Decision Making
Noble art of decision making is
an adaptation of an orderly
assemblage of data;
as source material obtained through
discrete or non-discrete systems.
Chaos exists as raw material
from which order is superimposed.
Order is a product of species interaction;
which consists of hierarchy between
differing species and within species.
Order is an institution which we create
ourselves; impose for universal advancement.
Truth is perceived as a series of revelations;
filtered through contemporary
conceptions defining truthsense.
If true quality is distilled true statement
attained; conformity adherence to law
is assured; integrity loyalty is guarantied;
pledging of security is prime guarantor.
There are therefore rarely, any unalterable
truths, generating dissension,
disagreement producing open conflict,
is indicator of corruptive disharmony.
Why a rational being
would belie life defies logic.
Explanation of such exhibited rational;
upon intensive investigation proves
not a scintilla of logic in prime evidence.
Accumulated wisdom and knowledge
are cultivated practiced formalized arts.
Requiring diligent symbiotic application.
True learning abhors staunch ignorance
a precocious maze by acolyte readily taken.
Life is divisible
divinely imposed order
upon an endless recycling of cells;
originating in cosmic
creation’s common star dust.
This aphorism is a concise formulaic rational
simplistically defining the meaning of life.
[...] Read more
poem by Terence George Craddock
Added by Poetry Lover
Comment! | Vote! | Copy!
Related quotes
The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
[...] Read more
poem by Sir Francis Bacon
Added by Poetry Lover
Comment! | Vote! | Copy!
Raw Power
(pop/williamson)
(burp)
Dance to the beet of the living dead
Lose sleep baby and stay away from bed
Raw power is sure to come a runnin to you
If youre alone and you got the shakes
So am I baby and I got what it takes
Raw power wlll surely come a running to you
Raw power got a healin hand
Raw power can destroy a man
Raw power is more than soul
Has got a son called rock and roll
Raw power nohey just wont quit
Raw power I can feeeeeel it
Raw power baby cant be beat
Qpin eyes and flashin feet
Everybodys always tryin to tell me what to do
Dont you try
Don t you try to tell me what to do
Look in the eye of the savage girl
Fall deep in love in the underworld
Raw power is sure to come a runnin to you
If youre alone and you got the fear
So am I baby lets move on out of here
Raw power is sure to come a runnin to you
Raw power got a magic touch
Raw power is much too much
Happiness is guaranteed
It was made for you and me
Raw power honey just wont quit
Raw power I can feel it
Raw power honey cant be beat
Get down and kiss my feet
Raw powers got no place to go
Raw power honey
It dontwantto know
Raw power is a guaranteed o.d.
Raw power is laughin at you and me
And this is what I wanta know
Can you feeeeeel it
Can you feeeeeeeeel it
Can you feeeeeel it
Can you feeeeeeeeeeeel it
Raw power! raw powwwwwwer!
Raw power! raw powwwwwwwwer!
Can you feeeeeeeeeeeel it
song performed by Iggy Pop
Added by Lucian Velea
Comment! | Vote! | Copy!
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
[...] Read more
poem by Innocent Masina Nkhonyo
Added by Poetry Lover
Comment! | Vote! | Copy!
A Map Of Culture
Culture
Contents
What is Culture?
The Importance of Culture
Culture Varies
Culture is Critical
The Sociobiology Debate
Values, Norms, and Social Control
Signs and Symbols
Language
Terms and Definitions
Approaches to the Study of Culture
Are We Prisoners of Our Culture?
What is Culture?
I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .
Back to Contents
[...] Read more
poem by Nyein Way
Added by Poetry Lover
Comment! | Vote! | Copy!
Gareth And Lynette
The last tall son of Lot and Bellicent,
And tallest, Gareth, in a showerful spring
Stared at the spate. A slender-shafted Pine
Lost footing, fell, and so was whirled away.
'How he went down,' said Gareth, 'as a false knight
Or evil king before my lance if lance
Were mine to use--O senseless cataract,
Bearing all down in thy precipitancy--
And yet thou art but swollen with cold snows
And mine is living blood: thou dost His will,
The Maker's, and not knowest, and I that know,
Have strength and wit, in my good mother's hall
Linger with vacillating obedience,
Prisoned, and kept and coaxed and whistled to--
Since the good mother holds me still a child!
Good mother is bad mother unto me!
A worse were better; yet no worse would I.
Heaven yield her for it, but in me put force
To weary her ears with one continuous prayer,
Until she let me fly discaged to sweep
In ever-highering eagle-circles up
To the great Sun of Glory, and thence swoop
Down upon all things base, and dash them dead,
A knight of Arthur, working out his will,
To cleanse the world. Why, Gawain, when he came
With Modred hither in the summertime,
Asked me to tilt with him, the proven knight.
Modred for want of worthier was the judge.
Then I so shook him in the saddle, he said,
"Thou hast half prevailed against me," said so--he--
Though Modred biting his thin lips was mute,
For he is alway sullen: what care I?'
And Gareth went, and hovering round her chair
Asked, 'Mother, though ye count me still the child,
Sweet mother, do ye love the child?' She laughed,
'Thou art but a wild-goose to question it.'
'Then, mother, an ye love the child,' he said,
'Being a goose and rather tame than wild,
Hear the child's story.' 'Yea, my well-beloved,
An 'twere but of the goose and golden eggs.'
And Gareth answered her with kindling eyes,
'Nay, nay, good mother, but this egg of mine
Was finer gold than any goose can lay;
For this an Eagle, a royal Eagle, laid
Almost beyond eye-reach, on such a palm
As glitters gilded in thy Book of Hours.
And there was ever haunting round the palm
A lusty youth, but poor, who often saw
[...] Read more
poem by Alfred Lord Tennyson
Added by Poetry Lover
Comment! | Vote! | Copy!
Message From The Source
[c.gee] yo keith that trip was kinda long
[keith] word up ced
Excuse me, aren't you guys ultramagnetic?
[c.gee] word, whassup money?
Yo i just saw that spaceship over there
[c.gee] hahahahaha
Let me ask you somethin
[c.gee] yeah
How much money did you make this year?
[c.gee] yo that's kinda personal money
[kool keith]
You wanna know my business? i got things to do
People to meet, people to see
Very important - matters to turn to
A waste of time for me to try to burn you
And talk a minute, you're not worth a conversation
I speak intelligently, with information
Goin and flowin and showin, you're still growin
Adolescent -- with a childish mind
Your brain is small, plus it's hard to find
I need a microscope, to see a two-cent brain
That don't think, when they rob and steal
And rape and kill -- and murder their loved ones
Now put your brain in the guillotine
Slice up the cold cuts, you're goin nuts in a three-inch cell
You wanna low rate me?
You're better off in hell, feel the flame
Fire burn roast and toast
Let me heat up your skull, while i brag and boast
I keep your brain on stand-by
Cause this message, comin from the source!
Source.. source.. source.. source..
Source.. source.. source.. source..
[ced gee]
Your attention please, come on and let me try this
This beat is funky -- so i just
Made up some rhymes that are hyper than hyperspace
Ced gee will kick bass face and eliminate
Rappers who think quick slick with a few tricks
Can't be quick fixed if they try this
Man, and, aiyyo, i have the right to be
On any stage and mic someone can pass to me
Cause, i'm in there, and i swear
I'm like vladimir, no one best to
Step to me, get to me, or pes-ter me
Confess to me, be guessin me
Adressin me, be less than me, or testin me
Because, it only brings out the best in me
So, yo, here's what we really need to do
Instead of battlin we need to really improve
[...] Read more
song performed by Ultramagnetic Mc's
Added by Lucian Velea
Comment! | Vote! | Copy!
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
Comment! | Vote! | Copy!
VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator
Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!
It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!
Well,
Let others climb the heights o' the court, the camp!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!
The Example of Vertu : Cantos I.-VII.
Here begynneth the boke called the example of vertu.
The prologe.
Whan I aduert in my remembraunce
The famous draughtes of poetes eloquent
Whiche theyr myndes dyd well enhaunce
Bokes to contryue that were expedyent
To be remembred without Impedyment
For the profyte of humanyte
This was the custume of antyquyte.
I now symple and moost rude
And naked in depured eloquence
For dulnes rethoryke doth exclude
Wherfore in makynge I lake intellygence
Also consyderynge my grete neglygence
It fereth me sore for to endyte
But at auenture I wyll now wryte.
As very blynde in the poetys art
For I therof can no thynge skyll
Wherfore I lay it all a part
But somwhat accordynge to my wyll
I wyll now wryte for to fulfyll
Saynt Powles wordes and true sentement
All that is wryten is to oure document
O prudent Gower in langage pure
Without corrupcyon moost facundyous
O noble Chauser euer moost sure
Of frutfull sentence ryght delycyous
O vertuous Lydgat moche sentencyous
Unto you all I do me excuse
Though I your connynge do now vse
Explicit prologus.
Capitulum Primsi.
In Septembre in fallynge of the lefe
Whan phebus made his declynacyon
And all the whete gadred was in the shefe
By radyaunt hete and operacyon
Whan the vyrgyn had full domynacyon
And Dyane entred was one degre
Into the sygne of Gemyne
Whan the golden sterres clere were splendent
In the firmament puryfyed clere as crystall
By imperyall course without incombrement
As Iuppyter and Mars that be celestyall
With Saturne and Mercury that wer supernall
Myxt with venus that was not retrograte
That caused me to be well fortunate
In a slombrynge slepe with slouth opprest
[...] Read more
poem by Stephen Hawes
Added by Poetry Lover
Comment! | Vote! | Copy!
Nuclear Is Safe? No They Lied To You
A list of non classified nuclear disasters
chalk one up for Chalk River Canada
rating 5 a “reactor shutoff rod failure,
combined with several operator errors,
led to a major power excursion of more
than double the reactor's rated output
at AECL's NRX reactor” then a big deal.1952
Entrant two Windscale Pile United Kingdom
rating 5 a “Release of radioactive material to
the environment following a fire in a reactor
core.” Toast a good year for nuclear disasters.1957
graphite core of a British nuclear “[weapons
programme] reactor at Windscale, Cumberland
(now Sellafield, Cumbria) caught fire, releasing
substantial amounts of radioactive contamination
into the surrounding area.” Radioactive fire.
A warm welcome to entrant three. Kyshtym
Russia rating 6 a “Significant release of
radioactive material to the environment
from explosion of a high activity waste tank.” 1957
Please all welcome contestant one back
Chalk River Canada (rating?) “Due to
inadequate cooling a damaged uranium
fuel rod caught fire and was torn in two.” 1958
Champagne pops cheer another good year
Vinč a Yugoslavia (rating?) “During
a subcritical counting experiment a power
buildup went undetected - six scientists
received high doses.” What detailed detail? 1958
Applause please for our first American entry
Santa Susana Field Laboratory US (rating?)
“Partial core meltdown.” Sounds serious.
Tick one deep operations public cover up.1959
Time to take a nice country waltz in a US county
Westinghouse Waltz Mill Westmoreland County
(rating?) a core melt accident in a test reactor? 1960
Looks like American is going for a hat trick
Charlestown US (rating?) “Error by a worker
at a United Nuclear Corporation fuel facility
led to an accidental criticality”. Human error? 1964
[...] Read more
poem by Terence George Craddock
Added by Poetry Lover
Comment! | Vote! | Copy!
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
Comment! | Vote! | Copy!
Living In The Material World
Im living in the material world
Living in the material world
Cant say what Im doing here
But I hope to see much clearer,
After living in the material world
I got born into the material world
Getting worn out in the material world
Use my body like a car,
Taking me both near and far
Met my friends all in the material world
Met them all there in the material world
John and paul here in the material world
Though we started out quite poor
We got richie on a tour
Got caught up in the material world
From the spiritual sky,
Such sweet memories have i
To the spiritual sky
How I pray
Yes I pray
That I wont get lost
Or go astray
As Im fated for the material world
Get frustrated in the material world
Senses never gratified
Only swelling like a tide
That could drown me in the
Material world
From the spiritual sky,
Such sweet memories have i
To the spiritual sky
How I pray
Yes I pray
That I wont get lost
Or go astray
While Im living in the material world
Not much giving in the material world
Got a lot of work to do
Try to get a message through
And get back out of this material world
Im living in the material world
Living in the material world
I hope to get out of this place
By the lord sri krsnas grace
My salvation from the material world
Big ending
song performed by George Harrison
Added by Lucian Velea
Comment! | Vote! | Copy!
The Example of Vertu : Cantos VIII.-XIV.
Capitalum VIII.
Dame Sapyence taryed a lytell whyle
Behynd the other saynge to Dyscrecyon
And began on her to laugh and smyle
Axynge her how I stode in condycyon
Well she sayd in good perfeccyon
But best it is that he maryed be
For to eschewe all yll censualyte
I knowe a lady of meruelous beaute
Spronge out of hyghe and noble lynage
Replete with vertue and full of bounte
Whiche vnto youth were a good maryage
For she is comen of royall apparage
But herde it wyll be to gete her loue
Without youth frayltye do sore reproue
I kneled downe than vpon my kne
Afore dame Sapyence with humble chere
Besechynge her of me to haue pyte
And also Dyscrecyon her syster dere
Than dame Sapyence came me nere
Saynge youth wyll ye haue a wyfe
And her to loue durynge her lyfe
Ye madame that wolde I fayne
Yf that she be both fayre and bryght
I wyll her loue euer more certayne
And pleas her alway with all my myght
Of suche a persone wolde I haue a syght
With all my herte now at this houre
Wolde to god I had so fayre a floure
Than sayd dyscrecyon there is a kynge
Dwellynge fer hens in a fayre castell
Of whome I oft haue herd grete talkynge
Whiche hath a doughter as I you tell
I trowe that youth wyll lyke her well
She is both good eke fayre and pure
As I report me vnto dame Nature
But yf that youth sholde her go seke
Ye must syster than hym well indue
With your grete power so good and meke
That he all frayltye may eschue
For by the way it wyll oft pursue
On hym by flatery and grete temptacyon
That shall brynge hym in tribulacyon
As for that sayd she he shall not care
For he shall theym sone ouercome
And of theyr flatery ryght well beware
For I to hym shall gyue grete wysedome
Theyr dedes to withstande & make theym dōme
Wherfore dere syster as I you pray
[...] Read more
poem by Stephen Hawes
Added by Poetry Lover
Comment! | Vote! | Copy!
The Rosciad
Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.
Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,
[...] Read more
poem by Charles Churchill
Added by Poetry Lover
Comment! | Vote! | Copy!
The Iliad: Book 24
The assembly now broke up and the people went their ways each to his
own ship. There they made ready their supper, and then bethought
them of the blessed boon of sleep; but Achilles still wept for
thinking of his dear comrade, and sleep, before whom all things bow,
could take no hold upon him. This way and that did he turn as he
yearned after the might and manfulness of Patroclus; he thought of all
they had done together, and all they had gone through both on the
field of battle and on the waves of the weary sea. As he dwelt on
these things he wept bitterly and lay now on his side, now on his
back, and now face downwards, till at last he rose and went out as one
distraught to wander upon the seashore. Then, when he saw dawn
breaking over beach and sea, he yoked his horses to his chariot, and
bound the body of Hector behind it that he might drag it about. Thrice
did he drag it round the tomb of the son of Menoetius, and then went
back into his tent, leaving the body on the ground full length and
with its face downwards. But Apollo would not suffer it to be
disfigured, for he pitied the man, dead though he now was; therefore
he shielded him with his golden aegis continually, that he might
take no hurt while Achilles was dragging him.
Thus shamefully did Achilles in his fury dishonour Hector; but the
blessed gods looked down in pity from heaven, and urged Mercury,
slayer of Argus, to steal the body. All were of this mind save only
Juno, Neptune, and Jove's grey-eyed daughter, who persisted in the
hate which they had ever borne towards Ilius with Priam and his
people; for they forgave not the wrong done them by Alexandrus in
disdaining the goddesses who came to him when he was in his
sheepyards, and preferring her who had offered him a wanton to his
ruin.
When, therefore, the morning of the twelfth day had now come,
Phoebus Apollo spoke among the immortals saying, "You gods ought to be
ashamed of yourselves; you are cruel and hard-hearted. Did not
Hector burn you thigh-bones of heifers and of unblemished goats? And
now dare you not rescue even his dead body, for his wife to look upon,
with his mother and child, his father Priam, and his people, who would
forthwith commit him to the flames, and give him his due funeral
rites? So, then, you would all be on the side of mad Achilles, who
knows neither right nor ruth? He is like some savage lion that in
the pride of his great strength and daring springs upon men's flocks
and gorges on them. Even so has Achilles flung aside all pity, and all
that conscience which at once so greatly banes yet greatly boons him
that will heed it. man may lose one far dearer than Achilles has lost-
a son, it may be, or a brother born from his own mother's womb; yet
when he has mourned him and wept over him he will let him bide, for it
takes much sorrow to kill a man; whereas Achilles, now that he has
slain noble Hector, drags him behind his chariot round the tomb of his
comrade. It were better of him, and for him, that he should not do so,
for brave though he be we gods may take it ill that he should vent his
fury upon dead clay."
Juno spoke up in a rage. "This were well," she cried, "O lord of the
silver bow, if you would give like honour to Hector and to Achilles;
[...] Read more
poem by Homer, translated by Samuel Butler
Added by Poetry Lover
Comment! | Vote! | Copy!
The Pastime of Pleasure : The First Part.
Here begynneth the passe tyme of pleasure.
Ryyght myghty prynce / & redoubted souerayne
Saylynge forthe well / in the shyppe of grace
Ouer the wawes / of this lyfe vncertayne
Ryght towarde heuen / to haue dwellynge place
Grace dothe you guyde / in euery doubtfull cace
Your gouernaunce / dothe euermore eschewe
The synne of slouthe / enemy to vertewe
Grace stereth well / the grace of god is grete
Whiche you hathe brought / to your ryall se
And in your ryght / it hath you surely sette
Aboue vs all / to haue the soueraynte
Whose worthy power / and regall dygnyte
All our rancour / and our debate and ceace
Hath to vs brought / bothe welthe reste and peace
Frome whome dyscendeth / by the ryghtfull lyne
Noble pryuce Henry / to succede the crowne
That in his youthe / dothe so clerely shyne
In euery vertu / castynge the vyce adowne
He shall of fame / attayne the hye renowne
No doubte but grace / shall hym well enclose
Whiche by trewe ryght / sprange of the reed rose
Your noble grace / and excellent hyenes
For to accepte / I beseche ryght humbly
This lytell boke / opprest with rudenes
Without rethorycke / or colour crafty
Nothynge I am / experte in poetry
As the monke of Bury / floure of eloquence
Whiche was in tyme / of grete excellence
Of your predecessour / the .v. kynge henry
Vnto whose grace / he dyde present
Ryght famous bokes / of parfyte memory
Of his faynynge with termes eloquent
Whose fatall fyccyons / are yet permanent
Grounded on reason / with clowdy fygures
He cloked the trouthe / of all his scryptures
The lyght of trouthe / I lacke connynge to cloke
To drawe a curtayne / I dare not to presume
Nor hyde my mater / with a mysty smoke
My rudenes connynge / dothe so sore cōsume
Yet as I maye / I shall blowe out a fume
To hyde my mynde / vnderneth a fable
By conuert colour / well and probable
Besechynge your grace / to pardon myne ignoraunce
Whiche this fayned fable / to eschewe ydlenesse
Hane so compyled / now without doubtaunce
For to present / to your hye worthynesse
To folowe the trace / and all the parfytenesse
Of my mayster Lydgate / with due exercyse
[...] Read more
poem by Stephen Hawes
Added by Poetry Lover
Comment! | Vote! | Copy!
The Noble Moringer
I.
O, will you hear a knightly tale of old Bohemian day,
It was the noble Moringer in wedlock bed he lay;
He halsed and kiss'd his dearest dame, that was as sweet as May,
And said, 'Now, lady of my heart, attend the words I say.
II.
''Tis I have vow'd a pilgrimage unto a distant shrine,
And I must seek Saint Thomas-land, and leave the land that's mine;
Here shalt thou dwell the while in state, so thou wilt pledge thy fay,
That thou for my return wilt wait seven twelvemonths and a day.'
III.
Then out and spoke that Lady bright, sore troubled in her cheer,
'Now tell me true, thou noble knight, what order takest thou here:
And who shall lead thy vassal band, and hold thy lordly sway,
And be thy lady's guardian true when thou art far away?'
IV.
Out spoke the noble Moringer, 'Of that have thou no care,
There's many a valiant gentleman of me holds living fair;
The trustiest shall rule my land, my vassals and my state,
And be a guardian tried and true to thee, my lovely mate.
V.
'As Christian-man, I needs must keep the vow which I have plight,
When I am far in foreign land, remember thy true knight;
And cease, my dearest dame, to grieve, for vain were sorrow now,
But grant thy Moringer his leave, since God hath heard his vow.'
VI.
It was the noble Moringer from bed he made him boune,
And met him there his Chamberlain, with ewer and with gown:
He flung the mantle on his back, 'twas furr'd with miniver,
He dipp'd his hand in water cold, and bathed his forehead fair.
VII.
'Now hear,' he said, 'Sir Chamberlain, true vassal art thou mine,
And such the trust that I repose in that proved worth of thine,
For seven years shalt thou rule my towers, and lead my vassal train,
And pledge thee for my Lady's faith till I return again.'
VIII.
The Chamberlain was blunt and true, and sturdily said he,
'Abide, my lord, and rule your own, and take this rede from me;
That woman's faith's a brittle trust - Seven twelve-months didst thou say?
I'll pledge me for no lady's truth beyond the seventh fair day.'
IX.
The noble Baron turn'd him round, his heart was full of care,
[...] Read more
poem by Sir Walter Scott
Added by Poetry Lover
Comment! | Vote! | Copy!
As Destiny Unfolds
There is always a choice to make
When two paths merge and life takes a break
For a split second, all things are one
As destiny and chaos collide once more
When two paths merge and life takes a break
No one will warn you that it is already to late
To change the path you have taken
As destiny and chaos collide once more
For a split second, all things are one
In that moment, you realize God will not be outdone
This place and time will no longer exist
As destiny and chaos collide once more
No one will warn you it is already too late
The first man and woman sealed your fate
Nothing can stop what was meant to be
As destiny and chaos collide once more
To change the path you have taken
The original spirit must reawaken
To be forsaken was never part of the master plan
As destiny and chaos collide once more
In that moment, you realize God will not be outdone
By now you realize that life is not a dry run
No second chances are guaranteed
As destiny and chaos collide once more
This place and time will no longer exist
And mankind is summarily dismissed
For failing to exercise discipline and reproof
As destiny and chaos collide once more
The first man and woman sealed your fate
The choice is no longer yours to make
What you do now is fruit of the poisonous tree
As destiny and chaos collide once more
Nothing can stop what was meant to be
Two paths have merged into life’s potpourri
The world is filled with to much hate
As destiny and chaos collide once more
The original spirit must reawaken
Or those waiting for the rapture will not be taken
It will all be for not in the end
As destiny and chaos collide once more
[...] Read more
poem by Nettie Pennington
Added by Poetry Lover
Comment! | Vote! | Copy!
Noble Surfer
Noble (aint joshin)
Surfer (aint joshin)
Hes the number one man (hes movin)
The surfers call him noble
And thats just what he is
Hes dedicated to the mighty sea
Surfin night and day
Never twice in one spot
Hes somethin you and I would like to be
Noble (aint joshin)
Surfer (aint joshin)
Hes the number one man (hes movin)
Noble (hes movin)
Noble (aint joshin)
Surfer (aint joshin)
Hes the number one man (hes movin)
Hes not afraid of body whop
From ten feet or more
He never backs away from a swell
Hurachis on his feet
Bushy hair on his head
And where hes going hed never tell
Noble (aint joshin)
Surfer (aint joshin)
Hes the number one man (hes movin)
Noble (hes movin)
Noble (aint joshin)
Surfer (aint joshin)
Hes the number one man (hes movin)
Noble (aint joshin)
Surfer (aint joshin)
Hes the number one man (hes movin)
Noble (hes movin)
Noble (aint joshin)
Surfer (aint joshin)
Hes the number one man (hes movin)
A surfin cassanova
With his customized board
A woody and his dirty white jeans
He takes his choice of honeys
Up and down the coast
The finest surfer yet to make the scene
Noble (aint joshin)
Surfer (aint joshin)
Hes the number one man (hes movin)
Noble (hes movin)
Noble (aint joshin)
Surfer (aint joshin)
Hes the number one man (hes movin)
Noble (hes movin)
[...] Read more
song performed by Beach Boys
Added by Lucian Velea
Comment! | Vote! | Copy!
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
Added by Poetry Lover
Comment! | Vote! | Copy!