First Encounter - Ziana Zain
on the lift up
a showbiz career
a stewardess
met at the old WEA office when she just came out of the lift way back in the 80s.
poem by John Tiong Chunghoo
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Rip Van Winkle. Canto I.
OLD Rip Van Winkle had a grandson, Rip,
Of the paternal block a genuine chip,—Â
A lazy, sleepy, curious kind of chap;
He, like his grandsire, took a mighty nap,
Whereof the story I propose to tell
In two brief cantos, if you listen well.
The times were hard when Rip to manhood grew;
They always will be when there’s work to do.
He tried at farming,—Âfound it rather slow,—Â
And then at teaching—Âwhat he did n’t know;
Then took to hanging round the tavern bars,
To frequent toddies and long-nine cigars,
Till Dame Van Winkle, out of patience, vexed
With preaching homilies, having for their text
A mop, a broomstick, aught that might avail
To point a moral or adorn a tale,
Exclaimed, “I have it! Now, then, Mr. V.
He’s good for something,—Âmake him an M. D.!â€
The die was cast; the youngster was content;
They packed his shirts and stockings, and he went.
How hard he studied it were vain to tell;
He drowsed through Wistar, nodded over Bell,
Slept sound with Cooper, snored aloud on Good;
Heard heaps of lectures,—Âdoubtless understood,—Â
A constant listener, for he did not fail
To carve his name on every bench and rail.
Months grew to years; at last he counted three,
And Rip Van Winkle found himself M. D.
Illustrious title! in a gilded frame
He set the sheepskin with his Latin name,
RIPUM VAN WINKLUM, QUEM we—ÂSCIMUS—Âknow
IDONEUM ESSE—Âto do so and so.
He hired an office; soon its walls displayed
His new diploma and his stock in trade,
A mighty arsenal to subdue disease,
Of various names, whereof I mention these
Lancets and bougies, great and little squirt,
Rhubarb and Senna, Snakeroot, Thoroughwort,
Ant. Tart., Vin. Colch., Pil. Cochiae, and Black Drop,
Tinctures of Opium, Gentian, Henbane, Hop,
Pulv. Ipecacuanhae, which for lack
Of breath to utter men call Ipecac,
Camphor and Kino, Turpentine, Tolu,
Cubebs, “Copeevy,†Vitriol,—Âwhite and blue,—Â
Fennel and Flaxseed, Slippery Elm and Squill,
And roots of Sassafras, and “Sassaf’rill,â€
Brandy,—Âfor colics,—ÂPinkroot, death on worms,—Â
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poem by Oliver Wendell Holmes
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Sobre Horizontes
soccer az youth
soccer babes nude
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soccer babes renee
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soccer backgrounds html
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soccer background for myspace
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soccer background pic
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soccer back kick
soccer backpack with mesh ball pocket
soccer backpack with embroidered name
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soccer backgrounds for myspace
soccer back injury
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soccer background codes
soccer back packs
soccer background graphics
soccer back pack bags
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poem by Rwetewrt Erwtwer
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Afrikaans: Sterregordels, Stilsonjare, Tydsbroekspypdinge, Haarsliert
Sterregordels
Cosmology in Afrikaans is an ode to joy, the
terms form sing-song strings with delightful
sounds “ewigbewegende elektron”
continuously spinning electron
“elektron in die hart van die atoomkorrel”
electron in the centre of the atom particle
- what a song!
“Triljoene Melkwegstelsels waaromheen ons
Melkweg elke tweehonderdmiljoenjaar
wentel – ‘n mallemeule van sterregordels…”
“Dobberende patrone, mesone en elektrone,
'n konfigurasie van konvekse novae”…
- these terms are singing to me!
A merry-go-round of star systems
Quotes from Adriaan Snyman “Die Messias Kode” (The Messiah Code) pp.9,10
Bombardement Van Frekwensies (English Explanation)
Waarmee sal ek hierdie leë oomblikke,
ankerloos, betekenisloos; aan die ewigheid
vasmaak - die gevoelsruimte in my hart
Is leeg, alle gevoel en denke het gesamentlik
in die donker duisternis van my brein ingeval
‘n laserbrein wat die hologramwêreld
Self moet konsituteer uit ‘n bombardement
van betekenislose frekwensies – maar
vandag is die ligstraalfokus uit
My pendulumgedagtes swaai ongefokus rond
die opgerolde, ingevoude ses-en-twintig of
meer dimensies van die virtuele werklikheid
Wil nie vir my oopgaan nie…
All thought and feeling fell into the black hole in my brain and the twenty-six or more rolled-up frequencies of reality does not want to open for me today…
Geloof In Liefde - Faith In Love
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poem by Margaret Alice
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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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Care For The Elderly - A Conference
They gather in the Greeting Place
A smaller flock than once expected
Still elated - out from work and office
All around - the empty space
Is pressing on the keen - collected
Taking pointers - out from work and office
Inside the hall there is small trace
Of anyone to ‘stand corrected'
They're all working - inside work and office
Still curtains drift - in finest lace
The certain eyes not disaffected
Hide behind the lace of work and office
And speakers high in group embrace
Speak on and clap in unelected
Fluffy tones of every Higher Office
The higher speakers high disgrace
Is hid below their undetected
Lack of use - their waste of work and office
In keening grief - tears hid from face
A speaker - practical - affected
Brings human life within their work and office
And human thoughtfulness will base
Its Older Care on need selected
From that shown - away from work and office
Its time to fix he High and chase
By methods certain - unsuspected
Out form power - out from work and office
Foregather - follow to their base
See them - incestuous - connected
By wires unseen - inside work and office
27Mar2011 CPR
poem by Charlotte Peters Rock
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October the Post Office Cat
Some thought she was a stray
That had come for scraps along the way
That might be left from the lunch
Of the post office staff; a kindly bunch.
But others knew her for what she was,
October the Post Office Cat.
She had a duty like any employee
To be on time and serve the public daily
And as any other as all know,
Had an official position just so.
October the Post Office Cat.
As soon as the walks were swept
And the doors were opened for the daily visits,
She found her space upon the walk
A bit removed so that none would balk
As they came to do their task or mail whatever.
October the Post Office Cat.
She often times was given the duty
Of minding some child whose custodian
Had business to attend
In dealing with the letters or packages within,
So she laid there carefully in the sun
Till end of day when her work was done.
October the Post Office Cat.
She was known by all who came along that way
Parking carefully throughout the day
Making sure that she was not disturbed
As she, her duties did perform.
Watching and listening to the sounds of pleasure
That only can be bestowed on one to treasure.
Yet adults knew not how to measure.
October the Post Office Cat.
On the post across the way
A yellow sign was placed on display
By the lady who ran the insurance office
Who wanted to be sure that others notice
That this was the path taken each day
As the cat came to begin her official stay.
October the Post Office Cat.
There came a time when she did not appear
And it was certainly a time to fear
That something had befallen this special one
Who worked so hard to please everyone
And the sign was removed so that all would know
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poem by Sidi J. Mahtrow
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What You See
What you see is what you get
Dont relax youre not home yet
What you see is what you get
Dont relax youre not home yet
Put your life into my hands
Look around youll understand
Put your life into my hands
Its the 80s idiot
What you see is what you get
Its the 80s little fool
Dont forget the golden rule
What you see is what you get
What the hell did you expect
Pretty red roses, wet puppy noses
Men with rubber hoses is more like it
What you see is not always what you get
A lesson we must not forget
One never knows what to expect
So close your eyes and what you get
Is what you see and what you get
Open up your eyes and look around
Then close them tight and kiss the ground
You better be thankful youre alive
And how much longer can you survive
Underneath the mask theres something brewing
Underneath the ground theres something moving
Its the 80s idiot
What you see is what you get
Its the 80s little fool
Dont forget the golden rule
What you see is what you get
What the hell did you expect
Pretty red roses, wet puppy noses
Men with rubber hoses is more like it
Patrolling the street with all of their friends
Bashing you around trying to make you like them
What you see is what you get
song performed by Oingo Boingo
Added by Lucian Velea
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Light Lift Me Up
Oh searching tired of love grown up, now it all falls out
Oh lovely dreamer - magic prince - swoop you up, swoop you up
But no no i, just one guess - man at all
While I grow up, came your way
Nobodys so special in this way, nobody to sweep you away
Oh light, oh light come and lift me up
Oh light please come lift me up
Oh sweet light come lift me up
When you go down remember your steps
As a baby rememberin how he walked
Rememberin all the sweetest dreaming you did
While you tick-tock along, but now all gone
Theres nothing here for your dream but hope in a song
Just like the bent back of an old woman that you know
Its all gone and severed and alone, so I rhyme
So now all you see is sad
All look the same as the wall inside
She feels swallowed up, she feels tired as she could
Creepin along this wall
And this wall its so long
Its a wall, and lips theyre alone
Sweet lips theyve lost their way a while
Like the bent back of an old woman
Whats true that way?
Whats true, hey way?
I came crying to you, came on me knees
Begging father lift me up please
But no as I came down, no flowered sound
Just emptiness in side me
Oh light lift me up, please lift me up
Come down and pick me up already
Forgive me all my selfish ways sweet light
Pick me up from my misery
Im gonna get away - Im back to you
The way that I do
The way that I picture you
The way that I picture you
Lift me up, from the bottom to the top
Lift me up, sweet light
Lift me up, from the bottom to the top
Lift me up, sweet light
Lift me up, bottom to the top
Lift me up, sweet light
Lift me up, from the bottom to the top
Lift me up, sweet light
song performed by Dave Matthews Band
Added by Lucian Velea
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Nux Postcoenatica
I was sitting with my microscope, upon my parlor rug,
With a very heavy quarto and a very lively bug;
The true bug had been organized with only two antennae,
But the humbug in the copperplate would have them twice as many.
And I thought, like Dr. Faustus, of the emptiness of art,
How we take a fragment for the whole, and call the whole a part,
When I heard a heavy footstep that was loud enough for two,
And a man of forty entered, exclaiming, “How d’ ye do?â€
He was not a ghost, my visitor, but solid flesh and bone;
He wore a Palo Alto hat, his weight was twenty stone;
(It’s odd how hats expand their brims as riper years invade,
As if when life had reached its noon it wanted them for shade!)
I lost my focus,—Âdropped my book,—Âthe bug, who was a flea,
At once exploded, and commenced experiments on me.
They have a certain heartiness that frequently appalls,—Â
Those mediaeval gentlemen in semilunar smalls!
“My boy,†he said, (colloquial ways,—Âthe vast, broad-hatted man,)
“Come dine with us on Thursday next,—Âyou must, you know you can;
We’re going to have a roaring time, with lots of fun and noise,
Distinguished guests, et cetera, the judge, and all the boys.â€
Not so,—ÂI said,—Âmy temporal bones are showing pretty clear.
It ’s time to stop,—Âjust look and see that hair above this ear;
My golden days are more than spent,—Âand, what is very strange,
If these are real silver hairs, I’m getting lots of change.
Besides—Âmy prospects—Âdon’t you know that people won’t employ
A man that wrongs his manliness by laughing like a boy?
And suspect the azure blossom that unfolds upon a shoot,
As if wisdom’s old potato could not flourish at its root?
It’s a very fine reflection, when you ’re etching out a smile
On a copperplate of faces that would stretch at least a mile,
That, what with sneers from enemies and cheapening shrugs of friends,
It will cost you all the earnings that a month of labor lends!
It’s a vastly pleasing prospect, when you’re screwing out a laugh,
That your very next year’s income is diminished by a half,
And a little boy trips barefoot that Pegasus may go,
And the baby’s milk is watered that your Helicon may flow!
No;—Âthe joke has been a good one,—Âbut I’m getting fond of quiet,
And I don’t like deviations from my customary diet;
So I think I will not go with you to hear the toasts and speeches,
But stick to old Montgomery Place, and have some pig and peaches.
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poem by Oliver Wendell Holmes
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The Clergyman’s Second Tale
Edward and Jane a married couple were,
And fonder she of him or he of her
Was hard to say; their wedlock had begun
When in one year they both were twenty-one;
And friends, who would not sanction, left them free.
He gentle-born, nor his inferior she,
And neither rich; to the newly-wedded boy,
A great Insurance Office found employ.
Strong in their loves and hopes, with joy they took
This narrow lot and the world’s altered look;
Beyond their home they nothing sought or craved,
And even from the narrow income saved;
Their busy days for no ennui had place,
Neither grew weary of the other’s face.
Nine happy years had crowned their married state
With children, one a little girl of eight;
With nine industrious years his income grew,
With his employers rose his favour too;
Nine years complete had passed when something ailed,
Friends and the doctors said his health had failed,
He must recruit, or worse would come to pass;
And though to rest was hard for him, alas!
Three months of leave he found he could obtain,
And go, they said, get well and work again.
Just at this juncture of their married life,
Her mother, sickening, begged to have his wife.
Her house among the hills in Surrey stood,
And to be there, said Jane, would do the children good.
They let their house, and with the children she
Went to her mother, he beyond the sea;
Far to the south his orders were to go.
A watering-place, whose name we need not know,
For climate and for change of scene was best:
There he was bid, laborious task, to rest.
A dismal thing in foreign lands to roam
To one accustomed to an English home,
Dismal yet more, in health if feeble grown,
To live a boarder, helpless and alone
In foreign town, and worse yet worse is made,
If ’tis a town of pleasure and parade.
Dispiriting the public walks and seats,
The alien faces that an alien meets;
Drearily every day this old routine repeats.
Yet here this alien prospered, change of air
Or change of scene did more than tenderest care:
Three weeks were scarce completed, to his home,
He wrote to say, he thought he now could come,
His usual work was sure he could resume,
And something said about the place’s gloom,
And how he loathed idling his time away.
[...] Read more
poem by Arthur Hugh Clough from Mari Magno or Tales on Board
Added by Veronica Serbanoiu
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Till I Met You
(odette quesada)
I never dream
cause I always thought that dreaming was for kids
Just a childish thing
And I could swear
Love was just a game that children play
And no more than a game
Till I met you
I never knew what love was
Till I met you
This feeling seems to grow more everyday
I love you more each day
I believe you
I believe in every word when you say
I love you all the way
Now I can swear
Love is not a game that children play
So tell me that youll stay
Till I met you
I never knew what love was
Till I met you
This feeling seems to grow more everyday
I love you more each day...ohhh
You and I should be together
Cant you see, cant you see
(instrumental)
Till I met you
I never knew what love was
Till I met you
This feeling seems to grow more everyday
I love you more each day
Till I met you
I never knew what love was
Till I met you
This feeling seems to grow more everyday
I love you more each day
Till I met you
Till I met you
Till I met you
Till I met you
Till I met you...
song performed by Lea Salonga
Added by Lucian Velea
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Splitting Infinitives
Chief Justice Roberts hates to split
infinitives, and boldly goes
towards the future without wit,
his path as prim as that prim rose
that once Polonius boldly took,
advising Hamlet not to dally.
The Constitution almost shook
when he refused to shilly-shally,
and tried to wander in a way
that was unfaithful to the text
the oath of office. The next day
the problem was resolved, and now,
Queen’s English and our own unregal
language must agree that splitting
of infinitives is legal,
although pedantically unfitting,
since we’ve a President who swore
appropriately, and a Justice
who like Polonius is a bore
and clearly just as dry as dust is.
Inspired by Stephen Pinker’s Op-Ed article in the NYT, January 22,2009, appropriately titled “Oaf of Office, ” commenting on the fiasco created by Chief Justice Roberts when administering the oath of office to President Obama according togrammatical rules that conflict with the original text of the oath:
In 1969, Neil Armstrong appeared to have omitted an indefinite article as he stepped onto the moon and left earthlings puzzled over the difference between “man” and “mankind.” In 1980, Jimmy Carter, accepting his party’s nomination, paid homage to a former vice president he called Hubert Horatio Hornblower. A year later, Diana Spencer reversed the first two names of her betrothed in her wedding vows, and thus, as Prince Charles Philip supposedly later joked, actually married his father. On Tuesday, Chief Justice John Roberts joined the Flubber Hall of Fame when he administered the presidential oath of office apparently without notes. Instead of having Barack Obama “solemnly swear that I will faithfully execute the office of president of the United States, ” Chief Justice Roberts had him “solemnly swear that I will execute the office of president to the United States faithfully.” When Mr. Obama paused after “execute, ” the chief justice prompted him to continue with “faithfully the office of president of the United States.” (To ensure that the president was properly sworn in, the chief justice re-administered the oath Wednesday evening.)
How could a famous stickler for grammar have bungled that 35-word passage, among the best-known words in the Constitution? Conspiracy theorists and connoisseurs of Freudian slips have surmised that it was unconscious retaliation for Senator Obama’s vote against the chief justice’s confirmation in 2005. But a simpler explanation is that the wayward adverb in the passage is blowback from Chief Justice Roberts’s habit of grammatical niggling. Language pedants hew to an oral tradition of shibboleths that have no basis in logic or style, that have been defied by great writers for centuries, and that have been disavowed by every thoughtful usage manual. Nonetheless, they refuse to go away, perpetuated by the Gotcha! Gang and meekly obeyed by insecure writers. Among these fetishes is the prohibition against “split verbs, ” in which an adverb comes between an infinitive marker like “to, ” or an auxiliary like “will, ” and the main verb of the sentence. According to this superstition, Captain Kirk made a grammatical error when he declared that the five-year mission of the starship Enterprise was “to boldly go where no man has gone before”; it should have been “to go boldly.” Likewise, Dolly Parton should not have declared that “I will always love you” but “I always will love you” or “I will love you always.”
Any speaker who has not been brainwashed by the split-verb myth can sense that these corrections go against the rhythm and logic of English phrasing. The myth originated centuries ago in a thick-witted analogy to Latin, in which it is impossible to split an infinitive because it consists of a single word, like dicere, “to say.” But in English, infinitives like “to go” and future-tense forms like “will go” are two words, not one, and there is not the slightest reason to interdict adverbs from the position between them.
Though the ungrammaticality of split verbs is an urban legend, it found its way into The Texas Law Review Manual on Style, which is the arbiter of usage for many law review journals. James Lindgren, a critic of the manual, has found that many lawyers have “internalized the bogus rule so that they actually believe that a split verb should be avoided, ” adding, “The Invasion of the Body Snatchers has succeeded so well that many can no longer distinguish alien speech from native speech.” In his legal opinions, Chief Justice Roberts has altered quotations to conform to his notions of grammaticality, as when he excised the “ain’t” from Bob Dylan’s line “When you ain’t got nothing, you got nothing to lose.” On Tuesday his inner copy editor overrode any instincts toward strict constructionism and unilaterally amended the Constitution by moving the adverb “faithfully” away from the verb. President Obama, whose attention to language is obvious in his speeches and writings, smiled at the chief justice’s hypercorrection, then gamely repeated it. Let’s hope that during the next four years he will always challenge dogma and boldly lead the nation in new directions.
1/22/09
poem by Gershon Hepner
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Lift Me Up
I dont need your answered prayers
Or the chains your lover wears
I dont need your rings of gold
Or the secrets that you hold
Lift me up, darling
Lift me up and Ill fall with you lift me up
Let your love lift me up
I dont need your sacred vow
Or the promise tomorrow brings
There behind the morning clouds
Ill take the faith the daylight brings
Lift me up, darling
Lift me up, and Ill fall with you lift me up
Let your love lift me up
When the morning bright
Lifts away this night
And the light above
We will find our love, we will find our love
Your skin, your hand upon my neck
This skin, your fingers on my skin
This kiss, this heartbeat this breath
This heart, this heart this wilderness
Lift me up darling
Lift me up and Ill fall with you lift me up
Let your love lift me up
song performed by Bruce Springsteen
Added by Lucian Velea
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Lift Me Up
Blind talking (blind talking)
Take us so far (take us so far)
Broken down cars (broken down cars)
Like stronger old stars (like stronger old stars)
Blind talking (blind talking)
Served us so well (served us so well)
Travelled trough hell (travelled trough hell)
We know how it felt (we know how it felt)
Lift me up, lift me up
Aiah Nouwamba
Lift me up, lift me up
Aiah Nouwamba
Blind talking (blind talking)
Making us cold (making us cold)
So strong out and cold (so strong out and cold)
Feeling so old (feeling so old)
Blind talking (blind talking)
Has ruined us now (has ruined us now)
You never know how (you never know how)
Sweeter then tough (sweeter then tough)
Lift me up, lift me up
Aiah Nouwamba
Lift me up, lift me up
Aiah Nouwamba
[4x]
Lift me up, lift me up
Ohla la la la
Lift me up, lift me up
Ohla la la la
[4x]
song performed by Moby
Added by Lucian Velea
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Rolling In The Deep
There's a fire starting in my heart
Reaching a fever pitch, it's bringing me out
the dark
Finally I can see you crystal clear
Go 'head and sell me out and I'll lay your
ship [shit] bare
See how I leave with every piece of you
Don't underestimate the things that I will
do
There's a fire starting in my heart
Reaching a fever pitch
And it's bringing me out the dark
The scars of your love remind me of us
They keep me thinking that we almost had
it all
The scars of your love, they leave me
breathless
I can't help feeling
We could have had it all
(You're gonna wish you never had met me)
Rolling in the deep
(Tears are gonna fall, rolling in the deep)
You had my heart inside of your hand
(You're gonna wish you never had met me)
And you played it, to the beat
(Tears are gonna fall, rolling in the deep)
Baby, I have no story to be told
But I've heard one on you
And I'm gonna make your head burn
Think of me in the depths of your despair
Make a home down there
As mine sure won't be shared
(You're gonna wish you never had met me)
The scars of your love remind me of us
(Tears are gonna fall, rolling in the deep)
They keep me thinking that we almost had
it all
(You're gonna wish you never had met me)
The scars of your love, they leave me
breathless
(Tears are gonna fall, rolling in the deep)
I can't help feeling
We could have had it all
(You're gonna wish you never had met me)
Rolling in the deep
(Tears are gonna fall, rolling in the deep)
You had my heart inside of your hand
(You're gonna wish you never had met me)
And you played it, to the beat
(Tears are gonna fall, rolling in the deep)
[...] Read more
poem by Pawan Kumar 'Meonlafesta'
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First Encounter - Leslie Cheung
when first meeting
is last meeting
Cheung leaps to fame and suicide
Young hopeful leslie cheung
he leaps to fame
and a suicide
The late Leslie Cheung was named Asian Biggest Superstar by China Central Television, and voted as The Most Favorite Actor in 100 Years of Chinese Cinema in 2005. When he came to Kuala Lumpur in the mid 80s, he was like any other young Cantopop singer, excited about fame. I however was not taken in by his talent and even wondered how he was going to make it in the tough and tumble world of showbiz. He did not seem to have an edge over other singers such as Alam Tam who was also a rising star then. But perhaps lady luck was with him.
It was a brief meet and one impression stuck - his legs seemed to be all on the move. What kept memory so fresh was that he even looked back as he walked away from us at one of the leading hotels in Kuala Lumpur. It was our only meet.
He walked away to a great acting and music career and surprisingly, a suicide at the height of his fame on April 1,2003. Cheung leapt from the 24th floor of the Mandarin Oriental Hotel, in the Central district of Hong Kong. He left a suicide note saying that he had been suffering from depression. He was 46 years old
poem by John Tiong Chunghoo
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Friendly Skies
Missy:
Yeah
A little slow jam
Kiss me Hold me
The weatherman says it's gonna be
Cold tonight
Whatever man
Whatever whatever whatever whatever whatever
Whatever man you wanna do
I'll be the pilot
Don't miss your flight
I'm stewardess of the plane
Feel the turbulence and maintain
Please refrain stay in your seats
Until we reach the game
I'm stewardess of the plane
Feel the turbulence and maintain
Please refrain stay in your seats
Ginuwine:
Take me higher
Let's just go for a little
Joy Ride
Whatever man
Whatever whatever whatever whatever
Let's stay
Buckled up
And let's make love
Across the friendly skies
I'm passenger of this plane
I feel the turbulence I maintain
I will refrain Stay in my seat
Till I reach the game
I'm passenger of this plane
I feel the turbulence I maintain
I will refrain
I stay in my seat
I want you (I want you)
Baby
song performed by Missy Elliott from Supa Dupa Fly
Added by Lucian Velea
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Radio I
----------
Album: Red
----------
--------------------
Artist: King Crimson
--------------------
1. Red (Instrumental)
2. Fallen Angel
Tears of joy at the birth of a brother
Never alone from that time
Sixteen Years through knife fights and danger
Strangely why his life not mine
West side skyline crying
Fallen angel dying
Risk a life to make a dime
Lifetimes spent on the streets of a city
Make us the people we are
Switchblade stings in one tenth of a moment
Better get back to the car
Snow white side streets of cold New York City
Stained with his blood it all went wrong
Sick and tired blue wicked and wild
God only knows for how long
Fallen angel
Fallen angel
West side skyline
Crying for an angel dying
Life expiring in the city
Fallen angel...
3. One More Red Nightmare
Pan American nightmare
Ten thousand feet fun-fair
Convinved that I don't care
It's safe as houses I swear
I was just sitting musing
The virtues of cruising
When altitude dropping
My ears started popping
One more red nightmare
Sweat beginning to pour down
My neck as I turn round
I heard fortune shouting
Just get off of this outing
A farewell swan song
See you know how turbulence can be
The stewardess made me (*see note*)
One more red nightmare
Reality stirred me
My angel had heard me
The prayer had been answered
[...] Read more
song performed by King Crimson
Added by Lucian Velea
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Life of a Flight Stewardess
Welcome to my world where life is on a go
Different destinations to and fro
Life of a stewardess glamorous indeed
Wait till you see how many they feed
New faces to encounter as they board the flight
Some so silly...scared of the height
Screaming and yelling....get me out
This is what passengers are all about
As the plane takes off they stand upright
Or ask to be seated by the window at night (Lolz...
It makes me laugh yet I go insane
Passengers will never always be the same
The lavatory door opens...how do they lock?
Until you see them in a state of shock (lolz....
Embarrassed as hell....them or me?
Take a flight to Bangladesh you'll see
Then you are out with the cart
All you smell is just their fart
How gross can that be, you hold your breath tight
'Cause you are paid to be a stewardess and be on the flight...
Then for lunch you hear them scream
Fish on the menu is their ultimate dream...
They don't care for chocolate moose
All the want is Oorenz zoos (orange Juice) lolz...
How crazy can this get.... till the flight disembarks
Memories linger on and add a spark... :)
poem by Meena Mustafa
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Travelling
a travel is a metaphor of a journey
and a journey is always
what life is all about
arrivals and departures and i see it well
at airports
and well, so well, at pre-departures
then we move inside the plane and
the doors close and we are lifted to the skies
for hours you are beside the clouds
but you never have the courage to open the window
and touch each fine cotton beside you
crazy but sometimes i think that way
opening closed windows and think not of the
prohibitions and the consequencies,
there is so much silence up there and it is the mind
that does much of the talking and you listen
always for the reminders of the stewardess
and the captain telling you that
we are 30,000 feet above sea level and out there
you see Panay Island
we will be flying for one hour and a half
it is a fine day
and then the seat belt sign is on for the
turbulence but you do not mind
you look forward to an arrival and the another
opening of a door to a destination
touchdown, the plane lands perfectly as always
no plane crash, no headlines for the daily news
but i do not really think about these matters anymore
i am thinking of the silence. I am thinking about the mind that
keeps on talking. Data. Ideas. Sad memories.
Dead parents. Sick sibling. Flowers. Trees.
The sun brightly shining behind a
Thick Cumulus cloud.
the stewardess announces an arrival, fifteen minutes
earlier than scheduled. Fast plane. My thoughts unconsumed.
we step down. we take our bags. this journey never stops.
poem by Ric S. Bastasa
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