Account Subject Funny Quotes

O Tell Me The Truth About Love - Poem by WH Auden Some say love's a little boy, And some say it's a bird, Some say it makes the world go round, Some say that's absurd, And when I asked the man next door, Who looked as if he knew, His wife got very cross indeed, And said it wouldn't do. Does it look like a pair of pyjamas, Or the ham in a temperance hotel? Does its odour remind one of llamas, Or has it a comforting smell? Is it prickly to touch as a hedge is, Or soft as eiderdown fluff? Is it sharp or quite smooth at the edges? O tell me the truth about love. Our history books refer to it In cryptic little notes, It's quite a common topic on The Transatlantic boats; I've found the subject mentioned in Accounts of suicides, And even seen it scribbled on The backs of railway guides. Does it howl like a hungry Alsatian, Or boom like a military band? Could one give a first-rate imitation On a saw or a Steinway Grand? Is its singing at parties a riot? Does it only like Classical stuff? Will it stop when one wants to be quiet? O tell me the truth about love. I looked inside the summer-house; It wasn't even there; I tried the Thames at Maidenhead, And Brighton's bracing air. I don't know what the blackbird sang, Or what the tulip said; But it wasn't in the chicken-run, Or underneath the bed. Can it pull extraordinary faces? Is it usually sick on a swing? Does it spend all its time at the races, or fiddling with pieces of string? Has it views of its own about money? Does it think Patriotism enough? Are its stories vulgar but funny? O tell me the truth about love. When it comes, will it come without warning Just as I'm picking my nose? Will it knock on my door in the morning, Or tread in the bus on my toes? Will it come like a change in the weather? Will its greeting be courteous or rough? Will it alter my life altogether? O tell me the truth about love.

Mark Gungor runs marriage seminars. He gave a very funny but all-too-true description of the difference between men’s and women’s brains, called “A Tale of Two Brains.” Men’s brains, he said, are composed of many little boxes.There’s a box for the car, a box for money, a box for the kids, a box for the job, a box for the marriage, and so on. The rule, according to Gungor, is that the boxes don’t touch. When a man discusses a particular subject, he pulls that box out, opens it, and discusses only what is in that box. Then he closes the box and puts it away, being very careful not to touch any other box. Gungor added that men have one very special box, which is their favorite, and it’s called the nothing box because there’s nothing in it.That accounts for how they can sit motionless in front of the TV for six hours. In contrast, women’s brains are like a big ball of wire, and everything is connected to everything else. It’s like the Internet superhighway. The job touches the car, which touches the house, which touches the mother-in-law, which touches the job. Women remember everything because everything is connected and is fueled by emotion. When I heard this description, it occurred to me that this quality of emotional interconnection gives women a terrific benefit in business. We can put it all together and figure out solutions while the men are packing and unpacking their individual boxes.

Finding Three: Boys Are Relational Learners Perhaps the most revealing and promising finding in our study was one that appeared without our seeking it. We had asked both boys and teachers not to discuss, mention, or name individual persons when they recounted an especially effective scholastic experience. And not a single teacher named or even profiled an individual student. By contrast, almost all of the boys named or profiled teachers. In many cases, boys veered away from discussing the nature of the lesson into deeply feeling responses to the impact a specific teacher had made. There was no single quality or even pattern of qualities singled out in the boys’ responses; they appreciated especially attentive and nurturing teachers in equal measure with daunting taskmasters who displayed an impressive command of their subjects. They celebrated teachers who found ways to be genuinely funny, as well as teachers who freely disclosed their own personal experiences and struggles. Common to all of the accounts in this chorus of praise and appreciation from students was a sense that the teacher in question had somehow seen and known the writer as a distinctive individual. Especially touching were the boys who identified themselves as frustrated and unsuccessful in their studies but experienced a transformation in understanding and motivation as a result of a teacher’s reaching out to him.