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To Boycott Just One Day of Gossip

They do know how to dress to impress.
That,
Is a given.

And they will express the best of etiquette.
That too,
Is a given to expect.

But getting off their telephones,
With a determination...
To boycott just one day of gossip,
Would create havoc for those with the habit...
Of undermining one another,
With the best of backstabbing techniques.

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Devils Radio

Devils radio
Gossip, gossip
Gossip, gossip
I heard it in the night
Words that thoughtless speak
Like vultures swooping down below
On the devils radio
I hear it through the day
Airwaves gettin filled
With gossip broadcast to and fro
On the devils radio
Oh yeah, gossip
Gossip, oh yeah
Hes in the clubs and bars
And never turns it down
Talking about what he dont know
On the devils radio
Hes in your tv set
Wont give it a rest
That soul betraying so and so
The devils radio
Gossip, gossip
Gossip, gossip
(oh yeah) gossip, (gossip) oh yeah
(gossip) oh yeah, (oh yeah) gossip
Its white and black like industrial waste
Pollution of the highest degree
You wonder why I dont hang out much
I wonder how you cant see
Hes in the films and songs
And on all your magazines
Its everywhere that you may go
The devils radio
Oh yeah, gossip
Gossip, oh yeah
Runs thick and fast, no one really sees
Quite what bad it can do
As it shapes you into something cold
Like an eskimo igloo
Its all across our lives
Like a weed its spread
till nothing else has space to grow
The devils radio
Can creep up in the dark
Make us hide behind shades
And buzzing like a dynamo
The devils radio
(gossip) oh yeah, (gossip) oh yeah
(gossip) gossip, (gossip) gossip
Oh yeah, gossip I heard you on satans wireless

[...] Read more

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Detroit Medley

Devil with the blue dress, blue dress, blue dress
Devil with the blue dress on
Devil with the blue dress, blue dress, blue dress
Devil with the blue dress on
Fe, fe, fi, fi, fo, fo, fum
Look at Molly now, here she come
Wearin' a wig, hat, shades to match
High healed sneakers and an aligator hat
Wearin' her diamons, wearin' a big ring
She got rasors on her fingers and everything
Devil with the blue dress, blue dress, blue dress
Devil with the blue dress on
Devil with the blue dress, blue dress, blue dress
Devil with the blue dress on
Wearin' her perfume, Chanel number five
Got to be the finest looking woman alive
She looks so pretty every time she walks by
The boys are too nervous, even to say hi
Not too skinny, not too fat
She's a real humdinger and I like it like that
Devil with the blue dress, blue dress, blue dress
Devil with the blue dress on
Devil with the blue dress, blue dress, blue dress
Devil with the blue dress on
Good golly Miss Molly, sure like to ball
Good golly Miss Molly, sure like to ball
When you're rockin' and rollin'
Don't you hear your mama call
From the early, early morning to the early, early night
See Miss Molly rockin' in the house of blue light
Good golly Miss Molly, sure like to ball
When you're rockin' and rollin'
Don't you hear your mama call
Well c., c.c. rider
Come on see just what you've done
Well I said c., c.c. rider
Come on see just what you've done
You made me loving you
And now, now, now your man has come
Well now I'm goin' c.c. rider
Goin' to see my baby c.c. rider
And I won't be back c.c. rider
B

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He was every person's Creator

For every bird gruesomely killed; he had the power to
create infinite more fledglings,

For every river dried miserably to a trickle; he had
the power to create infinite oceans,

For every tree brutally chopped to the ground; he had
the power to create infinite forests,

For every eye inadvertently blinded; he had the power
to create infinite with sight,

For every satanic night taking a complete stranglehold
on light; he had the power to create infinite
brilliant days,

For every tongue which was disdainfully dumb; he had
the power to create infinite mouths which could speak
and shout,

For every iota of currency furtively stolen; he had
the power to create infinite banks looming high and
handsome till the heavens,

For every couple who was childless and rendered
cruelly unable to procreate; he had the power to
create infinite more households bustling with a
battalion of toddlers,

For every brain that was wholesomely exhausted; he
had the power to create infinite intelligent minds,

For every child disastrously orphaned on the streets;
he had the power to create infinite families complete
in all respects,
For every blade of grass mercilessly trampled; he had
the power to create infinite meadows of lush green
crop,

For every skeleton lying disdainfully buried under the
coffin; he had the power to create infinite bodies;
dancing about in robust health and thunderous fervor,

For every scalp that was balder than the egg; he had
the power to create infinite strands of shimmering
hair,

For every life lost unwittingly during the tumultuous
earthquake; he had the power to create infinite more
souls as Kings,

[...] Read more

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Trans-Europe Express

Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
Rendezvous on Champs-Elysees
Leave Paris in the morning on T.E.E.
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
In Vienna we sit in a late-night cafe
Straight connection, T.E.E.
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
From station to station
back to Dusseldorf City
Meet Iggy Pop and David Bowie
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express
Trans-Europe Express

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Expect No Mercy

If youre ready for the street
You wanna mix it in some fight
Let me tell you somethin
Now I dont wanna get you uptight
But if youre in a corner
And you cant find no way out
Dont look around for no help
No, no there wont be any around
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
So you think you got a case
And you think you know the score
No you dont wanna listen
You cant be told no more
But waitll you get out there
You better do it right
cause the streets are lined with things that kill
And theyre hidin in the night
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Feel that you can cut it
You think you got the time
Theyll only give you one chance
Better get it right first time
And the game youre playing
If you lose you gotta pay
If you make just one wrong move
Youll get blown away
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Words and music by dan mccafferty, manny charlton, pete agnew,
And darrell sweet
(copyright 1977 mtb music,inc. for canada and u.s.a.)
(copyright 1977 nazsongs/panache music ltd. for the rest of the world
International copyright secured
All rights reserved.

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Innuendo, Gossip 'And' LIES!

Isn't it easy for you to sit and criticize?
With nothing you do to be held accountable to.
With no responsibility...
But to approve or disapprove as you choose.
And say what you like and dislike about others.
And who you have chosen to agonize and despise.
With innuendo, gossip and lies!

'Oh my...
Innuendo, gossip 'and' lies? '

That's right...
Innuendo, gossip 'and' LIES!

'Ewww...
That's awful! '

Isn't it easy for you to sit and criticize?
Without one effort made to create and strategize.
And those all day and night sleepless work binges...
Could not approach or touch,
Your lazy appetite for life!

Since what you do best,
Is make attempts to initiate unrest!
With innuendo, gossip and lies!

'Oh my...
Innuendo, gossip 'and' lies? '

That's right...
Innuendo, gossip 'and' LIES!

'Oh my...'

Isn't it easy for you to sit and criticize?
With nothing you do to be held accountable to.
With no responsibility...
But to approve or disapprove as you choose.
And say what you like and dislike about others.
And who you have chosen to agonize and despise.

'Don't say it!
Not with...'

Yep,
That's right...
Innuendo, gossip 'and' LIES!

'Oh my...

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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

[...] Read more

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Express Yourself

(she takes him in her arms,
She kisses his face on the lips)
(one woman in the world,
One woman in many faces)
(she takes him in her arms,
She kisses his face on the lips)
Dont go for second best baby
Put your love to the test
You know, you know, youve got to
Make her express how she feels
And maybe then youll know your love is real
You dont need diamond rings
Or eighteen karat gold
Fancy cars that go very fast
You know they never last, no, no
What you need is a big strong hand
To lift you to your higher ground
Make you feel like a king on a throne
Make her love you till you cant come down
Dont go for second best baby
Put your love to the test
You know, you know, youve got to
Make her express how she feels
Then youll know your love is real
(one woman in the world,
One woman in many faces)
Long stem roses are the way to your heart
But she needs to start with your head
Satin sheets are very romantic
What happens when youre not in bed
You deserve the best in life
So if the time isnt right then move on
Second best is never enough
Youll do much better baby on your own
Dont go for second best baby
Put your love to the test
You know, you know, youve got to
Make her express how she feels
Then youll know your love is real
Express yourself
Youve got to make her
Express herself
Hey, hey, hey, hey
So if you want it right now, make her show you how
Express what shes got, oh baby ready or not
And when youre gone she might regret it
And think about the love she once had
Try to carry on, but she just wont get it
Shell be back on her knees
To express herself

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I Don't Expect Respect

I don't expect...
Understanding from anyone selfish.
I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Understanding from anyone selfish.
I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Respect,
From them to get.

I don't expect...
Respect,
From them to get.

I don't expect...
Understanding from anyone selfish.
I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Respect,
From them to get.
I don't expect...
Understanding from anyone selfish.
I don't expect...
Respect,
From them to get.

I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Respect,
From them to get.

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Tale VI

THE FRANK COURTSHIP.

Grave Jonas Kindred, Sybil Kindred's sire,
Was six feet high, and look'd six inches higher;
Erect, morose, determined, solemn, slow,
Who knew the man could never cease to know:
His faithful spouse, when Jonas was not by,
Had a firm presence and a steady eye;
But with her husband dropp'd her look and tone,
And Jonas ruled unquestion'd and alone.
He read, and oft would quote the sacred words,
How pious husbands of their wives were lords;
Sarah called Abraham Lord! and who could be,
So Jonas thought, a greater man than he?
Himself he view'd with undisguised respect,
And never pardon'd freedom or neglect.
They had one daughter, and this favourite child
Had oft the father of his spleen beguiled;
Soothed by attention from her early years,
She gained all wishes by her smiles or tears;
But Sybil then was in that playful time,
When contradiction is not held a crime;
When parents yield their children idle praise
For faults corrected in their after days.
Peace in the sober house of Jonas dwelt,
Where each his duty and his station felt:
Yet not that peace some favour'd mortals find,
In equal views and harmony of mind;
Not the soft peace that blesses those who love,
Where all with one consent in union move;
But it was that which one superior will
Commands, by making all inferiors still;
Who bids all murmurs, all objections, cease,
And with imperious voice announces--Peace!
They were, to wit, a remnant of that crew,
Who, as their foes maintain, their Sovereign slew;
An independent race, precise, correct,
Who ever married in the kindred sect:
No son or daughter of their order wed
A friend to England's king who lost his head;
Cromwell was still their Saint, and when they met,
They mourn'd that Saints were not our rulers yet.
Fix'd were their habits; they arose betimes,
Then pray'd their hour, and sang their party-

rhymes:
Their meals were plenteous, regular and plain;
The trade of Jonas brought him constant gain;
Vender of hops and malt, of coals and corn -
And, like his father, he was merchant born:

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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

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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!

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The Victories Of Love. Book I

I
From Frederick Graham

Mother, I smile at your alarms!
I own, indeed, my Cousin's charms,
But, like all nursery maladies,
Love is not badly taken twice.
Have you forgotten Charlotte Hayes,
My playmate in the pleasant days
At Knatchley, and her sister, Anne,
The twins, so made on the same plan,
That one wore blue, the other white,
To mark them to their father's sight;
And how, at Knatchley harvesting,
You bade me kiss her in the ring,
Like Anne and all the others? You,
That never of my sickness knew,
Will laugh, yet had I the disease,
And gravely, if the signs are these:

As, ere the Spring has any power,
The almond branch all turns to flower,
Though not a leaf is out, so she
The bloom of life provoked in me;
And, hard till then and selfish, I
Was thenceforth nought but sanctity
And service: life was mere delight
In being wholly good and right,
As she was; just, without a slur;
Honouring myself no less than her;
Obeying, in the loneliest place,
Ev'n to the slightest gesture, grace
Assured that one so fair, so true,
He only served that was so too.
For me, hence weak towards the weak,
No more the unnested blackbird's shriek
Startled the light-leaved wood; on high
Wander'd the gadding butterfly,
Unscared by my flung cap; the bee,
Rifling the hollyhock in glee,
Was no more trapp'd with his own flower,
And for his honey slain. Her power,
From great things even to the grass
Through which the unfenced footways pass,
Was law, and that which keeps the law,
Cherubic gaiety and awe;
Day was her doing, and the lark
Had reason for his song; the dark
In anagram innumerous spelt
Her name with stars that throbb'd and felt;

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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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They Know That They Don't Know

They know that they don't know!
And their opinions discloses the evidence.
Most of their knowledge has been obtained,
By innuendos and nonsense.
Leaving them exposed,
To an ignorance that shows.

They know that they don't know!
And any actions taken to comprehend...
Becomes entrapped by an inferiority,
Felt within them.

And that which escapes their understanding...
Is left out of their reach.
Although very close...
Are those answers they seek most.
But quick they fold their arms to their chests,
With stubborn hands to express...
Their choice not to hear,
What for them is best!

Declaring they wish not to listen...
Because facts distracts,
A consciousness they lack!

They know that they don't know.
But they want to gossip it.
They know that they don't know.
But they want to gossip it.
They know that they don't know.
But they want to gossip it...
And spread those rumors made to fit,
Those ears that are as limited!

They know that they don't know.
But they want to gossip it.
They know that they don't know.
But they want to gossip it.
They know that they don't know.
But they want to gossip it...
And spread those rumors made to fit,
Those ears that are as limited!

They know that they don't know,
With their minds closed.
They know that they don't know,
With their minds closed.
They know that they don't know,
With their minds closed.
And spread those rumors made to fit,

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The Marriage Of Geraint

The brave Geraint, a knight of Arthur's court,
A tributary prince of Devon, one
Of that great Order of the Table Round,
Had married Enid, Yniol's only child,
And loved her, as he loved the light of Heaven.
And as the light of Heaven varies, now
At sunrise, now at sunset, now by night
With moon and trembling stars, so loved Geraint
To make her beauty vary day by day,
In crimsons and in purples and in gems.
And Enid, but to please her husband's eye,
Who first had found and loved her in a state
Of broken fortunes, daily fronted him
In some fresh splendour; and the Queen herself,
Grateful to Prince Geraint for service done,
Loved her, and often with her own white hands
Arrayed and decked her, as the loveliest,
Next after her own self, in all the court.
And Enid loved the Queen, and with true heart
Adored her, as the stateliest and the best
And loveliest of all women upon earth.
And seeing them so tender and so close,
Long in their common love rejoiced Geraint.
But when a rumour rose about the Queen,
Touching her guilty love for Lancelot,
Though yet there lived no proof, nor yet was heard
The world's loud whisper breaking into storm,
Not less Geraint believed it; and there fell
A horror on him, lest his gentle wife,
Through that great tenderness for Guinevere,
Had suffered, or should suffer any taint
In nature: wherefore going to the King,
He made this pretext, that his princedom lay
Close on the borders of a territory,
Wherein were bandit earls, and caitiff knights,
Assassins, and all flyers from the hand
Of Justice, and whatever loathes a law:
And therefore, till the King himself should please
To cleanse this common sewer of all his realm,
He craved a fair permission to depart,
And there defend his marches; and the King
Mused for a little on his plea, but, last,
Allowing it, the Prince and Enid rode,
And fifty knights rode with them, to the shores
Of Severn, and they past to their own land;
Where, thinking, that if ever yet was wife
True to her lord, mine shall be so to me,
He compassed her with sweet observances
And worship, never leaving her, and grew
Forgetful of his promise to the King,

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Playa

Missy] Yeahhayyy, yeahhh
[Havoc] Yeah, uh-huh
[Missy] Yah..
[Missy] Yeahhayyy, yeahhayyy!
[Havoc] Yeah.. fo' sho'
[Missy] Yeahh! Yah..
[Missy] Mmmm-mmm-mmm, mmmm-mmm-mmm
[Missy] Uhh, yah..
[Havoc] M-O-B-B baby
[Missy] Wooooooooo!
[Missy] Uhhhh..
[Havoc] Yeah! Right
[Missy] Uhhhh..
[Havoc] Let's do this, one time baby
[Missy] Uhhhh..
[Havoc] Yea-yea
[Missy] Yah..
[Havoc] Yo
[Verse 1 Havoc]
Whattup ma, the name H doe, I'm into pesos
V.I.P. and champagne by the caseloads
Doubles get you from that bar, and get you right
Or get you bent, whatever you like
I'm not into wifin - no sir
I just wanna beat it up, hear the kitty-cat purr
The whip or the tail, whichever you prefer
The crib off limits, got wifey durr
Got a man home beast, then be easy ma
She don't know how to creep, I be teachin ma
I got jars of that haze, yeah I'll show you how to twist
Get it tight but not too tight, it's all in the lick
I'll show you which end to burn, how to spot that trick
All you need is the will to learn
.. and some good trees to burn
Relax, you'll be straight like a perm, word
[Chorus: Missy]
I need a man, who's up on his game
And can give me some affection, satisfy me many ways
Are you the one to do it for me playa?
(Are you the one to do it for me playa?)
Then maybe I can hook up witcha later
[Verse 2 Prodigy]
Babe girl you now rockin with strength, Infamous Thugs is nuttin to slug
Anyone, they try to ruin our fun
I don't wanna scare you away, I'm sayin whassup
Tell your friends come over here, and party with us
If y'all from the hood, y'all gon' love our ways
Cause we got money, and we still the same way
Go 'head, do that dance, and you can feel free
To be you and just do you, everything's great

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Playa - Missy Elliott

Missy] Yeahhayyy, yeahhh
[Havoc] Yeah, uh-huh
[Missy] Yah..
[Missy] Yeahhayyy, yeahhayyy!
[Havoc] Yeah.. fo' sho'
[Missy] Yeahh! Yah..
[Missy] Mmmm-mmm-mmm, mmmm-mmm-mmm
[Missy] Uhh, yah..
[Havoc] M-O-B-B baby
[Missy] Wooooooooo!
[Missy] Uhhhh..
[Havoc] Yeah! Right
[Missy] Uhhhh..
[Havoc] Let's do this, one time baby
[Missy] Uhhhh..
[Havoc] Yea-yea
[Missy] Yah..
[Havoc] Yo
[Verse 1 Havoc]
Whattup ma, the name H doe, I'm into pesos
V.I.P. and champagne by the caseloads
Doubles get you from that bar, and get you right
Or get you bent, whatever you like
I'm not into wifin - no sir
I just wanna beat it up, hear the kitty-cat purr
The whip or the tail, whichever you prefer
The crib off limits, got wifey durr
Got a man home beast, then be easy ma
She don't know how to creep, I be teachin ma
I got jars of that haze, yeah I'll show you how to twist
Get it tight but not too tight, it's all in the lick
I'll show you which end to burn, how to spot that trick
All you need is the will to learn
.. and some good trees to burn
Relax, you'll be straight like a perm, word
[Chorus: Missy]
I need a man, who's up on his game
And can give me some affection, satisfy me many ways
Are you the one to do it for me playa?
(Are you the one to do it for me playa?)
Then maybe I can hook up witcha later
[Verse 2 Prodigy]
Babe girl you now rockin with strength, Infamous Thugs is nuttin to slug
Anyone, they try to ruin our fun
I don't wanna scare you away, I'm sayin whassup
Tell your friends come over here, and party with us
If y'all from the hood, y'all gon' love our ways
Cause we got money, and we still the same way
Go 'head, do that dance, and you can feel free
To be you and just do you, everything's great

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Byron

Canto the Fifth

I
When amatory poets sing their loves
In liquid lines mellifluously bland,
And pair their rhymes as Venus yokes her doves,
They little think what mischief is in hand;
The greater their success the worse it proves,
As Ovid's verse may give to understand;
Even Petrarch's self, if judged with due severity,
Is the Platonic pimp of all posterity.

II
I therefore do denounce all amorous writing,
Except in such a way as not to attract;
Plain -- simple -- short, and by no means inviting,
But with a moral to each error tack'd,
Form'd rather for instructing than delighting,
And with all passions in their turn attack'd;
Now, if my Pegasus should not be shod ill,
This poem will become a moral model.

III
The European with the Asian shore
Sprinkled with palaces; the ocean stream
Here and there studded with a seventy-four;
Sophia's cupola with golden gleam;
The cypress groves; Olympus high and hoar;
The twelve isles, and the more than I could dream,
Far less describe, present the very view
Which charm'd the charming Mary Montagu.

IV
I have a passion for the name of "Mary,"
For once it was a magic sound to me;
And still it half calls up the realms of fairy,
Where I beheld what never was to be;
All feelings changed, but this was last to vary,
A spell from which even yet I am not quite free:
But I grow sad -- and let a tale grow cold,
Which must not be pathetically told.

V
The wind swept down the Euxine, and the wave
Broke foaming o'er the blue Symplegades;
'T is a grand sight from off the Giant's Grave
To watch the progress of those rolling seas
Between the Bosphorus, as they lash and lave
Europe and Asia, you being quite at ease;
There's not a sea the passenger e'er pukes in,
Turns up more dangerous breakers than the Euxine.

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Byron

Don Juan: Canto The Fifth

When amatory poets sing their loves
In liquid lines mellifluously bland,
And pair their rhymes as Venus yokes her doves,
They little think what mischief is in hand;
The greater their success the worse it proves,
As Ovid's verse may give to understand;
Even Petrarch's self, if judged with due severity,
Is the Platonic pimp of all posterity.

I therefore do denounce all amorous writing,
Except in such a way as not to attract;
Plain- simple- short, and by no means inviting,
But with a moral to each error tack'd,
Form'd rather for instructing than delighting,
And with all passions in their turn attack'd;
Now, if my Pegasus should not be shod ill,
This poem will become a moral model.

The European with the Asian shore
Sprinkled with palaces; the ocean stream
Here and there studded with a seventy-four;
Sophia's cupola with golden gleam;
The cypress groves; Olympus high and hoar;
The twelve isles, and the more than I could dream,
Far less describe, present the very view
Which charm'd the charming Mary Montagu.

I have a passion for the name of 'Mary,'
For once it was a magic sound to me;
And still it half calls up the realms of fairy,
Where I beheld what never was to be;
All feelings changed, but this was last to vary,
A spell from which even yet I am not quite free:
But I grow sad- and let a tale grow cold,
Which must not be pathetically told.

The wind swept down the Euxine, and the wave
Broke foaming o'er the blue Symplegades;
'T is a grand sight from off 'the Giant's Grave
To watch the progress of those rolling seas
Between the Bosphorus, as they lash and lave
Europe and Asia, you being quite at ease;
There 's not a sea the passenger e'er pukes in,
Turns up more dangerous breakers than the Euxine.

'T was a raw day of Autumn's bleak beginning,
When nights are equal, but not so the days;
The Parcae then cut short the further spinning
Of seamen's fates, and the loud tempests raise
The waters, and repentance for past sinning

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