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I tried to transform myself through characters throughout my career.

quote by Charlize Theron
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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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Revelations

Bless you for your anger,
Its a sign of rising energy.
(transform the energy to versatility and it will bring you prosperity)
Bless you for your sorrow,
Its a sign of vulnerability.
(transform the energy to sympathy and it will bring you love)
Bless you for your greed,
Its a sign of great capacity.
(transform the energy to giving,
Give as much as you wish to take and you will receive satisfaction)
Bless you for your jealousy,
Its a sign of empathy.
(transform the energy to admiration
And what you admire will become part of your life)
Bless you for your fear,
Its a sign of wisdom.
(transform the energy to flexibility and you will be free from what you fear)
Bless you for your search of direction.
(transform the energy to receptivity and the direction will come to you)
Bless you for the times you see evil.
(evil feeds on your support. feed not and it will self-destruct.
Shed light and it will cease to be)
Bless you for the times you feel no love.
Open your heart to life anyway
In time you will find love in you.
You are a sea of goodness,
You are a sea of love.
Bless you, bless you, bless you,
Bless you for what you are.
Count your blessings evry day for they are your protection
Which stand between you and what you wish not.
Count your curses and there will be a wall
Which stand between you and what you wish.
The world has all that you need
You have the power to attract what you wish.
Wish for health, wish for joy,
Remember, you are loved.
The world has all that you need
And you have the power to attract what you wish.
Wish for health, wish for joy,
Remember, you are loved.
I love you

song performed by Yoko Ono
Added by Lucian Velea
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Revelations

Bless you for your anger,
Its a sign of rising energy.
(transform the energy to versatility and it will bring you prosperity)
Bless you for your sorrow,
Its a sign of vulnerability.
(transform the energy to sympathy and it will bring you love)
Bless you for your greed,
Its a sign of great capacity.
(transform the energy to giving,
Give as much as you wish to take and you will receive satisfaction)
Bless you for your jealousy,
Its a sign of empathy.
(transform the energy to admiration
And what you admire will become part of your life)
Bless you for your fear,
Its a sign of wisdom.
(transform the energy to flexibility and you will be free from what you fear)
Bless you for your search of direction.
(transform the energy to receptivity and the direction will come to you)
Bless you for the times you see evil.
(evil feeds on your support. feed not and it will self-destruct.
Shed light and it will cease to be)
Bless you for the times you feel no love.
Open your heart to life anyway
In time you will find love in you.
You are a sea of goodness,
You are a sea of love.
Bless you, bless you, bless you,
Bless you for what you are.
Count your blessings evry day for they are your protection
Which stand between you and what you wish not.
Count your curses and there will be a wall
Which stand between you and what you wish.
The world has all that you need
You have the power to attract what you wish.
Wish for health, wish for joy,
Remember, you are loved.
The world has all that you need
And you have the power to attract what you wish.
Wish for health, wish for joy,
Remember, you are loved.
I love you

song performed by Yoko Ono
Added by Lucian Velea
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You Can Transform The Planet

YOU CAN TRANSFORM THE PLANET

You can transform the planet with your feelings, thoughts and deeds,

You can transform the planet when your conscious takes the lead.

For you were born into this land to contribute your talents that are very grand.

You can transform the planet with your heart filled with love,

Reaching out to help and touch everyone.

Yes, you can transform the planet

For your presence is needed here,

You can transform the planet for you are very dear.

Copyright 2010 Suzae Chevalier of Chevalier Originals, Inc.

IF PEOPLE WERE MORE LIKE BIRDS

Birds bring you love and light,

They are happy to fly around you day and night,

If people were more like birds,

There would be only loving words.

Yes, birds are as happy as can be,

Singing praise of Mother Earth joyfully

while flying from tree to tree.

How nice it would be if everyone was more

like a bird so happy and carefree and loving

Mother Earth Dearly.

The End.
7/27/2010
10: 26pm by Suzae Chevalier

poem by Suzae Chevalier
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The Loveable Characters

I long for the streets but the Lord knoweth best,
For there I am never a saint;
There are lovable characters out in the West,
With humour heroic and quaint;
And, be it Up Country, or be it Out Back,
When I shall have gone to my Home,
I trust to be buried 'twixt River and Track
Where my lovable characters roam.

There are lovable characters drag through the scrub,
Where the Optimist ever prevails;
There are lovable characters hang round the pub,
There are lovable jokers at sales
Where the auctioneer's one of the lovable wags
(Maybe from his "order" estranged),
And the beer is on tap, and the pigs in the bags
Of the purchasing cockies are changed.

There were lovable characters out in the West,
Of fifty hot summers, or more,
Who could not be proved, when it came to the test,
Too old to be sent to the war;
They were all forty-five and were orphans, they said,
With no one to keep them, or keep;
And mostly in France, with the world's bravest dead,
Those lovable characters sleep.

I long for the streets, but the Lord knoweth best,
For there I am never a saint;
There are lovable characters out in the West,
With humour heroic and quaint;
And, be it Up Country, or be it Out Back,
When I shall have gone to my Home,
I trust to be buried 'twixt River and Track
Where my lovable characters roam.

poem by Henry Lawson
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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

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poem by Samuel Butler
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Metamorphoses: Book The Eleventh

HERE, while the Thracian bard's enchanting strain
Sooths beasts, and woods, and all the listn'ing
plain,
The female Bacchanals, devoutly mad,
In shaggy skins, like savage creatures, clad,
Warbling in air perceiv'd his lovely lay,
And from a rising ground beheld him play.
When one, the wildest, with dishevel'd hair,
That loosely stream'd, and ruffled in the air;
Soon as her frantick eye the lyrist spy'd,
See, see! the hater of our sex, she cry'd.
Then at his face her missive javelin sent,
Which whiz'd along, and brusht him as it went;
But the soft wreathes of ivy twisted round,
Prevent a deep impression of the wound.
Another, for a weapon, hurls a stone,
Which, by the sound subdu'd as soon as thrown,
Falls at his feet, and with a seeming sense
Implores his pardon for its late offence.
The Death of But now their frantick rage unbounded grows,
Orpheus Turns all to madness, and no measure knows:
Yet this the charms of musick might subdue,
But that, with all its charms, is conquer'd too;
In louder strains their hideous yellings rise,
And squeaking horn-pipes eccho thro' the skies,
Which, in hoarse consort with the drum, confound
The moving lyre, and ev'ry gentle sound:
Then 'twas the deafen'd stones flew on with speed,
And saw, unsooth'd, their tuneful poet bleed.
The birds, the beasts, and all the savage crew
Which the sweet lyrist to attention drew,
Now, by the female mob's more furious rage,
Are driv'n, and forc'd to quit the shady stage.
Next their fierce hands the bard himself assail,
Nor can his song against their wrath prevail:
They flock, like birds, when in a clustring flight,
By day they chase the boding fowl of night.
So crowded amphitheatres survey
The stag, to greedy dogs a future prey.
Their steely javelins, which soft curls entwine
Of budding tendrils from the leafy vine,
For sacred rites of mild religion made,
Are flung promiscuous at the poet's head.
Those clods of earth or flints discharge, and these
Hurl prickly branches sliver'd from the trees.
And, lest their passion shou'd be unsupply'd,
The rabble crew, by chance, at distance spy'd
Where oxen, straining at the heavy yoke,
The fallow'd field with slow advances broke;
Nigh which the brawny peasants dug the soil,

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poem by Ovid
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Metamorphoses: Book The Sixth

PALLAS, attending to the Muse's song,
Approv'd the just resentment of their wrong;
And thus reflects: While tamely I commend
Those who their injur'd deities defend,
My own divinity affronted stands,
And calls aloud for justice at my hands;
Then takes the hint, asham'd to lag behind,
And on Arachne' bends her vengeful mind;
One at the loom so excellently skill'd,
That to the Goddess she refus'd to yield.
The Low was her birth, and small her native town,
Transformation She from her art alone obtain'd renown.
of Arachne Idmon, her father, made it his employ,
into a Spider To give the spungy fleece a purple dye:
Of vulgar strain her mother, lately dead,
With her own rank had been content to wed;
Yet she their daughter, tho' her time was spent
In a small hamlet, and of mean descent,
Thro' the great towns of Lydia gain'd a name,
And fill'd the neighb'ring countries with her fame.
Oft, to admire the niceness of her skill,
The Nymphs would quit their fountain, shade, or
hill:
Thither, from green Tymolus, they repair,
And leave the vineyards, their peculiar care;
Thither, from fam'd Pactolus' golden stream,
Drawn by her art, the curious Naiads came.
Nor would the work, when finish'd, please so much,
As, while she wrought, to view each graceful touch;
Whether the shapeless wool in balls she wound,
Or with quick motion turn'd the spindle round,
Or with her pencil drew the neat design,
Pallas her mistress shone in every line.
This the proud maid with scornful air denies,
And ev'n the Goddess at her work defies;
Disowns her heav'nly mistress ev'ry hour,
Nor asks her aid, nor deprecates her pow'r.
Let us, she cries, but to a tryal come,
And, if she conquers, let her fix my doom.
The Goddess then a beldame's form put on,
With silver hairs her hoary temples shone;
Prop'd by a staff, she hobbles in her walk,
And tott'ring thus begins her old wives' talk.
Young maid attend, nor stubbornly despise
The admonitions of the old, and wise;
For age, tho' scorn'd, a ripe experience bears,
That golden fruit, unknown to blooming years:
Still may remotest fame your labours crown,
And mortals your superior genius own;
But to the Goddess yield, and humbly meek

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poem by Ovid
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Metamorphoses: Book The Third

WHEN now Agenor had his daughter lost,
He sent his son to search on ev'ry coast;
And sternly bid him to his arms restore
The darling maid, or see his face no more,
But live an exile in a foreign clime;
Thus was the father pious to a crime.
The Story of The restless youth search'd all the world around;
of Cadmus But how can Jove in his amours be found?
When, tir'd at length with unsuccessful toil,
To shun his angry sire and native soil,
He goes a suppliant to the Delphick dome;
There asks the God what new appointed home
Should end his wand'rings, and his toils relieve.
The Delphick oracles this answer give.
"Behold among the fields a lonely cow,
Unworn with yokes, unbroken to the plow;
Mark well the place where first she lays her down,
There measure out thy walls, and build thy town,
And from thy guide Boeotia call the land,
In which the destin'd walls and town shall stand."
No sooner had he left the dark abode,
Big with the promise of the Delphick God,
When in the fields the fatal cow he view'd,
Nor gall'd with yokes, nor worn with servitude:
Her gently at a distance he pursu'd;
And as he walk'd aloof, in silence pray'd
To the great Pow'r whose counsels he obey'd.
Her way thro' flow'ry Panope she took,
And now, Cephisus, cross'd thy silver brook;
When to the Heav'ns her spacious front she rais'd,
And bellow'd thrice, then backward turning gaz'd
On those behind, 'till on the destin'd place
She stoop'd, and couch'd amid the rising grass.
Cadmus salutes the soil, and gladly hails
The new-found mountains, and the nameless vales,
And thanks the Gods, and turns about his eye
To see his new dominions round him lye;
Then sends his servants to a neighb'ring grove
For living streams, a sacrifice to Jove.
O'er the wide plain there rose a shady wood
Of aged trees; in its dark bosom stood
A bushy thicket, pathless and unworn,
O'er-run with brambles, and perplex'd with thorn:
Amidst the brake a hollow den was found,
With rocks and shelving arches vaulted round.
Deep in the dreary den, conceal'd from day,
Sacred to Mars, a mighty dragon lay,
Bloated with poison to a monstrous size;
Fire broke in flashes when he glanc'd his eyes:
His tow'ring crest was glorious to behold,

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poem by Ovid
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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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Metamorphoses: Book The Tenth

THENCE, in his saffron robe, for distant Thrace,
Hymen departs, thro' air's unmeasur'd space;
By Orpheus call'd, the nuptial Pow'r attends,
But with ill-omen'd augury descends;
Nor chearful look'd the God, nor prosp'rous spoke,
Nor blaz'd his torch, but wept in hissing smoke.
In vain they whirl it round, in vain they shake,
No rapid motion can its flames awake.
The Story of With dread these inauspicious signs were view'd,
Orpheus And soon a more disastrous end ensu'd;
and Eurydice For as the bride, amid the Naiad train,
Ran joyful, sporting o'er the flow'ry plain,
A venom'd viper bit her as she pass'd;
Instant she fell, and sudden breath'd her last.
When long his loss the Thracian had deplor'd,
Not by superior Pow'rs to be restor'd;
Inflam'd by love, and urg'd by deep despair,
He leaves the realms of light, and upper air;
Daring to tread the dark Tenarian road,
And tempt the shades in their obscure abode;
Thro' gliding spectres of th' interr'd to go,
And phantom people of the world below:
Persephone he seeks, and him who reigns
O'er ghosts, and Hell's uncomfortable plains.
Arriv'd, he, tuning to his voice his strings,
Thus to the king and queen of shadows sings.
Ye Pow'rs, who under Earth your realms extend,
To whom all mortals must one day descend;
If here 'tis granted sacred truth to tell:
I come not curious to explore your Hell;
Nor come to boast (by vain ambition fir'd)
How Cerberus at my approach retir'd.
My wife alone I seek; for her lov'd sake
These terrors I support, this journey take.
She, luckless wandring, or by fate mis-led,
Chanc'd on a lurking viper's crest to tread;
The vengeful beast, enflam'd with fury, starts,
And thro' her heel his deathful venom darts.
Thus was she snatch'd untimely to her tomb;
Her growing years cut short, and springing bloom.
Long I my loss endeavour'd to sustain,
And strongly strove, but strove, alas, in vain:
At length I yielded, won by mighty love;
Well known is that omnipotence above!
But here, I doubt, his unfelt influence fails;
And yet a hope within my heart prevails.
That here, ev'n here, he has been known of old;
At least if truth be by tradition told;
If fame of former rapes belief may find,
You both by love, and love alone, were join'd.

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poem by Ovid
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A Mirror Image

How many times when reading a book,
do we identify with the characters within?
Their traits they have we share,
their loves and heartaches
their lives go through somehow mirror our own.
It’s as if the author was writing about us.
As though he has put us under a microscope
and then writing down everything, he saw.
However, we know this isn’t so
because he or she has written
segments of their own life
and by accident they happen to mirror ours.
Every writer will tell you
that they have their characters under control.
Having written numerous novels,
I know the characters take on a life of their own
and do what they want to do.
We become their instrument as they guide us on our way.
We end up writing what they want us to say.
To every writer his characters are real,
they live, breathe and feel.
The more you write about them,
the more alive they become.
So the next time you pick up a book
and the characters seem real,
they probably are to the author
who looks after them.

24 September 2008

poem by David Harris
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Hudibras: Part 3 - Canto I

THE ARGUMENT

The Knight and Squire resolve, at once,
The one the other to renounce.
They both approach the Lady's Bower;
The Squire t'inform, the Knight to woo her.
She treats them with a Masquerade,
By Furies and Hobgoblins made;
From which the Squire conveys the Knight,
And steals him from himself, by Night.

'Tis true, no lover has that pow'r
T' enforce a desperate amour,
As he that has two strings t' his bow,
And burns for love and money too;
For then he's brave and resolute,
Disdains to render in his suit,
Has all his flames and raptures double,
And hangs or drowns with half the trouble,
While those who sillily pursue,
The simple, downright way, and true,
Make as unlucky applications,
And steer against the stream their passions.
Some forge their mistresses of stars,
And when the ladies prove averse,
And more untoward to be won
Than by CALIGULA the Moon,
Cry out upon the stars, for doing
Ill offices to cross their wooing;
When only by themselves they're hindred,
For trusting those they made her kindred;
And still, the harsher and hide-bounder
The damsels prove, become the fonder.
For what mad lover ever dy'd
To gain a soft and gentle bride?
Or for a lady tender-hearted,
In purling streams or hemp departed?
Leap'd headlong int' Elysium,
Through th' windows of a dazzling room?
But for some cross, ill-natur'd dame,
The am'rous fly burnt in his flame.
This to the Knight could be no news,
With all mankind so much in use;
Who therefore took the wiser course,
To make the most of his amours,
Resolv'd to try all sorts of ways,
As follows in due time and place

No sooner was the bloody fight,
Between the Wizard, and the Knight,

[...] Read more

poem by Samuel Butler
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I have friends, African American actors, who've had more of a struggle; hopefully they're starting to see some air and light now. But in my directing career, in my acting career, in my producing career, I haven't been bound by a lot of limitations. When I first started doing these kinds of unique characters, these diverse characters, there was hardly anybody doing them. So I had this open road.

quote by Forest Whitaker
Added by Veronica Serbanoiu
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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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Meet The Creeper

Creature core you cant ignore
I got a 5000 fingers of dead yeah
A rats are we you cant break free
Youre with the livin on your bed yeah!
Meet the creeper, take it deeper!
Meet the creeper, yeah!
Yeah!
I see the dead in your eyes!
I transform in the skies!
Stabbin out the citys crowd
Like a dagger fallin on your baby
Thrill the kill I know you will
Feed the monster and the lady
Meet the creeper, take it deeper!
Meet the creeper, yeah!
Yeah!
I see the dead in your eyes!
I transform in the skies!
Creature core you cant ignore
I got a 5000 fingers of dead yeah
A rats are we you cant break free
Youre with the livin on your bed yeah!
Meet the creeper, take it deeper!
Meet the creeper, yeah!
Yeah!
I see the dead in your eyes!
I transform in the skies!
Meet the creeper ahhhh
Meet the creeper ahhhh
Meet the creeper ahhhh
Meet the creeper

song performed by Rob Zombie
Added by Lucian Velea
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Metamorphoses: Book The Fifth

WHILE Perseus entertain'd with this report
His father Cepheus, and the list'ning court,
Within the palace walls was heard aloud
The roaring noise of some unruly crowd;
Not like the songs which chearful friends prepare
For nuptial days, but sounds that threaten'd war;
And all the pleasures of this happy feast,
To tumult turn'd, in wild disorder ceas'd:
So, when the sea is calm, we often find
A storm rais'd sudden by some furious wind.
The Story of Chief in the riot Phineus first appear'd,
Perseus The rash ringleader of this boist'rous herd,
continu'd And brandishing his brazen-pointed lance,
Behold, he said, an injur'd man advance,
Stung with resentment for his ravish'd wife,
Nor shall thy wings, o Perseus, save thy life;
Nor Jove himself; tho' we've been often told
Who got thee in the form of tempting gold.
His lance was aim'd, when Cepheus ran, and said,
Hold, brother, hold; what brutal rage has made
Your frantick mind so black a crime conceive?
Are these the thanks that you to Perseus give?
This the reward that to his worth you pay,
Whose timely valour sav'd Andromeda?
Nor was it he, if you would reason right,
That forc'd her from you, but the jealous spight
Of envious Nereids, and Jove's high decree;
And that devouring monster of the sea,
That ready with his jaws wide gaping stood
To eat my child, the fairest of my blood.
You lost her then, when she seem'd past relief,
And wish'd perhaps her death, to ease your grief
With my afflictions: not content to view
Andromeda in chains, unhelp'd by you,
Her spouse, and uncle; will you grieve that he
Expos'd his life the dying maid to free?
And shall you claim his merit? Had you thought
Her charms so great, you shou'd have bravely sought
That blessing on the rocks, where fix'd she lay:
But now let Perseus bear his prize away,
By service gain'd, by promis'd faith possess'd;
To him I owe it, that my age is bless'd
Still with a child: Nor think that I prefer
Perseus to thee, but to the loss of her.
Phineus on him, and Perseus, roul'd about
His eyes in silent rage, and seem'd to doubt
Which to destroy; 'till, resolute at length,
He threw his spear with the redoubled strength
His fury gave him, and at Perseus struck;
But missing Perseus, in his seat it stuck.

[...] Read more

poem by Ovid
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A vampire's beauty

THE SUN SETS AS THE MOON RISES THE MEMBERS OF MY CLAN RISE FROM THE SHADOWS WE CLMB TO THE ROOFS OF OUR HOUSE AND HOWL AT THE MOON THEN THE NIGHTMARE BEGINS AGAIN FOR THESE MORTALS AS WE DESTROY THEM ONE BY ONE EATING THEIR INSIDES THEIR BLOOD DRIPS FROM MY FANGS I'VE BECOME THE ONE THING I WAS SUPPOSE TO DESTROY.WE RUN AND RUN FOR MILES IN SEACH OF FOOD OR VAMPIRES THE BLOOD OF A VAMPIRE DEALY TO MAN BUT DELIOUS TO US BUT AS WE FIND A VAMPIRE AWAY FROM HER CLAN I CONER HER BUT WHEN I SEE HER FACE I STARE INTO HER BEAUTIFUL BROWN EYES ASWELL AS HER NATURAL BEAUTY I GO FOR THE KILL BUT WHEN I DO SHE STARE RIGHT BACK INTO MY EYES I HEAR THE HOWL TO LEAVE FOR THE SUN IS RISEING AND WE CANT BE SEEN IN ARE WOLF FORM WE HEAD BACK TO OUR HOUSES AS ANGERY TEENAGERS BUT THE ONLY THING I WAS THINKING OF WAS THAT VAMPIRE AND HOW CAN WE KILL SOMETHING SO BEAUTIFUL BUT YET I REALIZED THAT VAMPIRE WAS THE ONE WHO KILL OUR LEADER THE WHITE WOLF MY ANGER IS BEENING UNLEASH BUT THE CLAN STOPS ME FROM TRANSFORMING AGAIN.
THE FOLLOWING NIGHT THE CLAN REGROUPS AT THE SAME LOCATION WERE A SAW HER WE TRANSFORM BACK INTO HUMANS BUT WE STAY HIDDEN HOURS GO BY SHE CAUGHT OUR SCENT SHE FALLS RIGHT FOR OUR TRAP WE FOLLOW HER AND WHEN WE CONERED HER I TRANSFORM BACK INTO A WOLF BUT WHEN I GO FOR THE KILL HER CLAN APPERS OUT OF NO WHERE WE WERE EACH IN A BATTLE BUT WHEN SHE STRIKES I STOPED HER AND BEAT HER BADLY IF ONLY I WOULD HAD CLAWED HER SHE WOULD HAD BEEN DEAD BY KNOW BUT I KEEP HER AS A PERSONER AND LET HER WATCH US DEVARE HER CLANS BY THE TIME WE'RE DONE THE SUN IS ALREADY RISEING WE DESCIED TO TAKE HER TO OUR UNDER GROND LAIR AND KEEP HER THERE UNTIL I DESCIED WHEN TO KILL HER AND SHE OPENS HER EYES AS WE BEGIN TO CHANGE BACK INTO HUMANS I CARRY HER TO THE LAIR THE ONLY THING I TOLD HER HERE JUST DRINK I CUT MY WRIST AND SHE BEGINS TO DRINK BUT AFTER SHE FINSH SHE PASSES OUT AND BEGAN TO COUGH OUT BLOOD. FOUR DAYS GO BY AND SHE WAKES UP A HUMAN NO LONGER A VAMPIRE BECAME WEAKER AND WEAKER BUT YET NO MORE DANGER WELL COME NEAR HER AGAIN FOR WHEN THE FULL MOON RISES AGAIN SHE'LL TURN INTO A WOLF THE EVERYSAME THING THAT HAPPENED TO HER HAPPENED TO ME AS THIS STORY ENDS I TAKE HER WITH ME OUTSIDE AND WE HOWL TO THE MOON AND TRANSFORM INTO WOLVES ONCE MORE AND THE HUNT BEGINS AGAIN.

poem by Micheal Diaz
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Character is something you forge for yourself; temperament is something you are born with and can only slightly modify. Some people have easy temperaments and weak characters; others have difficult temperaments and strong characters. We are all prone to confuse the two in assessing people we associate with. Those with easy temperaments and weak characters are more likable than admirable; those with difficult temperaments and strong characters are more admirable than likable. Of course, the optimum for a person is to possess both an easy temperament and a strong character, but this is a rare combination, and few of us are that lucky.

quote by Sydney J. Harris
Added by Veronica Serbanoiu
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The Cinematic

It's a strange task to put something down in ink
The things worth saying
Are the things that can't be said- I think
The songs that mean something to sing
Are beyond words above language
The kind you can't directly engage
All this to say what I now say
Is worth saying, worth it to me

When I write a movie script
There's something about me
That becomes
Invested
Inserted
Infused
Into my characters, it's a feeling that is foreign
For I feel what they feel and not what I fell
And yet their person flows from who I am, closer than kin
Simultaneously their emotions are born of mine
As their emotions are born in me.
It's not quite as if I see what they see
And yet they are me, more than just a sign
Of something I feel, something I thought
They're a piece of myself that I brought
To fictional life with words that don't
Describe all that they are, nor all I am
Sometimes it feels like their identity hits me, unplanned
But then there's the sense it was always there
Was always here
Was always me-

Some characters scare me
Are they all pieces of myself?
Are they all mine? If they're mine are they me?
Do I have that darkness? Their darkness?
That light? Their light?
That hope? Their hope?
That despair? Their despair?
That love? Their love?
That hate? Their hate?
Is everyone so attached to their characters?
I feel their pain it makes me cry
I cry real tears in fake dreams
Fake stories with fake screams
If it's all so fake, then why?
So close, so near, and when they die...
Do I lose them? Do they live forever
Without ever living or do they die and
Pass away? Am I allowed to wonder such things, allowed to ponder?
One thing I know

[...] Read more

poem by David Knox
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