...I'm still alive but I'm barely breathing, Just prayed to a god that I don't believe in, 'Coz I got time while she got freedom, 'Coz when a heart breaks no it don't break even. Her best days will be some of my worst, She finally met a man that's gonna put her first, While I'm wide awake, she's no trouble sleeping, 'Coz when a heart breaks no it don't break even, even no. What am I supposed to do when the best part of me was always you What am I supposed to say when I'm all choked up and you're ok I'm falling to pieces I'm falling to pieces They say bad things happen for a reason But no wise words gonna stop the bleeding 'Coz she's moved on while I'm still grieving And when a heart breaks no it don't break even, even no. What am I gonna do when the best part of me was always you What am I supposed to say when I'm all choked up and you're ok I'm falling to pieces, yeah I'm falling to pieces, yeah I'm falling to pieces (One still in love while the other one's leaving) I'm falling to pieces, (Cuz when a heart breaks no it don't break even) More lyrics: http://www.lyricsmania.com/breakeven_lyrics_script_the.html All about Script The: http://www.musictory.com/music/Script+The You got his heart and my heart and none of the pain, You took your suitcase, I took the blame. Now I'm tryna make sense of what little remains, oh. 'Coz you left me with no love, with no love to my name. I'm still alive but I'm barely breathing, Just prayed to a...
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...The Script The Man Who Can't Be Moved lyrics Going back to the corner where I first saw you Gonna camp in my sleeping bag, I'm not gonna move Got some words on cardboard, got your picture in my hand Saying if you see this girl can you tell her where I am Some try to hand me money, they don't understand I'm not broke I'm just a broken hearted man I know it makes no sense, but what else can I do How can I move on when I'm still in love with you 'Cause if one day you wake up and find that you're missing me And your heart starts to wonder where on this earth I could be Thinking maybe you'll come back here to the place that we'd meet And you'd see me waiting for you on the corner of the street So I'm not moving I'm not moving Policeman says son you can't stay here I said there's someone I'm waiting for if it's a day, a month, a year Gotta stand my ground even if it rains or snows If she changes her mind this is the first place she will go 'Cause if one day you wake up and find that you're missing me And your heart starts to wonder where on this earth I could be Thinking maybe you'll come back here to the place that we'd meet And you see me waiting for you on the corner of the street So I'm not moving I'm not moving I'm not moving I'm not moving People talk about the guy Who's waiting on a girl, oh whoa There are no holes in his shoes But a big hole in his world Maybe I'll get famous as the man who can't be moved And maybe you won't...
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...so that I can avoid it. Luckily, my reading comprehension has improved by quite a bit. I’m able to analyze quotes more accurately. So, let’s see my work examples. Oh boy. I was in the advanced ELA group, and I had a slave narrative to write. I chose Frederick Douglass, because I recognised him the most. I decided to detail his escape. Sounds harmless, right? Wrong. I don’t know what happened, but my story turned out horribly. I remember not wanting to read it and almost dying when I had to. It’s horrible. I found out that Frederick Douglass tried...
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...Lucky (Jason) Do you hear me, I’m talking to you Across the water across the deep blue ocean Under the open sky, oh my, baby I’m trying (Colbie) Boy I hear you in my dreams I feel your whisper across the sea I keep you with me in my heart You make it easier when life gets hard (Both) I’m lucky I’m in love with my best friend Lucky to have been where I have been Lucky to be coming home again Ooohh, ooooh, oooh, oooh, Oooh ooh ooh ooh (Both) They don’t know how long it takes Waiting for a love like this Every time we say goodbye I wish we had one more kiss I’ll wait for you I promise you, I will (Both) I’m lucky I’m in love with my best friend Lucky to have been where I have been Lucky to be coming home again Lucky we’re in love every way Lucky to have stayed where we have stayed Lucky to be coming home someday (Jason) And so I’m sailing through the sea To an island where we’ll meet You’ll hear the music fill the air I’ll put a flower in your hair (Colbie) Though the breezes through trees Move so pretty you’re all I see As the world keeps spinning round You hold me right here right now (Both) I’m lucky I’m in love with my best friend Lucky to have been where I have been Lucky to be coming home again I’m lucky we’re in love every way Lucky to have stayed where we have stayed Lucky to be coming home someday Ooohh, ooooh, oooh, oooh, Oooh, ooh, ooh, ooh Ooooh, ooooh, oooh, oooh, Oooh, ooh, ooh, ooh. Hinahanap-Hanap Kita “Adik...
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...its relation to homosexuality. This drama suggests AIDS was viewed as a crime against the self and society as a whole. The film depicts people who believed punishment was the only viable resolution for the promiscuous conduct associated with AIDS. These symbols were also discussed in Susan Sontag’ s essay “AIDS and its Metaphors.” After viewing Philadelphia in class, I thought it would be interesting to read the script in order to analyze the director’s notes and commentary. In studying Demme’s intentions for the scenes, I was able to better understand the language and relationships between the actors. I found many intriguing pieces of dialogue I had originally missed; for instance, Joe Miller is often seen in the background advertising his law firm with the line, “if you or someone you know has been injured through the fault of others, you may be entitled to legal remedy.” Andrew’s laughter after watching Miller’s commercial in the hospital is an ironic reaction to a statement that questions guilt or innocence among the ill. Joe essentially says that if your suffering has been caused by anyone other than yourself, you may be eligible for legal solutions. Does this imply that those suffering from illness or accidents can be deemed guilty and, therefore, deserve the outcome of their actions making them unworthy of legal aid? During one of the initial court scenes, Judge Garnett remembers Miller because of the latter’s television commercial....
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...Marilyn Johnson George Buck ENC. 1101 MWF 11am April 18, 2012 The Life and Legend of Bob Marley Culture is defined by those who affect it. Bob Marley was one of those figures. He was a dynamic singer-song writer, musician, and activist who dramatically influenced popular culture, Reggae, Rastafarianism, and social awareness. His life is a cultural blend of integration through musical expression and involvement within the human rights movement striving for peace and equality. Robert Nesta Marley, known to the world as “Bob Marley” was born in Jamaica on February 6th, 1945. At the time of his birth he resembled his fifty year old father Captain Norval Sinclair Marley. “Nesta” as his mother liked to call him, was born into an inter-racial family; his mother was African American and his father was Caucasian. His mother, Cedella Booker, also known as “Ciddy”, was an eighteen year old young woman at the time and came from moderate means that was a sharp contrast to her husband, a colonial functionary. His father was mostly absent during Bob’s upbringing as a result of his family’s disapproval of the interracial marriage. Captain Norval family ensured that he was demoted to the lowest possible ranking in the British navy, barely earning enough money to feed himself let alone a young wife and child. Ciddy sent many letters to Captain Norval but received no reply. She raised Bob in the countryside of Jamaica on her own by opening a produce shop selling the food grown on her father’s...
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...The year is 1959, a pivotal moment in American cultural history, when rock and roll was giving birth to the Sexual Revolution and everything in America culture was about to be turned upside down. Record companies were releasing more than a hundred singles every week and the country was about to explode. Grease, generally considered a trivial little musical about The Fabulous Fifties, is really the story of America’s tumultuous crossing over from the 50s to the 60s, throwing over repression and tradition for freedom and adventure (and a generous helping of cultural chaos), a time when the styles and culture of the disengaged and disenfranchised became overpowering symbols of teenage power and autonomy. Originally a rowdy, dangerous, over-sexed, and insightful piece of alternative theatre, Grease was inspired by the rule-busting success of Hair and shows like it, rejecting the trappings of other Broadway musicals for a more authentic, more visceral, more radical theatre experience that revealed great cultural truths about America. An experience largely forgotten by most productions of the show today. Like Hair before it and The Rocky Horror Show which would come a year later, Grease is a show about repression versus freedom in American sexuality, about the clumsy, tentative, but clearly emerging sexual freedom of the late 1950s, seen through the lens of the middle of the Sexual Revolution in the 1970s. It’s about the near carnal passion 1950s teenagers felt for their rock...
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...Closing down creativity and standardising knowledge in education Bottom of Form Details Amongst the well-drilled headlines that define what is happening inside the British education system in the 21st century, one might be forgiven for not noticing what happened to freedom, the space that once existed for individual creativity and personal goals. It is not that in bygone times the system ever aimed to create that space where those values could take root - a state education system was never going to do that - rather, it is the way a space that existed by default has been progressively and ruthlessly closed down. Increasingly, those who run the system are actively on the lookout for any space where their writ does not run. Under the corporate flag of improving the quality and performance of everyone involved in the education process, an increasingly intrusive multi-headed bureaucracy has been quietly transforming the place where it is embedded into the behaviour and units of performance that it alone specifies. As its language and systems become the lingua franca, the values that were once possible to realise within state education, irrespective of its overall purposes, have fallen by the wayside and with them, the integrity of what is being done in the name of ‘education’. This article offers an insight into the backroom of a part of that bureaucracy – a private company that sets and assesses subject knowledge and understanding in examinations. These are the companies that...
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..., Hello To Myself / 예은(가사, lyrics, 노래모음,인기가요) Hello 여긴 이천십이년 이월 아주 추운 겨울이야 Where are you 얼마나 가까이 와 있니 그토록 원하던 꿈에 여기 난 아직 넘어지고 또 울고 다치고 지쳐서 일어설 힘조차 없어 그치만 넌 날 보고 웃겠지 Hello to myself hello to myself 울지 말라고 날 위로해줄래 Hello to myself hello to myself 할 수 있다고 너 말해줄래 Hello hello 울지마 Hello hello 일어나 How are you 어떠니 꿈을 이룬다는 건 정말 꼬집어도 아프지 않니 어쩌면 이젠 네겐 평범한 일상이라 때론 지겹니 혹시 너도 외롭고 지치면 여기 꿈꾸던 날 기억해줄래 Hello to myself hello to myself 여기 날 생각하며 웃어 줄래 Hello to myself hello to myself 가슴 벅차게 행복해 줄래 Hello hello 웃어봐 Hello hello 그렇게 Hello to myself hello to myself 여기 날 생각하며 웃어 줄래 Hello to myself hello to myself 꿈꾸던 날 잊지 말아줄래 Hello 여긴 이천십이년 이월 아주 추운 겨울이야 소연) 우리 사랑했잖아 제발 날 울리지마 오직 내겐 너 하나뿐야 해리) 눈을 감아도 보여 귀를 막아도 들려 제발 날 떠나가지마 지연) 어두웠던 내 삶에 빛이 되어준 사람 너무나 소중한 사람 민경) 하루 지나고 또 지나도 더 그리워져 이 노랠 하는 지금도 소연) 우리 사랑했잖아 제발 날 울리지마 오직 내겐 너 하나뿐야 해리) 눈을 감아도 보여 귀를 막아도 들려 제발 날 떠나가지마 소연) 돌아올것 같아서 다시 올지 몰라서 오늘도 너를 기다려 민경) 너는 모르지 넌 모르지 아파하는 날 이 노랠 하는 지금도 소연) 우리 사랑했잖아 제발 날 울리지마 오직 내겐 너 하나뿐야 해리) 눈을 감아도 보여 귀를 막아도 들려 제발 날 떠나가지마 민경 RAP] 세상과 너 둘중에 택하라면 하나 내 전불 빼앗아도 너라면 난 좋아 낮이나 밤이나 사랑에 난 목마른 자 널 이젠 잊자 이런 나의 같잖은 다짐이 또 다시 나를 울려 들려 효민 RAP] 너에게 바라는건 오직 너야 너 없인 아무것도 할수 없는 나야 이 노랠 들으면 제발 너 돌아와 돌아와 효민) 사랑하면 할수록 점점 야위어만 가 오직 내겐 너 하나뿐야 해리) 우리 사랑했잖아 제발 날 울리지마 날 두고 떠나가지마 화영 RAP] Yeah uh uh 결국 넌 돌아서 나는 또 막아서 자존심 다 버리고 미친척 널 따라서 가슴이 되려 나를 다그치고 말했어 세상에 하나뿐인 널 잃지는 말랬어 나는 또 웃는척 그냥 멀쩡한척 너에게 부르는 마지막 나의 이 노래 소연) 제발 날 떠나가지마 아무 말도 필요 없죠...
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...Lost Stars 4:28 Adam Levine V (Deluxe Version) Pop 5 Baby I 3:18 Ariana Grande Yours Truly Pop 3 Right There Feat. Big Sean 4:07 Ariana Grande Yours Truly Pop 1 Daydreamin' 3:31 Ariana Grande Yours Truly Pop 3 Almost Is Never Enough Feat. Nathan Skyes 5:28 Ariana Grande Yours Truly Pop 1 Better Left Unsaid 3:31 Ariana Grande Yours Truly Pop 13 Wake Me Up 4:10 Avicii True House 2 You Make Me 3:53 Avicii True House 2 Hey Brother 4:14 Avicii True House 3 Addicted To You 2:28 Avicii True House 3 Hope There's Someone 6:21 Avicii True House 1 Heart Upon My Sleeve 4:40 Avicii True House 1 Pompeii 3:34 Bastille Bad Blood (The Extended Cut) Alternative 4 Things We Lost in the Fire 4:01 Bastille Bad Blood (The Extended Cut) Alternative 5 Bad Blood 3:33 Bastille Bad Blood (The Extended Cut) Alternative 9 Overjoyed 3:26 Bastille Bad Blood (The Extended Cut) Alternative 4 These Streets 2:55 Bastille Bad Blood (The Extended Cut) Alternative 5 Weight of Living, Pt. II 2:55 Bastille Bad Blood (The Extended Cut) Alternative 5 Icarus 3:45 Bastille Bad Blood (The Extended Cut) Alternative 6 Oblivion 3:16 Bastille Bad Blood (The Extended Cut) Alternative 4 Flaws 3:39 Bastille Bad Blood (The Extended Cut) Alternative 9 Daniel in the Den 3:09 Bastille Bad Blood (The Extended Cut) Alternative 3 Laura Palmer 3:06 Bastille Bad Blood (The Extended Cut) Alternative 3 Get Home 3:11 Bastille Bad Blood (The Extended Cut) Alternative 2 Weight of Living, Pt. I...
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...Developing the use of Information and Communication Technology with Adult Literacies Learners in Scotland A overview of the E-learning Support Project August 2007 – March 2008 Scottish Government Peter Lanigan Development Co-ordinator Learning Connections [pic] Background to the Project During the period 2004 to 2007, funding was provided by Learning Connections for some 26 innovative projects around Scotland using ICT in adult literacies learning. The funding provided small grants of up to £6000 to support developments and has encouraged the use of ICT / e-learning in various different context and locations. In reviewing this programme in 2007, we decided to adopt a different approach for 2007/8 which would encourage and support local integration of e-learning into literacies learning. We engaging the services of Sheerface Ltd. to work with individual literacies partnerships across Scotland. Project Aims The contractor appointed worked with Learning Connections to develop and support local initiatives for integrating ICT / e-learning into adult literacies learning in their particular area. Funding was available to support local initiatives to try out ideas for using ICT which were new to their literacies partnership. The aims were • to raise awareness of the lessons learned from the ICT Innovations projects undertaken 2004 to 2007, and other work undertakes by Learning Connections during that period • to promote...
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...Learning English through children's literature Submitted by admin on 18 December, 2002 - 12:00 This article is about the British Council's Young Learners Centre in Paris and how they use children's literature in their teaching of English * The role of stories and storytelling in language teaching * Selecting story books * Pupil responses * Personal and professional development of teachers * Other support materials * Books referred to in this article The role of stories and storytelling in language teaching Once upon a time and not so very long ago in the capital city of France, a teaching centre for little children and not so little children was opened. One little child and then two and then three and then many, many more came along. And so our story unfolds ….. There was a little red hen, a meerkat in trouble, a brown bear, a black elephant and a white elephant, a very hungry caterpillar, Spot the dog, a clever tortoise, a big, roaring, yellow, whiskery lion, a kangaroo from Woolloomooloo and many more. These are just some of the colourful characters from children's literature who have helped children aged 5 - 10 attending holiday classes at the British Council's Young Learners Centre in Paris learn English. These weekly courses take place each afternoon for two hours. The educational value of using stories and the technique of storytelling has always been undisputed throughout the world. Now more and more English as a foreign language (EFL) teachers of...
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...ld students be allowed to grade their teachers? Teachers and students both are the main part of the school. School doesn’t work the either ways. Teachers make us study and improve, while we implement it. Teachers grade us on our basic skills as well as the way we study and improve. But what if the teacher is not capable enough to do so? We should get a chance to grade them too. Almost all schools doesn’t encourage this kind of grading, or maybe none does. According to me this type of grading should be taken into account. Teachers should be graded on their teaching skill, behaviour in class and the interaction level with the students. What if the teacher is very strict and over rules the children or a single child? The child has to remain quiet and keep on facing it, as he doesn’t have any right to oppose him or make him realise, that what he/she is doing is wrong. The grading of the teachers would help the school to understand the children’s problem. If the teacher is not making the students study up to the mark, they have no options other than implementing by self. This kind of problems arise in all the schools but no schools try to solve it or make a better way. If all the schools would help the students this way, the students would love learning as well as will like to interact with the teachers. All the grades given to the teachers should be taken into account and should be checked by the higher authorities. If this happen then all schools would have students who would...
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...CTCS 466 LECTURE NOTES 1/17: John Dies At the End * CTCS 466 * Former Professors * Arthur Knight * Charles Chaplin * Former Students * Ron Howard * Robert Zemeckis * 16 mm/35 mm * Brotherly Love (Popeye), Max Fleischer * Original song * Made for adults as well as children * Take place in cities * As opposed to the barnyard settings of early Disney * Classic cartoon * Postmodern cartoon (The Simpsons) * Digital Cinema Print (DCP) * Ted Mundor, Landmark Theatres * Career * Monsters Magazine Film Fan Monthly (13 y.o.) * Movies on TV & TV Movies (17 y.o.) * American Society of Cinematographers (ASC) * Gene Shalp, The Today Show * Bruce Cook, Entertainment Tonight * Theme: Great Moments from Movie Musicals * “Somewhere Over the Rainbow”, The Wizard of Oz * Only a few cuts * Simplicity requires confidence * Contrast with the circus of Les Miserables * Remains in character without melodrama * Impression that she actually is singing * She is very much still Dorothy Gale, not Judy Garland * John Dies At the End * Phantasm * Bubba Hotep * Horror + Fantasy + Comedy * Based on novel of the same name * Don Coscarelli (Director/Producer) * Loved...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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