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When you act, you're always playing a version of yourself. You can't bring more to the role than what you are.

quote by Bradley Whitford
Added by Veronica Serbanoiu
Comment! | Vote! | Copy! | In Romanian

Night Bring Me My Lover

Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
Night, bring me my lover
Baby, night is sweet?
To each other thats the way we meet
I went all day for night to come
When I ? so easy
Do you want my lover, baby
Exchanging smiles and glances,
Just by to take my chances
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
Night, bring me my lover
Youre the living cruel
To satisfy each other, thats the loving truth
One day is all I want belong to ? baby
Thats the way I found you, lover?
Each other
Nights brought us one another
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
(Im so high) Im in love tonight
(so high) I think our love is so right
(so high) ? tomorrow-morrow
Night (bring me my lover)
Bring me my lover,
Night
(bring me my lover)
Bring me my lover, night
The night has brought me you, ooooh
Night (bring me my lover)
Bring me my lover, night
(bring me my lover)
Bring me my lover, night
The night has brought me you, ooh
Night (bring me my lover)
Bring me my lover, night
(bring me my lover)

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song performed by Gloria Estefan
Added by Lucian Velea
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Interpretations

INTERPRETATIONS

Fat fortune's made, flat wife Dow fed
rat’s force runes laid, bat - strife - ciao - bed.

Version I Final Hour
Undefeated, all round oppressed,
pun deleted, fall sound suppressed.

Version II Foresight
Insightful plans in stealth prepared
sin, night, culls man, win’s wealth despaired.

Version III Adultery
Distresses through, fears one must stifle,
mistresses two, years won, lust, trifle.

Version IV Dixit Spouse
He’d rule, make hay, term ends today,
heed fool, fake bay, worm wends to play.

Version V Dixit Daughter
Who hid himself behind his wealth
in failing health must part from pelf.

Version VI Dixit Son
Abusing all, refusing fall,
lewd now must stall, cued to Death’s call

Version VII Dixit Bureaucrat
Who played sly hand, f[l]ame fanned, cold dust,
grew, greyed, sigh banned, aim sand, old, bust.

Version VIII Conclusion
Statistics show life’s little glow
soon ebbs, tide’s flow goes where none know.
Bonanza dreams, boon nailed, no shows,
so stanza schemes soon fail, flow slows.

23 March 1975 revised 4 February 2009
robi03_1464_robi03_0000 HXX_MXX
For previous version entitled The Art of Interpretation see below
f[l]ame: aim’s fame flame lame

The Art of Interpretation

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poem by Jonathan Robin
Added by Poetry Lover
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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
Added by Poetry Lover
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Seasonable Retour-Knell

SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS

Author notes

A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000

In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.

For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.

Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.

One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.

Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER

Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.

Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.

AUTUMN WINTER

Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.

Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,

[...] Read more

poem by Jonathan Robin
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Your Love

[jay-z]
Christion.. listen
Uhh, jigga
How easy is that?
Lame mad cause the game that i, spat at his chick
So i had to double back quick, and clap at his click
Soon as the smoke cleared, i got back in his *bitch*
Tell that man son, i ain't your ave-rage
My-rap-is-as-sick-as-it-gets
All the while, hand my hand on her, ass and hips
Told her, "let's get gone; listen to christion"
Play full of smoke, take small pulls to choke
She almost overdosed, how them cats hold their notes
Know that the flow's no joke, mine strictly fold dough
And since you over age, and, i'm overpaid
We can play in the rover til the verse is over.. jay
[christion] (bring back your love) bring back your love babe
[jay-z] for the color y'all (bring back your love) funk dat
[christion] bring back your love
[jay-z] (bring back your love) geyeah
[christion] bring back your love babe
[jay-z] right, for the color y'all (bring back your love) uh
[christion] bring back your love (two, three)
[jay-z] turn that up.. uh-huh
[christion]
I... uhh, think of you
Late at night (uh-huh) love that's all i do
Tell me why (uh-huh, jigga, uh-huh) do you have to leave
Love me lady (uh) c'mon (uh) bring it back to meee..
[jay-z] for the color (bring back your love) yea
[christion] bring back your love bab-ay
[jay-z] (bring back your love) yea
[christion] begging you bring it back to meee
[jay-z] (bring back your love) uh-huh, who you wit
[christion] uh-huh, baby come on back
[jay-z] (bring back your love) oh yea
[christion] bring back your love
[jay-z] yeah, yeah, pause .. who you wit
[christion]
Love (uh-huh), is a funny thing
When i'm with your babe (gi geya) you make my heart sing
It's so cold .. it's so colllld .. inside my bed
Come back home (yea) .. come back home ..
Because i don't wanna fuss and fight (funk dat)
Baby i wanna talk, about you and me
This ain't the way it's 'sposed to be
I don't wanna be alone, so bring back your love
[jay-z] uh, uh, uh (bring back your love) yea
[christion] do you wanna hear me beg baby
[jay-z] uh-huh uh uh (bring back your love)

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song performed by Jay-Z
Added by Lucian Velea
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Hip Hop It Really Rocks

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Pop...
Botched up and rocked by hip hop,
Is no longer the main 'thing' on the scene.
With a meaning meant,
Like the appetite for Fort Knox.
And pop now in shambles.
Struggling not to be completely dropped.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

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poem by Lawrence S. Pertillar
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Blue Skies Bring Tears

Unleash the armageddon
So all the children go to heaven
I sit by quiet still
With their pictures on my eyes
You'll draw the guns your given
Write down the words as written
And never disturb the presense
Of resurrection touch

And it's about time
It's about drawing near
Blue skies bring tears
Blue skies bring tears
Blue skies bring tears

Descend the darkened stairway
Make hate with plastic playmates
And fire out remaining traces
Of your self esteem
Mainline the deepest secrets
Lick clean the dirty fingers
I am a stranger to you
As you are to yourself

And it's about time
It's about fear
Blue skies bring tears
Don't you want me (don't want you)
Cause I await cityside
We'll watch the seas start to die

Blue skies bring tears
Take me inside your body
Blue skies bring tears
Cover me with your soul
Blue skies bring tears
To the darkest reasons
Blue skies bring tears
Is where I wish to go
Blue skies bring tears
You are the sweetest flower
Blue skies bring tears
That I have ever devoured
Blue skies bring tears
I ask for nothing given
Blue skies bring tears
For nothing in return
Blue skies bring tears
Blue skies bring tears
Blue skies bring tears

[...] Read more

song performed by Smashing Pumpkins from Machina: The Machines Of God
Added by Lucian Velea
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What Can You Bring Me

(j gadson)
When your lovin is gone
And you cant carry on
What can you bring me
When there aint nobody else
And you cant help yourself
What can you bring me
What can you bring me
Can you bring me that happy day
Let me know that everything is ok
Bring it strong and bring it fast
Bring it till the pain is in the past
What can you bring me, thatll unchain me
What can you bring me
What can you bring me baby
What can you bring me
Like a amn whose on that road, drivin hard towards his goal
Like Im on my last go round
My love lifes lost and cant be found
What can you bring me
What can you bring me
Hurry baby, dont waste time
I need somebody, help me solve this crime
Bring it strong and bring it fast
Bring it till the pain is in the past
What can you bring me, thatll unchain me
What can you bring me
What can you bring me
What can you bring me
What can you bring me
What can you bring me
Help my equilibrium baby
What can you bring me
What can you bring me
What can you bring me
What can you bring me

song performed by Robert Palmer
Added by Lucian Velea
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Mix Up, Mix Up

Oh lord, oh lord, oh lord, yeah!
Well, its not easy,
Its not easy
Speak the truth, come on, speak. eh, now!
It ever cause it what it will:
He who hide the wrong he did
Surely did the wrong thing still.
Get in the studio of -
Studio of time and experience
Here we experience the good and bad;
What we have, and what we had -
This session (session),
Not just another version (version).
Oh lord, give me a session (session),
Not another version (version)!
Theyre so much stumbling blocks right in-a our way:
Monday, tuesday, wednesday, thursday, friday;
Theres so much wanting, so much gaining, so much have done.
Too much little mix-up, in the mix-up, yes!
Too much little mix up!
Too much of this mix up - mix up!
I was born in the country, right on top of the hill
I still remain, I know I still, I will-a,
But through your f...in respect and through your false pride
Someone wanna take jah - jah - jah children for a ride!
Shut up! open the gate, and let the saints through.
Please make it a session (session);
Not another version (version);
Ooh, please make it a session (session);
Not another version (version)!
Hey, you been talkin all your mouth full of lies,
Sitting there toppling and, lord, they criticize.
So through the eyes of the fool the deaf is wise,
And through the eyes of the wise the fool is size.
Saying is too much mix up - mix up!
Saying is too much mix up - mix up!
I wanna clear the wheel once and for all;
I wanna clear my wheels, I dont care who fall!
I gotta clear my wheels once and for all;
Clear my wheels, I dont care who fall - fall:
(too much mix-up - mix-up!)
---
/guitar solo/
---
Hey! mr. music, why dont you wanna play?
Dont you know today is a bright holiday? yeah! (holiday)
Some people waiting for the message that you bring,
They listening to every word that youll sing.
Singing: (too much mix-up - mix-up -
(too much little mix up!)

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song performed by Bob Marley
Added by Lucian Velea
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Playing With The Boys

Id say it was the right time
To walk away
When dreaming takes you nowhere
Its time to play
Bodies working overtime
Your money dont matter
The clock keeps ticking
When someones on your mind
Im moving in slow motion
Feels so good
Its a strange anticipation
Knock, knock, knocking on wood
Bodies working overtime
Man against man
And all that ever matters
Is baby whos ahead in the game
Funny but its always the same
Playing, playing with the boys
Playing, playing with the boys
After chasing sunsets
One of lifes simple joys
Is playing with the boys
Said it was the wrong thing
For me to do
I said its just a boys game
Girls play too
My heart is working overtime
In this kind of game
People get hurt
Im afraid that someone is me
If you want to find me, Ill be
Playing, playing with the boys
Staying, playing with the boys
After chasing sunsets
One of lifes simple joys
I dont want to be the moth around your fire
I dont want to be obsessed by my desire
Im ready, Im leaving
Ive seen enough
...with the boys
Ive seen enough
You play too rough
Playing, playing with the boys
Ill be staying, playing with the boys
After chasing sunsets
One of lifes simple joys
Is playing with the boys
Playing with the boys
Playing
Playing

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song performed by Kenny Loggins
Added by Lucian Velea
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Houseful Of Nothing

Talking to your lover
On a non existent phone
Houseful of nothing
The joyous conversation
Of a creature quite alone
Houseful of nothing
The whir of passing traffic
The sighing of the breeze
Houseful of nothing
The awareness of a culture
That is fading by degrees
Houseful of nothing
A hint of a shadow
Or a picture by the door
Houseful of nothing
The creak of a staircase
Or the flexing of the floor
Houseful of nothing
The light spreading even
Neither glaring nor too dark
Houseful of nothing
All finished had blended
Leaving surface with no mark
Houseful of nothing
One time in a lifetime
Understand just what you own
No-one
Owns the sunshine
And possession is a stone
One time in a lifetime
Try to glimpse just who you are
All that learning
All those ages
Have you really come so far?
The traces of a perfume
Half-remembered from the past
Houseful of nothing
The ringing of a catchphrase
From a cherished telecast
Houseful of nothing
Nothing in the corner
Nothing on the wall
Houseful of nothing
It makes you laugh to think
That there were ever things at all
Houseful of nothing
One time in a lifetime
Will you use the things you know
Will you passing
Make a difference

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song performed by Human League
Added by Lucian Velea
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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 -

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poem by Jonathan Robin
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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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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.

[...] Read more

poem by Anne Bradstreet
Added by Poetry Lover
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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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Linux Concept(.SVCPD)

Name: Standardize Version Compatible Package Deployment.

Goals: 1. Make All Software On Linux Compatible By A Version Standard.

a: By this if you name something name_x.x.x.(1) and something else of the same version will not conflict with it. Only the number in the brackets will be important for this standardisation. Allow the software creators, programmers, and designers to state what stage the software is in. Why because I believe good organisation will produce better coding. Not just clean code, but clean files that call upon that code.

b: The inner compatibility is important an key. Why are Linux competing against each other? Why is it not a joint effort in it's entirety? Now I'm not speaking of their design or how something works by itself but with other and completely different software. Now imagine for a second if you wanted something that wasn't on you current os (Operating System) , but was on another Linux. Wouldn't it be nice if you could install their package. Without having to rebuilding the source to a package, compiling natively, or having to worry about if it will conflict with any of your currently installed files.

Now the third part of the version number name_x.x.2.x Let it describe the hardware it will work with. Let this number be tested and proven before it is given and if it not let the number clarify what hardware it is for and state it hasn't been completely tested yet. Thus the alpha betas what ever you want call them. Now the second number let it define a controlled listing of bugs/errors. And
let the very first number describe the current version of the modification in code or design.

Next let us add another number x.x.x.x -x
To describe any unavoidable conflicts in detail and to keep a listing of them of files in a specific version type.

Another thing I want from this packaging software.
Is the ability to covert packages between different types.
And upon conversion to.SVCPD I want it automatically generate this version number. I want to it access a database and return a number that describes everything I listed above. I want the user to see what will work, what won't, and explanation why other then just an error code. Or a compiler code. We need to make Linux more user friendly. But not in the eye candy sort of way. But instead in the usability way. Make it to where you can almost install any software on Linux within reason. I want to make it where the design of an operating system is more important then the window environment.
And it is already happening for alot operating systems already have multiple window environments installed.

Another goal is to have the software packaged in.SVCPD to no matter what software environment it is installed it calls upon files from that environment and has a gui interface of that environment. And it not to be necessary to install a different environment for it.

poem by Ace Of Black Hearts
Added by Poetry Lover
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Bring Back The Magic

Bring back the magic
By: jimmy buffett, will jennings
1988
Inspired by a noel rockmore painting entitled ride of the beachcombers. I bought the painting and sat with it for a morning in new orleans and let it and the town talk to me.
Chorus:
Nothing can tear you apart
If you keep livin straight from the heart
Though you know that youre gonna to hurt some
The magic will come
If you keep livin straight from the heart
You will know when to stop and to start
Once you see that no one really wins
Then the magic begins
Bring back the magic
Dont make life so tragic
Bring back the magic
Dont make life so tragic
Beachcombers ride
Oh children lost in the tide
Times never at their command
Waves melt all castles of sand
Melt all castles of sand
Bring back the magic
Dont make life so tragic
Bring back the magic
Dont make life so tragic
Red sky at night
Oh, such a sailors delight
Red sky at dawn
Oh-oh-oh, gypsy songs comin on
Gypsy songs comin on, songs comin on
Chorus:
Nothing can tear you apart
If you keep livin straight from the heart
Though you know that youre gonna to hurt some
The magic will come
If you keep livin straight from the heart
You will know when to stop and to start
Once you see that no one really wins
Then the magic begins
Bring back the magic
Dont make life so tragic
Bring back the magic
Dont make life so tragic
Bring back the magic
Dont make life so tragic
Bring back the magic
Dont make life so tragic
You got to bring back, bring back, bring back the magic
Bring back, bring back, bring back the magic

[...] Read more

song performed by Jimmy Buffett
Added by Lucian Velea
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Bring em All In

Bring em all in, bringem all in, bring em all in,
Bring em all in, bring em all into my heart
Bring em all in, bring em all in, bring em all in
Bring em all in, bring em all into my heart
Bring the little fishes
Bring the sharks
Bring em from the brightness
Bring em from the dark
Bring em from the caverns
Bring em from the heights
Bring em from the shadows
Stand em in the light
Bring em out of purdah
Bring em out of store
Bring em out of hiding
Lay them at my door
Bring the unforgiven

song performed by Waterboys
Added by Lucian Velea
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Dont Bring Me Down

You got me runnin goin out of my mind,
You got me thinkin that Im wastin my time.
Dont bring me down,no no no no no,
Ill tell you once more before I get off the floor
Dont bring me down.
You wanna stay out with your fancy friends.
Im tellin you its go to be the end,
Dont bring me down,no no no no no no no no,
Ill tell you once more before I get off the floor
Dont bring me down.
Dont bring me down,grroosss
Dont bring me down,grroosss
Dont bring me down,grroosss
Dont bring me down.
What happend to the girl I used to known,
You let your mind out somewhere down the road,
Dont bring me down,no no no no no,
Ill tell you once more before I get off the floor
Dont bring me down.
Youre always talkin bout your crazy nights,
One of these days youre gonna get it right.
Dont bring me down,no no no no no,
Ill tell you once more before I get off the floor
Dont bring me down.
Dont bring me down,grroosss
Dont bring me down,grroosss
Dont bring me down,grroosss
Dont bring me down.
Youre lookin good just like a snake in the grass,
One of these days youre gonna break your glass.
Dont bring me down,no no no no no no no no,
Ill tell you once more before I get off the floor
Dont bring me down.
You got me shakin got me runnin away
You get me crawlin up to you everyday,
Dont bring me down,no no no no no,
Ill tell you once more before I get off the floor
Dont bring me down.

song performed by Electric Light Orchestra
Added by Lucian Velea
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