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My life was on the line here and my career and everything I worked for, it was hanging by a thread.

quote by Rafael Palmeiro
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Double Helix Abecedarian - Xylophonic Resonance He Licks Enigmatic

XYLOPHONIC RESONANCE HE LICKS ENIGMATIC
Kindly refer to notes. and see Temptations and Poetic Pizza Extravaganza below :)

Xylophonic Resonance
double helix abecedarian

The first line begins with A and ends with Z
the next line begins with Z and ends with A
The next line begins with B and ends with Y
The next line begins with Y and ends with B
The next line begins with C and ends with X
The next line begins with X and ends with C

A to Z top down A to Z bottom up

All fizzle, finish frazzled, launched with fizZ.
Zero dreams teem when spirit seems at seA
Because most adepts of philosophY
Yearn for zenith seldom dwell on ebB,
Carpe diem value, seeking sea, sun, seX.
Xylem tree of life’s cannibalistiC
Desires corrupt deeds most men seW,
With survival’s urge soon lost indeeD.
Events churn causal patterns, AsimoV
Viewed clearly, took as starship journey cuE
Finding worlds which may appeal to yoU,
Unknown reader from beyond Time’s gulF -
Great divide between those past, those lefT -
Time travellers peruse these lines to sinG
High praise of poets who’ll know no more springS.
Spontaneousl prose poem picks pensive patH
In patter pattern, feet dance to empoweR.
Rhythm harmonious, need no alibI,
Joins sense, style versatile, from mind's H.Q.,
Questions seeks, finds answers. Soujourn’s hadJ
Knowledge acquires to share more than to keeP,
Pipes clear to others drifting through the darK.
Lark sings dawn’s welcome song, and each man’s taO
Opens connections, on life’s sea a-saiL
Ma d, sad, glad, bad, for threescore years and teN
Never certain of his mortal aiM,
Nor sure to gain posthumous fame, acclaiM,
Making ends meet in hope to rise agaiN
On judgement day should trust and faith prevaiL.
Life-spans increase but trite hullabaloO
Prepares too few for winding sheet, corpse starK,

[...] Read more

poem by Jonathan Robin
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Lining Track

This song was first released on the all aboard! album. it is the only album it has been released on.
Mo boys, is you right
Done got it right
All I hate about linin track
These ol boys are gonna break my back
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Down in the holler below the fleld
Angels working on the chariot wheel
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Mary and the babe was a sittin in the shade
Thinking on the money that I aint made
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Moses stood on the red sea shore
Gotta batten down the waves with a 2 by 4
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Now if I could I surely would
Stand on the rock where moses stood
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Matthew, mark, luke and john
All them disciples dead and gone
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Mo boys, is you right
Done got it right
All I hate about lining track
These ol boys about to break my back
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Words and music by huddie ledbetter

song performed by John Denver
Added by Lucian Velea
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Nite Line

Calling on the nite line
Waking me up
Calling on the nite line
(calling on the nite line)
Cant get enough
Calling on the nite line
(calling on the nite line)
Whisper in my ear
Sending through the fire line
(calling on the nite line)
What Id like to hear
Every night about midnight
The call comes through
You turn it on the nite line
cause you know just what to do
And Ill be waiting
(Ill be waiting)
By the phone
(by the phone) alone.
Calling on the nite line
Waking me up
(call me, baby)
Calling on the nite line - hee!
Cant get enough
(call me, darling)
Calling on the nite line - hee!
Whisper in my ear - aow!
Sending through the fire line
What Id like to hear
Make it person-to-person
Make it heart-to-heart
Darling, your communication
Is sending up sparks
Ill be waiting
(Ill be waiting)
By the phone
(by the phone)
Why dont you give me a call?
(calling on the nite line
Getting me up)
I wanna call
(calling on the nite line
Cant get enough)
Why dont you call me, baby? hee!
Call me on the nite line!
(call me, darling!)
Whisper in my ear
(wont you call me, baby!) hee!
Sending through the fire line
What Id like to hear - oo!

[...] Read more

song performed by Michael Jackson
Added by Lucian Velea
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The Line

Can U talk 2 me with your body, baby?
Can U tell me what I wanna hear?
Can U lay on me a good enough reason 2 cross the line?
Yeah, ho! {x2}
Can U be my lover and still be my friend? (Can U be my friend?)
Can U stick with me till the bitter end? (The bitter end)
Can U lay on me a good enough reason 2 cross the line?
Yeah, ho! (Cross the line)
CHORUS:
The line, line - it's a happy step 2 make
It takes time, time - all is what it takes
The line, line - and soon your life is so much better
The water's so much better on the other side (Cross the line)
Can U tolerate? Why am I not so free?
How I did the plan
Can U understand I'm a free man?
But will I stop the dam if I don't cross the line?
Yeah, ho! {x2}
Ow!
Hey
Cross the line sugar, cross the line {x2}
Cross the line
CHORUS
(Cross the line)
Cross the line sugar, cross the line {x3}
I want U 2 cross the line, hey! {sample used in "Acknowledge Me"}
Talk 2 me, say the things I wanna hear, oh!
Cross the line
Cross the line
Cross the line
Baby, baby, baby, can U make me cross the line?
Cross the line, sugar, cross the line
U know U got 2 cross the line!
(New dance) {repeat in BG}
People, people, I got a brand new dance {x2}
Ain't talkin' 'bout Housequake! No!
Ain't talkin' 'bout Shake 'N' Bake! No!
Ain't talkin' 'bout Rice-O-Roni! No!
I'm talkin' 'bout Macaroni? No!
Lord have mercy
Boni? (What?)
On the 2 (Yeah!)
What we gonna do? (Kangaroo!)
Say it! (Kangaroo!)
Come on
Boni? (What?)
On the 2 (Yeah!)
What U wanna do? (Kangaroo!)
Do the do (Do the do!)
Cross the line {repeat}

[...] Read more

song performed by Prince
Added by Lucian Velea
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I'm no longer blind (Quatern poetry)

(A Quatern is a sixteen line French form composed of four quatrains. It is
similar to the Kyrielle and the Retourne. It has a refrain that is in a
different place in each quatrain. The first line of stanza one is the second
line of stanza two, third line of stanza three, and fouth line of stanza four.
A quatern has eight syllables per line. It does not have to be iambic or follow
a set rhyme scheme. line 1 line 2 line 3 line 4 line 5 line 6 (line 1) line 7
line 8 line 9 line 10 line 11 (line 1) line 12 line 13 line 14 line 15 line 16
(line 1)

Dear Lord, please have mercy on me,
You're always near my painful soul,
You are my focus and my goal,
In the falling rain I'm your tree.

Help me for I am a sinner.
Dear Lord, please have mercy on me.
'Cause I'm Your humble devotee,
Asking Christ to come for dinner.

Guard Thou with light this pain of mine.
I'm no longer blind I can see.
Dear Lord, please have mercy on me.
Your words through me will always shine.

Save me by Your grace, set me free.
Keep my way, truth and life in Christ.
And so I'll know that Thou exist.
Dear Lord, please have mercy on me.

poem by Marieta Maglas
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First Book

OF writing many books there is no end;
And I who have written much in prose and verse
For others' uses, will write now for mine,–
Will write my story for my better self,
As when you paint your portrait for a friend,
Who keeps it in a drawer and looks at it
Long after he has ceased to love you, just
To hold together what he was and is.

I, writing thus, am still what men call young;
I have not so far left the coasts of life
To travel inland, that I cannot hear
That murmur of the outer Infinite
Which unweaned babies smile at in their sleep
When wondered at for smiling; not so far,
But still I catch my mother at her post
Beside the nursery-door, with finger up,
'Hush, hush–here's too much noise!' while her sweet eyes
Leap forward, taking part against her word
In the child's riot. Still I sit and feel
My father's slow hand, when she had left us both,
Stroke out my childish curls across his knee;
And hear Assunta's daily jest (she knew
He liked it better than a better jest)
Inquire how many golden scudi went
To make such ringlets. O my father's hand,
Stroke the poor hair down, stroke it heavily,–
Draw, press the child's head closer to thy knee!
I'm still too young, too young to sit alone.

I write. My mother was a Florentine,
Whose rare blue eyes were shut from seeing me
When scarcely I was four years old; my life,
A poor spark snatched up from a failing lamp
Which went out therefore. She was weak and frail;
She could not bear the joy of giving life–
The mother's rapture slew her. If her kiss
Had left a longer weight upon my lips,
It might have steadied the uneasy breath,
And reconciled and fraternised my soul
With the new order. As it was, indeed,
I felt a mother-want about the world,
And still went seeking, like a bleating lamb
Left out at night, in shutting up the fold,–
As restless as a nest-deserted bird
Grown chill through something being away, though what
It knows not. I, Aurora Leigh, was born
To make my father sadder, and myself
Not overjoyous, truly. Women know
The way to rear up children, (to be just,)

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Night People

(alan toussaint)
Night people, hanging out
Looking at each other waiting for something to happen
Night people, hanging out
Looking at each other
Waiting for soemthing to happen
While the day world is sleeping
Night people are creeping, hanging out
Looking at each other
When the day world stops moving
Night people start grooving, hanging out
Looking at each other
When the day bees stop buzzing
Night people start coming, hanging out
Waiting for something to happen
Night people , hanging out
Looking at each other
Waiting for something to happen
You dont get one thing
Without the other
We got to keep the world alive
If everybody went to sleep
At the same time,
Howd we keep the world alive
In a word we got the night people,
Night people, hanging out
Looking at each other
Waiting for something to happen
Got to see who is with you
Who is with me, who is with who, were hanging out
Looking at each other
Got to see whatcha wearing, whatcha got
Whatcha sharing , hanging out
Waiting for something to happen
As the day world goes by
Night people doing fine, hanging out
Looking at each other
When the day world starts humping
Night people start pumping, hanging out
Waiting for something to happen
Night people hanging out
Looking at each other
Waiting for soemthing to happen
Night people, hanging out
Looking at each other
Waiting for something to happen
Night people grooving , hanging out
Night people grooving
Night people grooving
Night people grooving

[...] Read more

song performed by Robert Palmer
Added by Lucian Velea
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Layin It On The Line

You see it every day in every way
We all hear the same routines
They all say that its okay
Just let us take care of everything
So we lay it on the line
Layin it on the line (layin it on the line)
Layin it all, right on the line
Just layin it on the line (layin it on the line)
Layin it all, were livin on the front line
I can see it in the faces
We got trouble in the streets tonight
And power keeps us in our places
And it doesnt matter if youre left or right
You lay it on the line
Layin it on the line (layin it on the line)
Just layin it all, right on the line
Layin it on the line, (layin it on the line)
Layin it all, right on the line
Take it to the wilderness
Into the jungle sun
Lookin for the voice of reason
Inside this babylon
Got u.s. boys on foreign soil
Spillin their blood to keep the peace
Cities will vanish in turmoil
While the sheiks lay sleepin on the beach
We lay it on the line
Layin it on the line (layin it on the line)
Layin it all, right on the line
Just layin it on the line (layin it on the line)
Layin it all, right on the line
Layin it on the line
Just layin it all
Layin it on the line
Just layin it all

song performed by Jefferson Starship
Added by Lucian Velea
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Layin It On The Line

You see it every day in every way
We all hear the same routines
They all say that its okay
Just let us take care of everything
So we lay it on the line
Chorus:
Layin it on the line, layin it on the line
Layin it all, right on the line
Just layin it on the line, layin it on the line
Layin it all, were livin on the front line
I can see it in the faces
We got trouble in the streets tonight
And power keeps us in our places
And it doesnt matter if youre left or right
You lay it on the line
Layin it on the line, layin it on the line
Just layin it all, right on the line
Layin it on the line, layin it on the line
Layin it all, right on the line
Take it to the wilderness
Into the jungle sun
Lookin for the voice of reason
Inside this babylon
(guitar solo)
Got u.s. boys on foreign soil
Spillin their blood to keep the peace
Cities will vanish in turmoil
While the sheiks lay sleepin on the beach
We lay it on the line
Layin it on the line, layin it on the line
Layin it all, right on the line
Just layin it on the line, layin it on the line
Layin it all, right on the line
Layin it on the line
Just layin it all
Layin it on the line
Just layin it all

song performed by Starship
Added by Lucian Velea
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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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California

California got her right
You will have to wait
Calling from the golden gate
Sentimental sparrows
Keeping me awake
Funny how the mornings late
Funny how the mornings late
Come around with your heavenly smile
Come around and drag me out again
After a while we can sit and watch them all rush by
Come around and drag me out again
Come around and drag me out again
Always wanted to leave
Always felt that Id get stopped
But I could never see myself
In anybody elses arms
In anybody elses arms
Come around with your heavenly smile
Come around and drag me out again
After a while we can sit and watch them all rush by
Come around and drag me out again
Come around and drag me out again
Always wanted to leave
Always felt that Id get stopped
But I could never see myself
No I could never see myself
With anybody else
If you want a piece of my life
Get in line, baby get in line
If you wanna kiss then do it fast
Get in line, baby get in line
If you wanna practice, spill the past
Get in line, baby get in line
Get in line, baby get in line
Californias angel
Its more than I can stand
Calling down the sunsets pain
Sentimental star unsolved
As soon as we wake
Funny in the morning state
Funny in this morning state
If you want a piece of my life
Get in line, baby get in line
If you wanna kiss then do it fast
Get in line, baby get in line
If you wanna practice, spill the past
Get in line, baby get in line
I will smile and chuckle till the last
Get in line, baby get in line
Get in line, baby get in line

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song performed by Gomez
Added by Lucian Velea
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Bishop Blougram's Apology

No more wine? then we'll push back chairs and talk.
A final glass for me, though: cool, i' faith!
We ought to have our Abbey back, you see.
It's different, preaching in basilicas,
And doing duty in some masterpiece
Like this of brother Pugin's, bless his heart!
I doubt if they're half baked, those chalk rosettes,
Ciphers and stucco-twiddlings everywhere;
It's just like breathing in a lime-kiln: eh?
These hot long ceremonies of our church
Cost us a little—oh, they pay the price,
You take me—amply pay it! Now, we'll talk.

So, you despise me, Mr. Gigadibs.
No deprecation—nay, I beg you, sir!
Beside 't is our engagement: don't you know,
I promised, if you'd watch a dinner out,
We'd see truth dawn together?—truth that peeps
Over the glasses' edge when dinner's done,
And body gets its sop and holds its noise
And leaves soul free a little. Now's the time:
Truth's break of day! You do despise me then.
And if I say, "despise me"—never fear!
1 know you do not in a certain sense—
Not in my arm-chair, for example: here,
I well imagine you respect my place
(Status, entourage, worldly circumstance)
Quite to its value—very much indeed:
—Are up to the protesting eyes of you
In pride at being seated here for once—
You'll turn it to such capital account!
When somebody, through years and years to come,
Hints of the bishop—names me—that's enough:
"Blougram? I knew him"—(into it you slide)
"Dined with him once, a Corpus Christi Day,
All alone, we two; he's a clever man:
And after dinner—why, the wine you know—
Oh, there was wine, and good!—what with the wine . . .
'Faith, we began upon all sorts of talk!
He's no bad fellow, Blougram; he had seen
Something of mine he relished, some review:
He's quite above their humbug in his heart,
Half-said as much, indeed—the thing's his trade.
I warrant, Blougram's sceptical at times:
How otherwise? I liked him, I confess!"
Che che, my dear sir, as we say at Rome,
Don't you protest now! It's fair give and take;
You have had your turn and spoken your home-truths:
The hand's mine now, and here you follow suit.

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poem by Robert Browning from Men and Women (1855)
Added by Veronica Serbanoiu
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Vicious Streak

What am I gonna do
I feel like Im on fire
If you only knew
That youre the object of desire
I keep hanging on, keep hanging on
And I swear by God that youre the only one
I keep hanging on, keep hanging on
And I swear by God that it wont be long
My aim is true
My vision is clear
My thoughts are crude
Whenever youre near
I keep hanging on, keep hanging on
And I swear by God that youre the only one
I keep hanging on, keep hanging on
And I swear by God that it wont be long
I keep hanging on
Youve got a vicious streak
For someone so young
Youre like solar flair
In the rising sun
I keep hanging on
I keep hanging on
I keep hanging on
I keep hanging on

song performed by New Order
Added by Lucian Velea
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Loves On The Line

Tell me baby
Have we lost everything that we had before
What do you do in the day
When I walk out the door
I can see you made up your mind
And I know our loves on the line
Loves on the line, our loves on the line
Loves on the line, our loves on the line
Loves on the line, our loves on the line
With each passing day
I gotta watch more and more what I say to you
I can feel your eyes looking through me
As I sit at the table at dinnertime
I can feel our loves on the line
Loves on the line, our loves on the line
Loves on the line, our loves on the line
Loves on the line, our loves on the line
I watch our kids
Growin up, going to school
Is there anything else for us now
Are we both just fools
Wasting our precious time
At night we lay in bed
But its like youre not even there
Theres something real bad
Going wrong somewhere
Last night I heard you cry
And I know our loves on the line
Loves on the line, our loves on the line
Loves on the line, our loves on the line
Loves on the line, our loves on the line
Loves on the line

song performed by Bruce Springsteen
Added by Lucian Velea
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The Witch of Hebron

A Rabbinical Legend

Part I.
From morn until the setting of the sun
The rabbi Joseph on his knees had prayed,
And, as he rose with spirit meek and strong,
An Indian page his presence sought, and bowed
Before him, saying that a lady lay
Sick unto death, tormented grievously,
Who begged the comfort of his holy prayers.
The rabbi, ever to the call of grief
Open as day, arose; and girding straight
His robe about him, with the page went forth;
Who swiftly led him deep into the woods
That hung, heap over heap, like broken clouds
On Hebron’s southern terraces; when lo!
Across a glade a stately pile he saw,
With gleaming front, and many-pillared porch
Fretted with sculptured vinage, flowers and fruit,
And carven figures wrought with wondrous art
As by some Phidian hand.

But interposed
For a wide space in front, and belting all
The splendid structure with a finer grace,
A glowing garden smiled; its breezes bore
Airs as from paradise, so rich the scent
That breathed from shrubs and flowers; and fair the growths
Of higher verdure, gemm’d with silver blooms,
Which glassed themselves in fountains gleaming light
Each like a shield of pearl.

Within the halls
Strange splendour met the rabbi’s careless eyes,
Halls wonderful in their magnificance,
With pictured walls, and columns gleaming white
Like Carmel’s snow, or blue-veined as with life;
Through corridors he passed with tissues hung
Inwrought with threaded gold by Sidon’s art,
Or rich as sunset clouds with Tyrian dye;
Past lofty chambers, where the gorgeous gleam
Of jewels, and the stainèd radiance

Of golden lamps, showed many a treasure rare
Of Indian and Armenian workmanship
Which might have seemed a wonder of the world:
And trains of servitors of every clime,
Greeks, Persians, Indians, Ethiopians,
In richest raiment thronged the spacious halls.

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poem by Charles Harpur
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The Cremona Violin

Part First

Frau Concert-Meister Altgelt shut the door.
A storm was rising, heavy gusts of wind
Swirled through the trees, and scattered leaves before
Her on the clean, flagged path. The sky behind
The distant town was black, and sharp defined
Against it shone the lines of roofs and towers,
Superimposed and flat like cardboard flowers.

A pasted city on a purple ground,
Picked out with luminous paint, it seemed. The cloud
Split on an edge of lightning, and a sound
Of rivers full and rushing boomed through bowed,
Tossed, hissing branches. Thunder rumbled loud
Beyond the town fast swallowing into gloom.
Frau Altgelt closed the windows of each room.

She bustled round to shake by constant moving
The strange, weird atmosphere. She stirred the fire,
She twitched the supper-cloth as though improving
Its careful setting, then her own attire
Came in for notice, tiptoeing higher and higher
She peered into the wall-glass, now adjusting
A straying lock, or else a ribbon thrusting

This way or that to suit her. At last sitting,
Or rather plumping down upon a chair,
She took her work, the stocking she was knitting,
And watched the rain upon the window glare
In white, bright drops. Through the black glass a flare
Of lightning squirmed about her needles. 'Oh!'
She cried. 'What can be keeping Theodore so!'

A roll of thunder set the casements clapping.
Frau Altgelt flung her work aside and ran,
Pulled open the house door, with kerchief flapping
She stood and gazed along the street. A man
Flung back the garden-gate and nearly ran
Her down as she stood in the door. 'Why, Dear,
What in the name of patience brings you here?

Quick, Lotta, shut the door, my violin
I fear is wetted. Now, Dear, bring a light.
This clasp is very much too worn and thin.
I'll take the other fiddle out to-night
If it still rains. Tut! Tut! my child, you're quite
Clumsy. Here, help me, hold the case while I -
Give me the candle. No, the inside's dry.

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poem by Amy Lowell
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Third Book

'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.

For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!

Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.

Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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I Got A Line On You

Yeah.
Oh yeah, come on.
Now, let me take you babe, down to the river bed
Well, I got to tell you something
That'll go right through your head
I got a line on you babe
[I got a line on you babe]
Yeah, I got a line on you
[I got a line on you babe]
Come on.
Now, put your arms around me, every little bit of your love
Oh, you know what to do, I'll make love to you
You got the right stuff, and I do too
I got a line on you babe
[I got a line on you babe]
Yeah, I got a line on you
[I got a line on you babe]
Yeah!
Got my eye on you babe, on your velvet skin
I wanna put my hands were they've never been
Get real hot in the midnight steam
Soaking in the rain of my favorite dream
Your lips are red, the moon is blue
I only ask you once what you want to do
Gonna touch you babe 'til the night is through
Look out honey, got a line on you
Oh yeah.
Oh, now the winter's almost over,
The summer she's coming on strong.
Oh I could love you, love you, love you, love you all year long
I got a line on you babe
[I got a line on you babe]
Yeah, I got a line on you
[I got a line on you babe]
Ah yeah!
I got a line on you babe
[I got a line on you babe]
Yeah, I got a line on you
Yeah, yeah, yeah!
I got a line on you babe
[I got a line on you babe]
I got a line on you
I got a line on you babe.

song performed by Alice Cooper
Added by Lucian Velea
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