into house.)
(Enter Mrs. Partlet with Constance, her daughter)
RECITATIVE
MRS. P. Constance, my daughter, why this strange depression?
[...] Read more
poem by William Schwenck Gilbert
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If Power Alone Was the Ingredient
Is the power to be divisive,
Power given to provide one's own defeat?
Is the power to induce conflict misdirected?
Since this power driven,
Produces more of a madness.
Clear and complete.
If power alone was the ingredient,
To satisfy the masses as an instrument for peace.
Why does that power increase chaos?
And why is there little of that peace released?
If power alone was the ingredient,
To satisfy the masses as an instrument for peace!
Especially when no mention is made,
To a mixture fixed in spirituality...
With intent of purpose displayed to save!
If religiously applied,
By those who say...
They pray faithfully and obey!
And to 'who' and 'what'...
Generates a response to inflict those solutions,
To confuse with permission...
The ones listening who become impressed!
poem by Lawrence S. Pertillar
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Until Truth Is Faced
Until truth is faced,
And all deceptions and fantasies...
Have been erased to be replaced by honesty,
Hatred will continue to mask those charading...
Beliefs they have been selected to lead,
And not follow doctrines that protect the interests...
Of all humanity.
The acquiring of greed has been the main ingredient,
To invade and take...
From others to leave them bleeding.
The acquiring of greed has been the main ingredient,
With a faking of created faith...
To impress those oppressed,
Whose lives lived...
Are determined by some,
To be worthless!
Until truth is faced,
And all deceptions and fantasies...
Have been erased to be replaced by honesty,
There will be no peace that decreases fighting.
There will be no peace that increases love.
Until truth is faced,
There will always be wars.
There will always be the taking to claim ownership.
And a quest to seek a victory,
As if a watching and listening God does not exist.
As if God has permitted them to destroy this gift of life,
Given.
'Living in enforced isolation,
Does not broaden once's comprehension...
Of an accepted reality.
And the ones protecting lies with continued alibis,
Find themselves eventually victimized.'
poem by Lawrence S. Pertillar
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War And Peace—A Poem
THOU, bright Futurity! whose prospect beams,
In dawning radiance on our day-light dreams;
Whose lambent meteors and ethereal forms
Gild the dark clouds, and glitter thro' the storms;
On thy broad canvas fancy loves to trace,
Her brilliant Iris, drest in vivid grace;
Paints fair creations in celestial dyes,
Tints of the morn and blushes of the skies;
And bids her scenes perfection's robe assume,
The mingling flush of light, and life, and bloom.
Thou bright Futurity! whose morning-star
Still beams unveil'd, unclouded, from afar;
Whose lovely vista smiling Hope surveys,
Thro' the dim twilight of the silvery haze;
Oh! let the muse expand her wing on high,
Thy shadowy realms, thy worlds unknown descry;
Let her clear eye-beam, flashing lucid light,
Chase from thy forms th' involving shades of night;
Pierce the dark clouds that veil thy noontide rays,
And soar, exulting, in meridian blaze!
In bliss, in grief, thy radiant scenes bestow,
The zest of rapture, or the balm of woe!
For, as the sun-flower to her idol turns,
Glows in his noon, and kindles as he burns;
Expands her bosom to th' exalting fire,
Lives but to gaze, and gazes to admire;
E'en so to thee, the mind incessant flies,
From thy pure source the fount of joy supplies;
And steals from thee the sunny light that throws
A brighter blush on pleasure's living rose!
To thee pale sorrow turns her eye of tears,
Lifts the dim curtain of unmeasur'd years;
And hails thy promis'd land, th' Elysian shore,
Where weeping virtue shall bewail no more!
Now, while the sounds of martial wrath assail,
While the red banner floats upon the gale;
While dark destruction, with his legion-bands,
Waves the bright sabre o'er devoted lands;
While war's dread comet flashes thro' the air,
And fainting nations tremble at the glare;
To thee, Futurity! from scenes like these,
Pale fancy turns, for heav'n-imparted ease;
Turns to behold, in thy unclouded skies,
The orb of peace in bright perspective rise;
And pour around, with joy-diffusing ray,
Life, light, and glory, in a flood of day!
Thou, whose lov'd presence and benignant smile
[...] Read more
poem by Felicia Dorothea Hemans
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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;
[...] Read more
poem by Joel Barlow
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Light Burst, Confusion, First Thirst, Then Fusion, Flight
As nature hates a vacuum NOTHING can
be but a figment fragment second-guessed.
Reality and dreams combine, their quest
is thus to banish NOTHING then to span
creation’s vastness, scanning big bang's van,
from tao trip evolution's also-ran
to space displacement through one thousandth dan,
to Time condensing on initial jest
when request and inquest converge in gest.
Atoms void avoid, spin tails till trail's lost, rest
contest, contestants, distance, über plan,
arresting surface difference with zest.
From mess congestive to suggestive test
of chaos, universal fractal fest
patterns pitter patter, matter must
invent itself from, to, through, into dust.
./.
Before big bang rang change strange, range remaining still in flux
electrons once were strangers all to call of ‘fiat lux’.
Along came fission’s fusion, confusion first, then light
bequeathing mission’s clues upon delusion and delight.
This led to fate's conclusion, caused atoms to unite
the which, in turn, illusion lent woe_man - sum mum quite!
From chaos sprung our meeting, a marriage of convenience,
the which our rhymes are sweeting so judge linked lines with lenience.
When I was oxygenic and you two hydro genes
as dry as dust hygenic remained both Ways and Means,
as lonely and divided you me me…anderings,
unknown were helix he licks, and protoplasmic strings.
Unknown were then amoebae, or cells life's spells now bring,
like wise unfixed stoned genes' screen sticks, where species do their thing,
Thus life reached out, leached in for years before the Christian Right
decided seven days were all transforming night to right.
The Kansas Education Board's creation tale lies scored,
for aeons spun, together run, provided bread and board
for creatures wild - those really mild encountered some predators
before blind humankind assigned their carbon half-life daters.
Without our tryst few formal life forms on earth could ever
pursue existence ‘normal’, act out silly or feel clever.
When I was young and ignorant unknown to hair twins hydro
few days were spent in versing chant, reversing carbohydro
none fought for life on food chain link, existence ungalactic
they were a simple pair I think, electrons unclimactic.
But now beneath, above, beyond it is our joy to bond -
[...] Read more
poem by Jonathan Robin
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Orlando Furioso Canto 22
ARGUMENT
Atlantes' magic towers Astolpho wight
Destroys, and frees his thralls from prison-cell.
Bradamant finds Rogero, who in fight
O'erthrows four barons from the warlike sell,
When on their way to save an errant knight
Doomed to devouring fire: the four who fell
For impious Pinnabel maintained the strife,
Whom, after, Bradamant deprives of life.
I
Ye courteous dames, and to your lovers dear,
You that are with one single love content;
Though, 'mid so many and many, it is clear
Right few of you are of such constant bent;
Be not displeased at what I said whilere,
When I so bitterly Gabrina shent,
Nor if I yet expend some other verse
In censure of the beldam's mind perverse.
II
Such was she; and I hide not what is true;
So was enjoined me for a task by one
Whose will is law; therefore is honour due
To constant heart throughout my story done.
He who betrayed his master to the Jew
For thirty pence, nor Peter wronged, nor John,
Nor less renowned is Hypermnestra's fame,
For her so many wicked sisters' shame.
III
For one I dare to censure in my lays,
For so the story wills which I recite,
On the other hand, a hundred will I praise,
And make their virtue dim the sun's fair light;
But turning to the various pile I raise,
(Gramercy! dear to many) of the knight
Of Scotland I was telling, who hard-by
Had heard, as was rehearsed, a piercing cry.
IV
He entered, 'twixt two hills, a narrow way,
From whence was heard the cry; nor far had hied,
Ere to a vale he came shut out from day,
Where he before him a dead knight espied.
Who I shall tell; but first I must away
From France, in the Levant to wander wide,
Till I the paladin Astolpho find,
Who westward had his course from thence inclined.
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poem by Ludovico Ariosto
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Sir Hornbook
I.
O'er bush and briar Childe Launcelot sprung
With ardent hopes elate,
And loudly blew the horn that hung
Before Sir Hornbook's gate.
The inner portals opened wide,
And forward strode the chief,
Arrayed in paper helmet's pride,
And arms of golden leaf.
--"What means,"--he cried,--"This daring noise,
That wakes the summer day?
I hate all idle truant boys:
Away, Sir Childe, away!"--
--"No idle, truant boy am I,"--
Childe Launcelot answered straight;
--"Resolved to climb this hill so high,
I seek thy castle gate.
"Behold the talisman I bear,
And aid my bold design:"--
Sir Hornbook gazed, and written there,
Knew Emulation's sign.
"If Emulation sent thee here,"
Sir Hornbook quick replied,
"My merrymen all shall soon appear,
To aid thy cause with shield and spear,
And I will head thy bold career,
And prove thy faithful guide."--
Loud rung the chains; the drawbridge fell;
The gates asunder flew:
The knight thrice beat the portal bell,
And thrice he call'd "Halloo."
And out, and out, in hasty rout,
By ones, twos, threes, and fours;
His merrymen rush'd the walls without,
And stood before the doors.
II.
Full six and twenty men were they,
In line of battle spread:
The first that came was mighty A,
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poem by Thomas Love Peacock
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Truth
How did I get here
Think I know what I did
Always worked real hard
Maybe I missed something
I'm not into pointing fingers
Showin who's right or wrong
I just wanna keep it real
Cause maybe I was doin fine on my own
Listen:
I had a career before now didn't I
I had lots of friends before now didn't I
And I had my fans before now didn't I
And I had my family before now didn't I
Guess without you
My little life was nothing
But don't sweat it
Let's say we disagree so
Arguing ain't necessary cause
We both have out whole lives left to live
We're both consumed with jealousy
But the truth can set you free
Don't act like you don't know the truth
Cause deep down in your heart you do
Let it go
Ooh child
Things are gonna get easier
Ooh child thing will be bright cause
Truth will set you free
Conversations deep
When you talk to yourself
There's no wayt to cheat
Cause you know you can't be no one else
Won't trip out on disappointment
Cause failure is just not me
Still I gotta do my job
Cause you know my show can't go on without me
Listen:
I had a career before now didn't I
Sold out round the worl before now didn't I
I had a few hits before now didn't I
And danced until my feet were sore now didn't I
Guess without you
My little life was nothing
But don't sweat it
[...] Read more
song performed by Janet Jackson from All For You
Added by Lucian Velea
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A Degree
What value
a degree?
A degree is only
worth
what the market
can pay.
Paid from gross national product
a country produces.*
All education is down time... though
a necessary economic luxury.
There is also
credential inflation.**
Redundant technologies
new research techniques
undermining this value.
This is a degrees
financial value.
A degree
is a recognized
level of ignorance.
A measured graded
accounting of markers;
approved component knowledge,
research skills and diction.
Graduate, Honours, Masters, Ph.d.,
in a limited specialized area.
A degree may also
have an egotistical value
be necessary for a career
or needed self esteem.
This is a degrees
intrinsic value.***
If a degree is
necessary to you
it is worth something
essentially valuable
if not a degree
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poem by Terence George Craddock
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