Revered
They had no clue who they were!
And it was intentional.
They had no say in their destiny!
And it was intentional.
They were used to entertain.
And for social programs
Monitored and maintained!
They were treated as if they had no brains...
And THAT was intentional!
Stripped of titles and resources.
And it was intentional.
Treated with disrespect and like work horses.
And it was intentional!
Then one day a shift occurs...
And this process from them purged.
A reversal of fortune takes root and grows!
The oppressed no longer depressed,
By this suppression once imposed.
And it IS intentional...
No one mentions them now revered!
poem by Lawrence S. Pertillar
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[...] Read more
poem by Rwetewrt Erwtwer
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The Iliad: Book 23
Thus did they make their moan throughout the city, while the
Achaeans when they reached the Hellespont went back every man to his
own ship. But Achilles would not let the Myrmidons go, and spoke to
his brave comrades saying, "Myrmidons, famed horsemen and my own
trusted friends, not yet, forsooth, let us unyoke, but with horse
and chariot draw near to the body and mourn Patroclus, in due honour
to the dead. When we have had full comfort of lamentation we will
unyoke our horses and take supper all of us here."
On this they all joined in a cry of wailing and Achilles led them in
their lament. Thrice did they drive their chariots all sorrowing round
the body, and Thetis stirred within them a still deeper yearning.
The sands of the seashore and the men's armour were wet with their
weeping, so great a minister of fear was he whom they had lost.
Chief in all their mourning was the son of Peleus: he laid his
bloodstained hand on the breast of his friend. "Fare well," he
cried, "Patroclus, even in the house of Hades. I will now do all
that I erewhile promised you; I will drag Hector hither and let dogs
devour him raw; twelve noble sons of Trojans will I also slay before
your pyre to avenge you."
As he spoke he treated the body of noble Hector with contumely,
laying it at full length in the dust beside the bier of Patroclus. The
others then put off every man his armour, took the horses from their
chariots, and seated themselves in great multitude by the ship of
the fleet descendant of Aeacus, who thereon feasted them with an
abundant funeral banquet. Many a goodly ox, with many a sheep and
bleating goat did they butcher and cut up; many a tusked boar
moreover, fat and well-fed, did they singe and set to roast in the
flames of Vulcan; and rivulets of blood flowed all round the place
where the body was lying.
Then the princes of the Achaeans took the son of Peleus to
Agamemnon, but hardly could they persuade him to come with them, so
wroth was he for the death of his comrade. As soon as they reached
Agamemnon's tent they told the serving-men to set a large tripod
over the fire in case they might persuade the son of Peleus 'to wash
the clotted gore from this body, but he denied them sternly, and swore
it with a solemn oath, saying, "Nay, by King Jove, first and mightiest
of all gods, it is not meet that water should touch my body, till I
have laid Patroclus on the flames, have built him a barrow, and shaved
my head- for so long as I live no such second sorrow shall ever draw
nigh me. Now, therefore, let us do all that this sad festival demands,
but at break of day, King Agamemnon, bid your men bring wood, and
provide all else that the dead may duly take into the realm of
darkness; the fire shall thus burn him out of our sight the sooner,
and the people shall turn again to their own labours."
Thus did he speak, and they did even as he had said. They made haste
to prepare the meal, they ate, and every man had his full share so
that all were satisfied. As soon as they had had had enough to eat and
drink, the others went to their rest each in his own tent, but the son
of Peleus lay grieving among his Myrmidons by the shore of the
sounding sea, in an open place where the waves came surging in one
[...] Read more
poem by Homer, translated by Samuel Butler
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Soccer Rollback
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[...] Read more
poem by Rwetewrt Erwtwer
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Consumed Within the Process
Consumed within the process
That process we call life.
Immuned? Not from this process.
It keeps the vision near yet uncompromised.
And far enough to become realized.
Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!
Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!
Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!
Consumed within the process.
That process we call life.
Immuned?
Not from this process!
It keeps the vision near yet uncompromised.
And far enough to become realized.
Closing its eyes only when it wishes,
To call itself out!
Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!
Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!
[...] Read more
poem by Lawrence S. Pertillar
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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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The Iliad: Book 5
Then Pallas Minerva put valour into the heart of Diomed, son of
Tydeus, that he might excel all the other Argives, and cover himself
with glory. She made a stream of fire flare from his shield and helmet
like the star that shines most brilliantly in summer after its bath in
the waters of Oceanus- even such a fire did she kindle upon his head
and shoulders as she bade him speed into the thickest hurly-burly of
the fight.
Now there was a certain rich and honourable man among the Trojans,
priest of Vulcan, and his name was Dares. He had two sons, Phegeus and
Idaeus, both of them skilled in all the arts of war. These two came
forward from the main body of Trojans, and set upon Diomed, he being
on foot, while they fought from their chariot. When they were close up
to one another, Phegeus took aim first, but his spear went over
Diomed's left shoulder without hitting him. Diomed then threw, and his
spear sped not in vain, for it hit Phegeus on the breast near the
nipple, and he fell from his chariot. Idaeus did not dare to
bestride his brother's body, but sprang from the chariot and took to
flight, or he would have shared his brother's fate; whereon Vulcan
saved him by wrapping him in a cloud of darkness, that his old
father might not be utterly overwhelmed with grief; but the son of
Tydeus drove off with the horses, and bade his followers take them
to the ships. The Trojans were scared when they saw the two sons of
Dares, one of them in fright and the other lying dead by his
chariot. Minerva, therefore, took Mars by the hand and said, "Mars,
Mars, bane of men, bloodstained stormer of cities, may we not now
leave the Trojans and Achaeans to fight it out, and see to which of
the two Jove will vouchsafe the victory? Let us go away, and thus
avoid his anger."
So saying, she drew Mars out of the battle, and set him down upon
the steep banks of the Scamander. Upon this the Danaans drove the
Trojans back, and each one of their chieftains killed his man. First
King Agamemnon flung mighty Odius, captain of the Halizoni, from his
chariot. The spear of Agamemnon caught him on the broad of his back,
just as he was turning in flight; it struck him between the
shoulders and went right through his chest, and his armour rang
rattling round him as he fell heavily to the ground.
Then Idomeneus killed Phaesus, son of Borus the Meonian, who had
come from Varne. Mighty Idomeneus speared him on the right shoulder as
he was mounting his chariot, and the darkness of death enshrouded
him as he fell heavily from the car.
The squires of Idomeneus spoiled him of his armour, while
Menelaus, son of Atreus, killed Scamandrius the son of Strophius, a
mighty huntsman and keen lover of the chase. Diana herself had
taught him how to kill every kind of wild creature that is bred in
mountain forests, but neither she nor his famed skill in archery could
now save him, for the spear of Menelaus struck him in the back as he
was flying; it struck him between the shoulders and went right through
his chest, so that he fell headlong and his armour rang rattling round
him.
Meriones then killed Phereclus the son of Tecton, who was the son of
[...] Read more
poem by Homer, translated by Samuel Butler
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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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The Iliad: Book 8
Now when Morning, clad in her robe of saffron, had begun to suffuse
light over the earth, Jove called the gods in council on the topmost
crest of serrated Olympus. Then he spoke and all the other gods gave
ear. "Hear me," said he, "gods and goddesses, that I may speak even as
I am minded. Let none of you neither goddess nor god try to cross
me, but obey me every one of you that I may bring this matter to an
end. If I see anyone acting apart and helping either Trojans or
Danaans, he shall be beaten inordinately ere he come back again to
Olympus; or I will hurl him down into dark Tartarus far into the
deepest pit under the earth, where the gates are iron and the floor
bronze, as far beneath Hades as heaven is high above the earth, that
you may learn how much the mightiest I am among you. Try me and find
out for yourselves. Hangs me a golden chain from heaven, and lay
hold of it all of you, gods and goddesses together- tug as you will,
you will not drag Jove the supreme counsellor from heaven to earth;
but were I to pull at it myself I should draw you up with earth and
sea into the bargain, then would I bind the chain about some
pinnacle of Olympus and leave you all dangling in the mid firmament.
So far am I above all others either of gods or men."
They were frightened and all of them of held their peace, for he had
spoken masterfully; but at last Minerva answered, "Father, son of
Saturn, king of kings, we all know that your might is not to be
gainsaid, but we are also sorry for the Danaan warriors, who are
perishing and coming to a bad end. We will, however, since you so
bid us, refrain from actual fighting, but we will make serviceable
suggestions to the Argives that they may not all of them perish in
your displeasure."
Jove smiled at her and answered, "Take heart, my child,
Trito-born; I am not really in earnest, and I wish to be kind to you."
With this he yoked his fleet horses, with hoofs of bronze and
manes of glittering gold. He girded himself also with gold about the
body, seized his gold whip and took his seat in his chariot. Thereon
he lashed his horses and they flew forward nothing loth midway twixt
earth and starry heaven. After a while he reached many-fountained Ida,
mother of wild beasts, and Gargarus, where are his grove and
fragrant altar. There the father of gods and men stayed his horses,
took them from the chariot, and hid them in a thick cloud; then he
took his seat all glorious upon the topmost crests, looking down
upon the city of Troy and the ships of the Achaeans.
The Achaeans took their morning meal hastily at the ships, and
afterwards put on their armour. The Trojans on the other hand likewise
armed themselves throughout the city, fewer in numbers but
nevertheless eager perforce to do battle for their wives and children.
All the gates were flung wide open, and horse and foot sallied forth
with the tramp as of a great multitude.
When they were got together in one place, shield clashed with
shield, and spear with spear, in the conflict of mail-clad men. Mighty
was the din as the bossed shields pressed hard on one another-
death- cry and shout of triumph of slain and slayers, and the earth
ran red with blood.
[...] Read more
poem by Homer, translated by Samuel Butler
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The Iliad: Book 11
And now as Dawn rose from her couch beside Tithonus, harbinger of
light alike to mortals and immortals, Jove sent fierce Discord with
the ensign of war in her hands to the ships of the Achaeans. She
took her stand by the huge black hull of Ulysses' ship which was
middlemost of all, so that her voice might carry farthest on either
side, on the one hand towards the tents of Ajax son of Telamon, and on
the other towards those of Achilles- for these two heroes,
well-assured of their own strength, had valorously drawn up their
ships at the two ends of the line. There she took her stand, and
raised a cry both loud and shrill that filled the Achaeans with
courage, giving them heart to fight resolutely and with all their
might, so that they had rather stay there and do battle than go home
in their ships.
The son of Atreus shouted aloud and bade the Argives gird themselves
for battle while he put on his armour. First he girded his goodly
greaves about his legs, making them fast with ankle clasps of
silver; and about his chest he set the breastplate which Cinyras had
once given him as a guest-gift. It had been noised abroad as far as
Cyprus that the Achaeans were about to sail for Troy, and therefore he
gave it to the king. It had ten courses of dark cyanus, twelve of
gold, and ten of tin. There were serpents of cyanus that reared
themselves up towards the neck, three upon either side, like the
rainbows which the son of Saturn has set in heaven as a sign to mortal
men. About his shoulders he threw his sword, studded with bosses of
gold; and the scabbard was of silver with a chain of gold wherewith to
hang it. He took moreover the richly-dight shield that covered his
body when he was in battle- fair to see, with ten circles of bronze
running all round see, wit it. On the body of the shield there were
twenty bosses of white tin, with another of dark cyanus in the middle:
this last was made to show a Gorgon's head, fierce and grim, with Rout
and Panic on either side. The band for the arm to go through was of
silver, on which there was a writhing snake of cyanus with three heads
that sprang from a single neck, and went in and out among one another.
On his head Agamemnon set a helmet, with a peak before and behind, and
four plumes of horse-hair that nodded menacingly above it; then he
grasped two redoubtable bronze-shod spears, and the gleam of his
armour shot from him as a flame into the firmament, while Juno and
Minerva thundered in honour of the king of rich Mycene.
Every man now left his horses in charge of his charioteer to hold
them in readiness by the trench, while he went into battle on foot
clad in full armour, and a mighty uproar rose on high into the
dawning. The chiefs were armed and at the trench before the horses got
there, but these came up presently. The son of Saturn sent a portent
of evil sound about their host, and the dew fell red with blood, for
he was about to send many a brave man hurrying down to Hades.
The Trojans, on the other side upon the rising slope of the plain,
were gathered round great Hector, noble Polydamas, Aeneas who was
honoured by the Trojans like an immortal, and the three sons of
Antenor, Polybus, Agenor, and young Acamas beauteous as a god.
Hector's round shield showed in the front rank, and as some baneful
[...] Read more
poem by Homer, translated by Samuel Butler
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The Shift
Check out the chick with the new dress on
(wearin a shift and it looks real fine)
The call it a shift and it comes on strong
(wearin a shift and it looks real fine)
When shes got it on, well she cant do no wrong
(wearin a shift, wearin a shift)
You may think a dress cant do very much
(wearin a shift really turns me on)
With the slit up the side, you cant resist that touch
(wearin a shift really turns me on)
Its tighter than a moo-moo and its just too much
(wearin a shift, wearin a shift)
(turns me on now) (get a shift now)
(cant go wrong now) (go wrong now)
(turns me on now) (get a shift now)
(turns me on now) (turns me on now)
Get your girl a shift and shell look real fine
(wearin a shift and its just too much)
It fits like a glove and drives you outta your mind
(wearin a shift and its just too much)
Shell ball it with her shift on and well have a good time
(wearin a shift, wearin a shift)
(turns me on now) (get a shift now)
(turns me on now) (get a shift now)
(turns me on now) (get a shift now)
(turns me on now) (get a shift now)
(turns me on now) (get a shift now)
(turns me on now) (get a shift now)
song performed by Beach Boys
Added by Lucian Velea
Comment! | Vote! | Copy!Couldn't connect to MySQL
Working The Midnight Shift
Im just a working girl, just earning a living
When the citys waking up, Im going home
Working the midnight shift
While my friends are all out
Theyve all gone out dancing
Theyre out having fun
Working that midnight shift
For that extra little something
The things that are out of my reach
I need so bad
So bad, so bad
Seems like Im always leaving
When all the others arrive
My body still carries on
But Im dying inside
Working the midnight shift
While my friends are all out
Theyve all gone out dancing
Theyre out having fun
Working that midnight shift
For that extra little something
The things that are out of my reach
I need so bad
I need so bad, need so bad
Midnight shift, midnight shift
Midnight shift, midnight shift
Midnight shift, midnight shift
Im just a working girl
Just earning a living
When the citys waking up
Im going home
Working the midnight shift
While my friends are all out
Theyve all gone out dancing
Midnight shift, midnight shift
Midnight shift, midnight shift
Midnight shift, midnight shift
Midnight shift, midnight shift
Midnight shift, midnight shift
Midnight shift, midnight shift
song performed by Donna Summer
Added by Lucian Velea
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III. The Other Half-Rome
Another day that finds her living yet,
Little Pompilia, with the patient brow
And lamentable smile on those poor lips,
And, under the white hospital-array,
A flower-like body, to frighten at a bruise
You'd think, yet now, stabbed through and through again,
Alive i' the ruins. 'T is a miracle.
It seems that, when her husband struck her first,
She prayed Madonna just that she might live
So long as to confess and be absolved;
And whether it was that, all her sad life long
Never before successful in a prayer,
This prayer rose with authority too dread,—
Or whether, because earth was hell to her,
By compensation, when the blackness broke
She got one glimpse of quiet and the cool blue,
To show her for a moment such things were,—
Or else,—as the Augustinian Brother thinks,
The friar who took confession from her lip,—
When a probationary soul that moved
From nobleness to nobleness, as she,
Over the rough way of the world, succumbs,
Bloodies its last thorn with unflinching foot,
The angels love to do their work betimes,
Staunch some wounds here nor leave so much for God.
Who knows? However it be, confessed, absolved,
She lies, with overplus of life beside
To speak and right herself from first to last,
Right the friend also, lamb-pure, lion-brave,
Care for the boy's concerns, to save the son
From the sire, her two-weeks' infant orphaned thus,
And—with best smile of all reserved for him—
Pardon that sire and husband from the heart.
A miracle, so tell your Molinists!
There she lies in the long white lazar-house.
Rome has besieged, these two days, never doubt,
Saint Anna's where she waits her death, to hear
Though but the chink o' the bell, turn o' the hinge
When the reluctant wicket opes at last,
Lets in, on now this and now that pretence,
Too many by half,—complain the men of art,—
For a patient in such plight. The lawyers first
Paid the due visit—justice must be done;
They took her witness, why the murder was.
Then the priests followed properly,—a soul
To shrive; 't was Brother Celestine's own right,
The same who noises thus her gifts abroad.
But many more, who found they were old friends,
Pushed in to have their stare and take their talk
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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V. Count Guido Franceschini
Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Reversal Of A Dog
The laface cartel featuring tlc
(appears on the boomerang soundtrack)
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Cadillac kinda class
She was the girl too fly
You know I had to check that name and number
Just like I did all the others
I turned them all out
She played right into everything I said
Took me out and then to bed
Shell be runnin things instead
I never gave a second thought about it
Right then I knew she flipped it on me
She was reversal of a...
Chorus:
Dog
How could she do that to me
She macked the hell out of me
It was the its the reversal of a dog
I must be totally blind
Completely out of my mind
It was the total reversal of a dog
Yo I hope youre not thinkin for just a minute
That hell refuse to let me in
Then I will stand and you cant win
And we can go for a ride
But you told me hat 2 back
Before I was steadily comin at
Lets take the trip the welcome to the first side
Its the reversal of a dog
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Saw my girl the next day
Tried to make my next play
But she was nonchalant about it
She knew I couldnt live without it
So she played me bad
That girl could
Walk and she could pull my chain
I would jump to anything
The dog in me was not the same
I never could tell what it was about her
Right then I knew she flipped it on me
She was reversal of a...
Chorus
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song performed by TLC
Added by Lucian Velea
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The Iliad: Book 10
Now the other princes of the Achaeans slept soundly the whole
night through, but Agamemnon son of Atreus was troubled, so that he
could get no rest. As when fair Juno's lord flashes his lightning in
token of great rain or hail or snow when the snow-flakes whiten the
ground, or again as a sign that he will open the wide jaws of hungry
war, even so did Agamemnon heave many a heavy sigh, for his soul
trembled within him. When he looked upon the plain of Troy he
marvelled at the many watchfires burning in front of Ilius, and at the
sound of pipes and flutes and of the hum of men, but when presently he
turned towards the ships and hosts of the Achaeans, he tore his hair
by handfuls before Jove on high, and groaned aloud for the very
disquietness of his soul. In the end he deemed it best to go at once
to Nestor son of Neleus, and see if between them they could find any
way of the Achaeans from destruction. He therefore rose, put on his
shirt, bound his sandals about his comely feet, flung the skin of a
huge tawny lion over his shoulders- a skin that reached his feet-
and took his spear in his hand.
Neither could Menelaus sleep, for he, too, boded ill for the Argives
who for his sake had sailed from far over the seas to fight the
Trojans. He covered his broad back with the skin of a spotted panther,
put a casque of bronze upon his head, and took his spear in his brawny
hand. Then he went to rouse his brother, who was by far the most
powerful of the Achaeans, and was honoured by the people as though
he were a god. He found him by the stern of his ship already putting
his goodly array about his shoulders, and right glad was he that his
brother had come.
Menelaus spoke first. "Why," said he, "my dear brother, are you thus
arming? Are you going to send any of our comrades to exploit the
Trojans? I greatly fear that no one will do you this service, and
spy upon the enemy alone in the dead of night. It will be a deed of
great daring."
And King Agamemnon answered, "Menelaus, we both of us need shrewd
counsel to save the Argives and our ships, for Jove has changed his
mind, and inclines towards Hector's sacrifices rather than ours. I
never saw nor heard tell of any man as having wrought such ruin in one
day as Hector has now wrought against the sons of the Achaeans- and
that too of his own unaided self, for he is son neither to god nor
goddess. The Argives will rue it long and deeply. Run, therefore, with
all speed by the line of the ships, and call Ajax and Idomeneus.
Meanwhile I will go to Nestor, and bid him rise and go about among the
companies of our sentinels to give them their instructions; they
will listen to him sooner than to any man, for his own son, and
Meriones brother in arms to Idomeneus, are captains over them. It
was to them more particularly that we gave this charge."
Menelaus replied, "How do I take your meaning? Am I to stay with
them and wait your coming, or shall I return here as soon as I have
given your orders?" "Wait," answered King Agamemnon, "for there are so
many paths about the camp that we might miss one another. Call every
man on your way, and bid him be stirring; name him by his lineage
and by his father's name, give each all titular observance, and
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poem by Homer, translated by Samuel Butler
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Monitored or Not It Just Becomes Hypnotic
People think that happiness will come and just sit.
Just sit!
Just sit!
People think that happiness will come and just sit.
Just sit!
Just sit!
Like the hands of a clock that tocks with a tick.
Tock tick.
Tock tick.
Tock tick.
Tock tick.
And the running and humming becomes toxic.
Toxic.
Toxic.
And nothing exotic will make this erotic.
Monitored or not it just becomes hypnotic.
And people who want what they want wont stop!
Like the hands of a clock that ticks with a tock!
Tick tock.
Tick tock.
Tick tock.
Tick tock.
Or the chopping heard of meat on a butcher's block!
Sssshop chop.
Sssshop chop.
Sssshop chop.
Sssshop chop!
People like their beef stewed nice and hot!
And nothing exotic will make this erotic.
Monitored or not it just becomes hypnotic.
And people who want what they want wont stop!
Like the hands of a clock that ticks with a tock!
Tick tock.
Tick tock.
Tick tock.
Tick tock.
People think that happiness will come and just sit.
Just sit!
Just sit!
People think that happiness will come and just sit.
Just sit!
Just sit!
Like the hands of a clock that tocks with a tick.
Tock tick.
Tock tick.
Tock tick.
Tock tick.
And the running and humming becomes toxic.
[...] Read more
poem by Lawrence S. Pertillar
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Work To Make It Work
(r palmer)
Push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve it
Push it along
It's all there for you to feel it
Help your self to one that you can't deal with
Ain't no way that you could steal it
You misunderstand if you get greedy
Ah push
Work work work to make it work push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve
Don't confine your dreams to bed
You'll get scared if you get lazy
If you can't take enough to satisfy yourself
Then you'll go crazy
Wont do no good thinking
You got to do it
So it don't come easy the first time
Practice makes perfect, you know that i'll try hard
Use it or lose it
You got to put your heart and soul into it
Yeaheheh
Push it along
Work work work to make it work
Push it along
Work work work if you want to move it
Push it along
Work to make it work
Push it along
Work work work if you want to improve
It's all there for you to feel it
Help your self to one that you can't deal with
Ain't no way that you could steal it
You misunderstand if you get greedy forget wishful thinking
You can do it
You just need a push to make a start
If you don't succeed the first time
Try and try again
Use it or lose it
You got to put your back into it
Work work work to make it work
Push it along
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song performed by Robert Palmer
Added by Lucian Velea
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Payment
A tortuous path of neurons arced a call: ‘Awake! ’
I did; in rising, peering, stretching, bearing,
Pained anticipation saw it all:
Foretold, another filthy day.
I drew the drape: diluvian lay the ground
Beneath a lazy leaden cloud – apissing out
The puddles; irksome on the roof –
The drumming drops of bitter glee
Were hounding out a hapless me –
Reinforcing doubt that I am sound.
I left the house
to go to work
to earn a crust
without a perk
then on to bust
another straining vessel.
Trudging on thro’ mud and clay, I pondered:
‘Why a drought of happy times?
Auspicious climes were
Old and fusty books
Atop a dusty shelf
Inside a morgue-of-a-room,
Somewhere in a long-forgotten library
Down a lane without a way.’
I thought again: ‘And still I pay.’
Copyright © Mark R Slaughter 2010
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poem by Mark R Slaughter
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Focus Maintained
Gain!
All I have is love to give,
And gain!
I'm on a fast track to stay,
And to gain.
Nothing in my life...
Remains the same,
With my focus maintained!
And gain!
All I have is love to give,
And gain!
I'm on a fast track to stay,
And to gain.
Nothing in my life...
Remains the same,
With my focus maintained!
I've got to reach,
With my focus maintained.
And,
I've got to keep...
My focus maintained.
And,
I've got to seek...
With my focus maintained,
And prepared I am to change...
Keeping focus maintained.
Gain!
All I have is love to give,
And gain!
I'm on a fast track to stay,
And to gain.
Nothing in my life...
Remains the same,
With my focus maintained!
I've got to reach,
With my focus maintained.
And,
I've got to keep...
My focus maintained.
And,
I've got to seek...
With my focus maintained,
And prepared I am to change...
Keeping focus maintained.
I'm teased a lot!
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poem by Lawrence S. Pertillar
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
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