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interaction in a virtual setting via
limited memes
limited degrees of deliberate body language
simultaneous différance
independent écriture

human beings are adaptable
directing their concerns at television
an altruistically sophisticated revelation of asymmetry
a failure of their hierarchy
displacing the terms of my opposition

words in the sky, the savage and civilised
the prey of our prayers
a posture of superiority

poem by Tanec Rayl
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Sophisticated Lady (She's A Different Lady)

Written by Chuck Jackson, Marvin Yancy and Natalie Cole
Sophisticated lady, sophisticated lady
She's a different lady with a different style
She stands tall and steady like the Eiffel Tower
She is hip to politics but loves her jazz
She's got lots of rhythm she's got lots of class
Everybody knows how she got her name, yeah
Oh, ha, she wears knee length dresses with her high heel steppers
She's not no back stabber but she's sure a pleaser
She talks quiet and gentle, she acts very cool
She sticks close to her lover, she obey God's rules, woh
(Sophisticated lady) Sophisticated lady, yeah
(Sophisticated lady) Oh
(Sophisticated lady) That's her name, that's her name
(Sophisticated lady) Woh, woh
Everybody knows how she got her name
Yeah, yeah, yeah, yeah----
Woh--, oh, oh, oh, oh
She's the kind of person that you'd like to meet
'Cause she's always smiling and she's always neat
She can start a fire in the coldest man
She's a hip slick sister known throughout the land, oh
(Sophisticated lady) That's her name
Sophisticated lady (sophisticated lady) yeah
Oh, well, woo, woo, woo, woo, woo, woo, hoo, that's her name
Sophisticated lady (sophisticated lady) lady, lady
Sophisticated lady (sophisticated lady) oh
Sophisticated lady, (sophisticated lady) ah
Sophisticated lady (sophisticated lady)
Ooh, ooh (sophisticated lady)
Repeat (Sophisticated lady

song performed by Natalie Cole
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Sophisticated Lady

Written by chuck jackson, marvin yancy and natalie cole
Sophisticated lady, sophisticated lady
Shes a different lady with a different style
She stands tall and steady like the eiffel tower
She is hip to politics but loves her jazz
Shes got lots of rhythm shes got lots of class
Everybody knows how she got her name, yeah
Oh, ha, she wears knee length dresses with her high heel steppers
Shes not no back stabber but shes sure a pleaser
She talks quiet and gentle, she acts very cool
She sticks close to her lover, she obey gods rules, woh
(sophisticated lady) sophisticated lady, yeah
(sophisticated lady) oh
(sophisticated lady) thats her name, thats her name
(sophisticated lady) woh, woh
Everybody knows how she got her name
Yeah, yeah, yeah, yeah----
Woh--, oh, oh, oh, oh
Shes the kind of person that youd like to meet
cause shes always smiling and shes always neat
She can start a fire in the coldest man
Shes a hip slick sister known throughout the land, oh
(sophisticated lady) thats her name
Sophisticated lady (sophisticated lady) yeah
Oh, well, woo, woo, woo, woo, woo, woo, hoo, thats her name
Sophisticated lady (sophisticated lady) lady, lady
Sophisticated lady (sophisticated lady) oh
Sophisticated lady, (sophisticated lady) ah
Sophisticated lady (sophisticated lady)
Ooh, ooh (sophisticated lady)
Repeat (sophisticated lady)

song performed by Natalie Cole
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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

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poem by Nyein Way
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Adaptable (Anything For You)

If you were Lucy
I'd be your Ricky
When you were juicy
I'd get real sticky
And when you're magic
It makes me tricky, too
Yeah, I'm a Sony
You're Panasonic
I'm heavy metal
You're philharmonic
If you get earaches
I'd turn my volume down
A notch or two for you
'Cause I will do anything for you
Anything you want me to
I'm so adaptable to you
Was untrappable 'til you
I will do for you
Anything for you
Adaptable to you
Adaptable to you
If you do that fold out
I'll scream and holler
But when you hold out
I'll spend three dollars
One way or other, babe
I'll spend the night with you
That's true
Now, you ain't no Hepburn
And I ain't no Fonda
But if you were drownin'
In Golden Ponda
Mouth to mouth
I'd resuscitate with you
Because I'm so adaptable to you
Anything you want me to
I'm so adaptable to you
Was untrappable 'til you
I will do for you
Anything for you
Adaptable to you
Adaptable to you
Adaptable to you
So plug me into you
Say you're Vampira
And needed plasma
And I was dying
From chronic asthma
I'd leave my death bed
To draw some blood for you

[...] Read more

song performed by Alice Cooper
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Too Too 'Fisticated

You're sophisticated!
So sophisticated.
Too too 'fisticated'
That you can't relate..

You're sophisticated!
So sophisticated.
Too too 'fisticated'
That you can't relate..

I want to hold you in my arms,
But...
You're too too 'fisticated'
That you can't relate..

I want to feel all your charms,
But...
You're too too 'fisticated'
That you can't relate..

You're sophisticated!
So sophisticated.
Too too 'fisticated'
That you can't relate..

You're sophisticated!
So sophisticated.
Too too 'fisticated'
That you can't relate..

I want to hold you in my arms,
But...
You're too too 'fisticated'
That you can't relate..

I want to feel all your charms,
But...
You're too too 'fisticated'
That you can't relate..

You're sophisticated!
So sophisticated.
Too too 'fisticated'
That you can't relate..

You're sophisticated!
So sophisticated.
Too too 'fisticated'
That you can't relate..

[...] Read more

poem by Lawrence S. Pertillar
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Body Language

Words and music by freddie mercury
Give me body give me body body
Give me your body
Dont talk dont talk dont talk dont talk
Baby dont talk
Body language body language body language
Give me your body
Just give me yeah your body
Give me yeah your body
Dont talk
Body language huh huh
Body language body language
You got red lips snakes in your eyes
Long legs great thighs
You got the cutest ass Ive ever seen
Knock me down for a six any time
Look at me I gotta case of body language
Look at me I gotta case of body language
Look at me I gotta case of body language
Look at me I gotta case of body language
Of body language of body language
Yeah sexy body sexy sexy body
I want your body
Baby youre hot
Body language body language body language
Body language body language body language
Body language body language body language

song performed by Queen
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Virtual Insanity

Written by jay kay and toby smith
Oh yeah what were living in (let me tell ya)
It a wonder man can eat at all
When things are big
That should be small
Who can tell what magic spells well be doing for us.
And Im giving all my love to this world
Only to be told
I cant see, I cant breathe
No more will we be
And nothings gonna change the way we live
Cos we can always take and never give
And now that things are changing for the worse,
See, its a crazy world were living in
And I just cant see that half of us immersed in sin
Is all we have to give these
Futures made of virtual insanity
Now always seem, to be governed by this love we have
For useless, twisting of our new technology
Oh now theres no sound for we all live underground
And Im thinking in what a mess were in
Hard to know when to begin
If I could slip the sicly ties that earthly man has made
And now every mother can choose the color of her child
Thats not natures way
Well thats what they said yesterday
Theres nothing left to do but pray
I think its time I found a new religion
Waoh its so insane to synthesize another strain
Theres something in these futures that we have to be told.
Futures made of virtual insanity
Now always seem, to be governed by this love we have
For useless, twisting of our new technology
Oh now theres no sound for we all live underground
Now theres no sound if we all live underground
And now its virtual insanity
Forget your virtual reality
Oh, theres nothing so bad, I know yeah
Instrumental break
Oh, this virtual insanity, were living in,
Has got to change, yeah
Things will never be the same
And I cant go on
While were living in oh, oh virtual insanity
Oh, this world has got to change
Cos I just, I just cant keep going on, it was virtual,
Virtual insanity that were living in, that were living in
That virtual insanity is what it is
Futures made of virtual insanity
Now always seem, to be governed by this love we have

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song performed by Jamiroquai
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Virtual World

Written by ricky & kim wilde
Images projected on a screen
Step into an artificial dream
Programme all the things you want to feel
Make a world where fantasies are real
Stand back and let the future unfurl
Well all be living in a virtual world
In a virtual world
Ah-ah, in a virtual world
Journey far beyond the atmosphere
Watch the world behind you disappear
Float inside a microscopic cell
Is this dream a heaven or a hell?
Stand back and watch the future unfurl
Well all be living in a virtual world
In a virtual world
Ah-ah, in a virtual world
In the name of progress science stands
Pushing all the frontiers known to man
When they go too far the frontiers break
And were left to deal with their mistakes
Stand back and watch the future unfurl
Well all be living in a virtual world
In a virtual world
Ah-ah, in a virtual world
Images projected on a screen
Step into an artificial dream
Programme all the things you want to feel
Make a world where fantasies are real
In the name of progress science stands
Pushing all the frontiers known to man
When they go too far the frontiers break
And were left to deal with their mistakes
Stand back and watch the future unfurl
Well all be living in a virtual world
Stand back and watch the future unfurl
Well all be living in a virtual world
In a virtual world
Ah-ah, in a virtual world
Ah-ah, (ah-ah) in a virtual world
Ah-ah, in a virtual world
Ah-ah

song performed by Kim Wilde
Added by Lucian Velea
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Virtual World (12" Extended Mix)

Written by ricky & kim wilde
Images projected on a screen
Step into an artificial dream
Programme all the things you want to feel
Make a world where fantasies are real
Stand back and let the future unfurl
Well all be living in a virtual world
In a virtual world
Ah-ah, in a virtual world
Journey far beyond the atmosphere
Watch the world behind you disappear
Float inside a microscopic cell
Is this dream a heaven or a hell?
Stand back and watch the future unfurl
Well all be living in a virtual world
In a virtual world
Ah-ah, in a virtual world
In the name of progress science stands
Pushing all the frontiers known to man
When they go too far the frontiers break
And were left to deal with their mistakes
Stand back and watch the future unfurl
Well all be living in a virtual world
In a virtual world
Ah-ah, in a virtual world
Images projected on a screen
Step into an artificial dream
Programme all the things you want to feel
Make a world where fantasies are real
In the name of progress science stands
Pushing all the frontiers known to man
When they go too far the frontiers break
And were left to deal with their mistakes
Stand back and watch the future unfurl
Well all be living in a virtual world
Stand back and watch the future unfurl
Well all be living in a virtual world
In a virtual world
Ah-ah, in a virtual world
Ah-ah, (ah-ah) in a virtual world
Ah-ah, in a virtual world
Ah-ah

song performed by Kim Wilde
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Book III - Part 03 - The Soul is Mortal

Now come: that thou mayst able be to know
That minds and the light souls of all that live
Have mortal birth and death, I will go on
Verses to build meet for thy rule of life,
Sought after long, discovered with sweet toil.
But under one name I'd have thee yoke them both;
And when, for instance, I shall speak of soul,
Teaching the same to be but mortal, think
Thereby I'm speaking also of the mind-
Since both are one, a substance interjoined.

First, then, since I have taught how soul exists
A subtle fabric, of particles minute,
Made up from atoms smaller much than those
Of water's liquid damp, or fog, or smoke,
So in mobility it far excels,
More prone to move, though strook by lighter cause
Even moved by images of smoke or fog-
As where we view, when in our sleeps we're lulled,
The altars exhaling steam and smoke aloft-
For, beyond doubt, these apparitions come
To us from outward. Now, then, since thou seest,
Their liquids depart, their waters flow away,
When jars are shivered, and since fog and smoke
Depart into the winds away, believe
The soul no less is shed abroad and dies
More quickly far, more quickly is dissolved
Back to its primal bodies, when withdrawn
From out man's members it has gone away.
For, sure, if body (container of the same
Like as a jar), when shivered from some cause,
And rarefied by loss of blood from veins,
Cannot for longer hold the soul, how then
Thinkst thou it can be held by any air-
A stuff much rarer than our bodies be?

Besides we feel that mind to being comes
Along with body, with body grows and ages.
For just as children totter round about
With frames infirm and tender, so there follows
A weakling wisdom in their minds; and then,
Where years have ripened into robust powers,
Counsel is also greater, more increased
The power of mind; thereafter, where already
The body's shattered by master-powers of eld,
And fallen the frame with its enfeebled powers,
Thought hobbles, tongue wanders, and the mind gives way;
All fails, all's lacking at the selfsame time.
Therefore it suits that even the soul's dissolved,
Like smoke, into the lofty winds of air;

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poem by Lucretius
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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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.

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poem by Sir Francis Bacon
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Telemaniaco / Tele Maniac

Un cavernícola golpea a su amada / A caveman hits his lover
y se la lleva de los pelos a la cueva / and it takes it to him from the hair to the cave
no se preocupe no ha pasado nada / don't worry it has not passed anything
el noticiero de las nueve lo comprueba / the news report of nine o'clock checks it

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Me siento bién definitivamente / I feel so good definitively
necesitaba esa dosis de novelas / I really needed that dosis of novels
ya he llorado por cuatro horas y media / I´ve been crying for four hours and a half
ahora cambio para ver una comedia / and now I´m change to see some comedy

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Los dibujitos animados son lo máximo / The cartoons are the maximum thing
me gusta verlos una y otra vez / I like to see them an and another time
luego con mis amigotes los imito / later with my pals I imitate them
y hacemos gala de nuestra inmadurez / and we make Gallic of our immaturity

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Las heroínas buscando chicos malos / The heroines looking for bad boys
los chicos malos buscando diversión / the bad boys looking for amusement
los superhéroes volando por los cielos / the superheros flying for the skies
las chicas pierden sus ligas en el bronx / the girls lose their suspenders in the bronx

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Cómo me aburro estudiando y trabajando / How I get bored studying and working
con mis papeles y con el profesor / with my papers and with the professor
tan solo quiero volver corriendo a casa / all I want is to return running home
para sentarme frente al televisor / to sit down in front of the television

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

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poem by Ramiro 2 Burgos
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Portugal Manoel Da Assumpcam Missionary.

'Portugal Manoel Da Assumpcam
Amar Sonar Moyna Pakki Amigo,
I never seen you in my live ever before
Which Country are you from?
My dear amigo Manoel Da Assumpcam.

Your colour of heritage in unknown Land l fear to bear your name in word.
I can't bear to missed you my amigo, Oh yes it can't be forgot either
You have contributed your nameless name in the nation without name
To influence other and to form the crowd in unknown Land,
Where are you from Sir?

And to shape not my nationalities in Language in Culture but yours!
The present Language in Bangla o' my dear amigo never was counted by.
You may be nothing To Government of Portugal than but today.
Priceless name in the heart of people's in the unknown Land.

I have nothing to say in Language Portuguese other than to say thank you.
For teaching and advocating me in Language in Bangla
That nation today celebrates every year.
With their tears on their eyes and face.

Bear to say words other than few minute in silent,
As orphanage children's looking at each other face.
Remembering those who gave their words in Bangla and live for.
And today I believe in visual hallucination it's not too late
to say how much I love you in Language in Bangla ‘Nil Dariar Prem'

The Birth of new Generation in Culture in Bangla.
Almost was given birth after more than three century in Bangla
'Inna-Lilla-He-O-Inna-He-La-He-Ra-Je-Ow n'
When will I met you?

Day of Kiamot is to far from Bay of Bengal to Portugal.
The mother of all living things on Earth,
Singing in the name of Almighty Lord ‘Allah' too
In the soil of unknown Land in British India my not his or her love.

How lucky you was never assassinated by knowing you was pigeons,
As Bongo Bandhu,
First Prime Ministers of Bangladesh.
I miss you ‘Manoel Da Assumpcam'
Your name prescribed in Language Bangla by name
'Shaheed Minar'
Capital City o Bangladesh.
By name once was known Dac-ca' now became ‘DHA-KA'

Your name in my Language Mother tongues days and nights,
‘Joy Bangla'
To Miss you my dear amigo you left us under your own broken umbrella.

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poem by Abdul Haye Amin
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Soccer Under 20

soccer teams close to pa
soccer teams cartoons
soccer teams england
soccer teams aurora co age 11
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soccer teams in argintina
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soccer teams in argentina and chile
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soccer teams in concord mass
soccer teams in dundee il

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poem by Rwetewrt Erwtwer
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Je la revois, après vingt ans, l'île où Décembre

Je la revois, après vingt ans, l'île où Décembre
Me jeta, pâle naufragé.
La voilà ! c'est bien elle. Elle est comme une chambre
Où rien encor n'est dérangé.

Oui, c'était bien ainsi qu'elle était ; il me semble
Qu'elle rit, et que j'aperçois
Le même oiseau qui fuit, la même fleur qui tremble,
La même aurore dans les bois ;

Il me semble revoir, comme au fond d'un mirage,
Les champs, les vergers, les fruits mûrs,
Et dans le firmament profond le même orage,
Et la même herbe au pied des murs,

Et le même toit blanc qui m'attend et qui m'aime,
Et, par delà le flot grondeur,
La même vision d'un éden, dans la même
Éblouissante profondeur.

Oui, je la reconnais cette grève enchantée,
Comme alors elle m'apparut,
Rive heureuse où l'on cherche Acis et Galatée,
Où l'on trouve Booz et Ruth ;

Car il n'est pas de plage, ou de montagne, ou d'île,
Parmi les abîmes amers,
Mieux faite pour cacher les roses de l'idylle
Sous la tragique horreur des mers.

Ciel ! océan ! c'était cette même nature,
Gouffre de silence et de bruit,
Ayant on ne sait quelle insondable ouverture
Sur la lumière et sur la nuit.

Oui, c'étaient ces hameaux, oui, c'étaient ces rivages ;
C'était le même aspect mouvant,
La même âcre senteur de bruyères sauvages,
Les mêmes tumultes du vent ;

C'était la même vague arrachant aux décombres
Les mêmes dentelles d'argent ;
C'étaient les mêmes blocs jetant les mêmes ombres
Au même éternel flot changeant ;

C'étaient les mêmes caps que l'onde ignore et ronge,
Car l'âpre mer, pleine de deuils,
Ne s'inquiète pas, dans son effrayant songe,
De la figure des écueils ;

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poem by Victor Hugo
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Sophisticated Love

Few will ever risk it.
Or admit this from their lips...
It's hard to find and keep,
Sophisticated love.

Too fussy to get busy,
When such etiquette is wished.
In a publicly addressed expressed,
Sophisticated love.

It's hard to get too physical,
When make-up touched gets rubbed.
With a maintenance existing,
In sophisticated love.

It's hard to get too physical,
When make-up touched gets rubbed.
With a maintenance existing,
In sophisticated love.

Few will ever risk it.
Or admit this from their lips...
It's hard to find and keep,
Sophisticated love.

It's hard to get too physical,
When make-up touched gets rubbed.
It's hard to find and keep,
Sophisticated love.

Too fussy to get busy,
When such etiquette is wished.
It's hard to find and keep,
Sophisticated love.

It's hard to get too physical,
When etiquette is wished.

It's hard to find and keep,
Sophisticated love.

It's hard to get too physical,
When etiquette is wished.

It's hard to find and keep,
Sophisticated love.

Too fussy to get busy,
When such etiquette is wished.
It's hard to find and keep,

[...] Read more

poem by Lawrence S. Pertillar
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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

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poem by Samuel Butler
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Get Me Off

Give your body to me
Give your body to me
let your body be free
free your body, your body with me
Give your body to me
Give your body to me
let your body be free
free your body, your body with me
i wanna undress you
i wanna caress you
dont wanna be coy
its time to get me off
i wanna undress you
i wanna caress you
dont wanna be coy
its time to get me off
cmon baby thrust me trust me
get me off
your my poison and i can not get enough
cmon baby thrust me trust me
get me off
your my poison and i can not get enough
get me off
get me off
get me off
(getting loose getting loose)
get me off
get me off
get me off
youve got to get me off
Give your body to me
Give your body to me
let your body be free
free your body, your body with me
Give your body to me
Give your body to me
let your body be free
free your body, your body with me
i wanna undress you
i wanna caress you
dont wanna be coy
its time to get me off
i wanna undress you
i wanna caress you
dont wanna be coy
its time to get me off
cmon baby thrust me trust me
get me off
your my poison and i can not get enough
cmon baby thrust me trust me

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song performed by Fat Joe
Added by Lucian Velea
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