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If you take my performance or my understanding of the role and my appreciation for story and then dress it in CGI, that I guess becomes an action film.

quote by Vin Diesel
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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.

[...] Read more

poem by Sir Francis Bacon
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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

[...] Read more

poem by Innocent Masina Nkhonyo
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Detroit Medley

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

song performed by Bruce Springsteen
Added by Lucian Velea
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His Story

Yo, this is a story of a male female threat to society
You know being misjudged and not respected for what we are
But I want to send this special shout out to my girl tawana brawley
Cause no matter what we say or what we do
Theyll always believe his story (ow)
Chorus:
His story (yeahee, yeahee, yeahee)
Hist story (ow)
Theyre gonna believe
His story
His story
Why does it have to be that we get labeled for what we do
Its hard enough for us to be ourselves without being used
Girls have an image too
But when they get mad at you
There is no telling what theyll say to hurt you
This is a story of a male female threat to society
Why you wanna go and tell a lie on me? (yeahee, yeah, oooh)
His story over mine his story will be his story
And my story is a waste of time (aaaah-aah-aah)
Theyre gonna believe
Chorus
Sometimes I feel like there is no reason for me to explain
No matter how much we complain
You know it all stays the same
They try to call us freaks
Why does it have to be
We cant get justified until we speak up (oooh)
This is a story of a male female threat to society
Why you wanna go and tell a lie on me? (yeahee, yeah, oooh)
His story over mine his story will be his story
And my story is a waste of time (aaaah-aah-aah)
(you know its just a waste of my time)
Theyre gonna believe
His story over mine
So what you gonna do
Dont let it take over you (hey)
My story is a waste of time
Its hard enough to be ourselves without being used
So yo take it from me
Dont be a victim of society
You cant put yourself in a position to be neglected
And disrespected
You have to do whats not expected
Alright
Or all be his story
His story over mine
His story will be his story
(this is a story of) how could you do this to us
Theyre gonna believe

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song performed by TLC
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Girls On Film (Night Version)

See them walking hand in hand
Across the bridge at midnight
Heads turning as the lights flashing out
Are so bright
And walk right out to the four line track
There's a camera rolling on her back
On her back
And I sense a rhythm humming in a frenzy
All the way down her spine
Girls on Film
Girls on Film
Girls on Film
Girls on Film
Lipstick cherry all over the lens as she's falling
And miles of sharp blue water coming in
Where she lies
The diving man's coming up for air
'Cause the crowd all love pulling Dolly by the hair
By the hair
And she wonders how she ever got here
As she goes under again
Girls on Film (Two minutes later)
Girls on Film
Girls on Film (Got your picture)
Girls on Film
Wider, baby, smile and you've just made a million
Fuses pumping live heat twisting out on a wire
Take one last glimpse into the night
I'm touching close
I'm holding bright, holding tight
Give me shudders in a whisper,
Take me up til I'm shooting a star
Girls on Film (she's more than a lady)
Girls on Film
Girls on Film (Two minutes later)
Girls on Film
Girls on Film (see you together)
Girls on Film
Girls on Film (see you later)
Girls on Film

song performed by Duran Duran
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Girls On Film

See them walking hand in hand across the bridge at midnight
Heads turning as the lights flashing out are so bright
Then walk right out to the fourline track
Theres a camera rolling on her back on her back
And I sense the rhythms humming in a frenzy
All the way down her spine
Girls on film
Girls on film
Girls on film
Girls on film
Lipstick cherry all over the lens as shes falling
In miles of sharp blue water coming in where she lies
The diving mans coming up for air
Cause the crowd all love pulling dolly by the hair, by the hair
And she wonders how she ever got here
As she goes under again
Girls on film (two minutes later)
Girls on film
Girls on film (got your picture)
Girls on film
Wider baby smiling youve just made a million
Fuses pumping live heat twisting out on a wire
Take one last glimpse into the night
Im touching close Im holding bright, holding tight
Give me shudders with a whisper take me high
Till I Im shooting a star
Girls on film (shes more than a lady)
Girls on film
Girls on film (see you together)
Girls on film
Girls on film (see you later)
Girls on film
Girls on film (two minutes later)

song performed by Duran Duran
Added by Lucian Velea
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Reaction To Action

(spoken: check 1, 1, 1)
Alright
Its hard getting through to me
Im truly elusive
I got my own point of view
I am the one of a kind
And I tell you lil girl
Im fascinated by you
Theres something about you
That makes all the difference
Like the night is to day
Well I can get along without you
But I know that within you
Youve got what Im missing
And Ill find a way
To get reaction to action
Hey, say the word that would thrill me
Yeah, I need reaction to action
Just one look that would kill me
You got a way of drawing attention to you
You know you stand out in a crowd
But the way that you play
With any mans affections
Should never be allowed
See I consider myself
The one who will show you
Id go as far as to say
Girl, I aint leaving here without you
But you better understand
Theres only one rule in this game were gonna play
And thats reaction to action
Maybe like a word that would thrill me
I need reaction to action
One look that would kill me
Give me reaction to action
Its getting late Id better make a definite move
Reaction to action
And after that baby, its up to you
I need reaction to action
Just a word that would thrill me
I need reaction to action
You know what Im talking about
Give me some reaction to action
You got a look, you got a way thatll kill me
Reaction to action, reaction to action, action
Baby, dont think about it, just react
Reaction to action
Reaction to action
Reaction to action
Reaction to action

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song performed by Foreigner
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Lets See Action

Lets see action, lets see people,
Lets see action, lets see people,
Lets see freedom, lets see who cares,
Lets see freedom, lets see who cares,
Take me with you when you leave me
Take me with you when you leave me
And my shell behind us there.
And my shell behind us there.
I have learned it, known who burned me,
I have learned it, known who burned me,
Avatar has warmed my feet,
Avatar has warmed my feet,
Take me with you, let me see you,
Take me with you, let me see you,
Time and life can meet.
Time and life can meet.
Nothing is everything, everything is, nothing is,
Nothing is everything, everything is, nothing is,
Please the people, audiences,
Please the people, audiences,
Break the fences,
Break the fences,
Nothing is.
Nothing is.
Lets see action, lets see people,
Lets see action, lets see people,
Lets see freedom up in the air,
Lets see freedom up in the air,
Lets see action, lets see people,
Lets see action, lets see people,
Lets be free, lets see who cares.
Lets be free, lets see who cares.
Lets see action, lets see people,
Lets see action, lets see people,
Lets see freedom up in the air,
Lets see freedom up in the air,
Lets see action, lets see people,
Lets see action, lets see people,
Lets be free, lets see who cares.
Lets be free, lets see who cares.
Give me a drink boy, wash my feet,
Give me a drink boy, wash my feet,
Im so tired of running from my own heat,
Im so tired of running from my own heat,
Take this package and heres what you do,
Take this package and heres what you do,
Gonna get this information through.
Gonna get this information through.
I dont know where Im going,
I dont know where Im going,

[...] Read more

song performed by Who
Added by Lucian Velea
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Hip Hop It Really Rocks

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Pop...
Botched up and rocked by hip hop,
Is no longer the main 'thing' on the scene.
With a meaning meant,
Like the appetite for Fort Knox.
And pop now in shambles.
Struggling not to be completely dropped.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

[...] Read more

poem by Lawrence S. Pertillar
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Beppo

I.
'Tis known, at least it should be, that throughout
All countries of the Catholic persuasion,
Some weeks before Shrove Tuesday comes about,
The people take their fill of recreation,
And buy repentance, ere they grow devout,
However high their rank, or low their station,
With fiddling, feasting, dancing, drinking, masking,
And other things which may be had for asking.

II.
The moment night with dusky mantle covers
The skies (and the more duskily the better),
The time less liked by husbands than by lovers
Begins, and prudery flings aside her fetter;
And gaiety on restless tiptoe hovers,
Giggling with all the gallants who beset her;
And there are songs and quavers, roaring, humming,
Guitars, and every other sort of strumming.

III.
And there are dresses splendid, but fantastical,
Masks of all times and nations, Turks and Jews,
And harlequins and clowns, with feats gymnastical,
Greeks, Romans, Yankee-doodles, and Hindoos;
All kinds of dress, except the ecclesiastical,
All people, as their fancies hit, may choose,
But no one in these parts may quiz the clergy, —
Therefore take heed, ye Freethinkers! I charge ye.

IV.
You'd better walk about begirt with briars,
Instead of coat and smallclothes, than put on
A single stitch reflecting upon friars,
Although you swore it only was in fun;
They'd haul you o'er the coals, and stir the fires
Of Phlegethon with every mother's son,
Nor say one mass to cool the caldron's bubble
That boil'd your bones, unless you paid them double.

V.
But saving this, you may put on whate'er
You like by way of doublet, cape, or cloak.
Such as in Monmouth-street, or in Rag Fair,
Would rig you out in seriousness or joke;
And even in Italy such places are,
With prettier name in softer accents spoke,
For, bating Covent Garden, I can hit on
No place that's called "Piazza" in Great Britain.

[...] Read more

poem by Byron (1818)
Added by Veronica Serbanoiu
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Beppo, A Venetian Story

I.
'Tis known, at least it should be, that throughout
All countries of the Catholic persuasion,
Some weeks before Shrove Tuesday comes about,
The People take their fill of recreation,
And buy repentance, ere they grow devout,
However high their rank, or low their station,
With fiddling, feasting, dancing, drinking, masking,
And other things which may be had for asking.

II.
The moment Night with dusky mantle covers
The skies (and the more duskily the better),
The Time--less liked by husbands than by lovers--
Begins, and Prudery flings aside her fetter,
And Gaiety on restless tiptoe hovers,
Giggling with all the Gallants who beset her;
And there are Songs and quavers, roaring, humming,
Guitars, and every other sort of strumming.

III.
And there are dresses, splendid but fantastical,
Masks of all times and nations, Turks and Jews,
And Harlequins and Clowns, with feats gymnastical,
Greeks, Romans, Yankee-doodles, and Hindoos;
All kinds of dress, except the ecclesiastical,
All people, as their fancies hit, may choose,
But no one in these parts may quiz the Clergy,--
Therefore take heed, ye Freethinkers! I charge ye.

IV.
You'd better walk about begirt with briars,
Instead of Coat and smallclothes, than put on
A single stitch reflecting upon Friars,
Although you swore it only was in fun;
They'd haul you o'er the coals, and stir the fires
Of Phlegethon with every mother's son,
Nor say one Mass to cool the Caldron's bubble
That boil'd your bones--unless you paid them double.

V.
But saving this, you may put on whate'er
You like by way of doublet, cape, or cloak,
Such as in Monmouth Street, or in Rag Fair,
Would rig you out in Seriousness or Joke;
And even in Italy such places are
With prettier name in softer accents spoke,
For, bating Covent Garden, I can hit on
No place that's called 'Piazza' in Great Britain.

[...] Read more

poem by Byron
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Miss The Lights

(intro) walking tall, full of tedious charm,
The smoothest (? ? ? ) in (? ? ? )
The mission boys all cross their palms
Dont you know who I am
I guess you miss the lights? huh!
I guess you miss the fame
I guess you miss everybody
Hanging onto your name
Little caesar is prince of the city
? ? ?
In this town theres no pity
This man stands alone
I guess you miss the lights - ha!
I guess you miss the fame
I guess you miss everybody
Hanging onto your name
Sometimes when youre all alone
And the blue turns to gray
Better get down on those pinky knees,
And you start to pray
I guess you miss the lights - ha!
I guess you miss the fame
I guess you miss everybody
Kiss-kissing your name
(instrumental)
A glimmering ? , a twilight star
And so much love for show,
A returning wave from the gallery bar
And share the afterglow
I guess you miss the lights
I guess you miss the fame
I guess you miss everybody
Hanging onto your name
Ha!
I guess you miss the lights
I guess you miss the fame, haha!
I guess you miss everybody
Hanging onto your name
(fade out music and chorus)
I guess you miss the lights
I guess you miss everybody
Kiss-kissing your name

song performed by Ufo
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Seasonable Retour-Knell

SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS

Author notes

A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000

In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.

For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.

Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.

One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.

Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
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For previous version see below
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SPRING SUMMER

Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.

Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.

AUTUMN WINTER

Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.

Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,

[...] Read more

poem by Jonathan Robin
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Experimental Film

The color of infinity
Inside an empty glass
I'm squinting my eye
And turning off and on and on
and off the light
It's for this experimental film
Which nobody knows about and which
I'm still figuring out what's going to go
In my experimental film
Yeah, you're all gonna be in this experimental film
And even though I can't explain it
I already know how great it's
I already know the ending
It's the part that makes your face implode
I don't know what makes your face implode
But that's the way the movie ends
And in my experimental film
Which nobody knows about but which
I'm still figuring out your face implodes
At my experimental film
Yeah, you're all gonna be in this experimental film
And even though I can't explain it
I already know how great it--
Even though I can't explain it
I already know how great it's
The color of infinity
Inside an empty glass
It's for this experimental film
Which nobody knows about and which
I'm still figuring out what's going to go
In my experimental film
Yeah, you're all gonna be in this experimental film
And even though I can't explain it
I already know how great it's gonna--
Yeah, you're gonna be in this experimental film
And even though I can't explain it
I already know how great it--
Even though I can't explain it
I already know how great it's

song performed by They Might Be Giants
Added by Lucian Velea
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The Marriage Of Geraint

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

[...] Read more

poem by Alfred Lord Tennyson
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I Guess I Do It

Why do I do those things that I do?
I guess I do it,
For suspense and the danger.
Trying to give romance a chance.
And playing that love game again.

I guess I do it,
For suspense and the danger.

You want to see the preacher together?
Can we wait until the 38th of May.
And decide then when to announce,
That perfect day.

I guess I do it,
For suspense and the danger.
I guess I do it,
For the chance of romance.

I guess I do it,
For suspense and the danger.
I guess I do it,
For the chance of romance.

Why do I do those things that I do?
I guess I do it,
For suspense and the danger.
Trying to give romance a chance.
And playing that love game again.

I guess I do it,
For suspense and the danger.
I guess I do it,
For the chance of romance.
I guess I do it,
For suspense and the danger.
I guess I do it,
For the chance of romance.

I guess I do it,
For the chance of romance.
I guess I do it,
For the chance of romance.
I guess I do it,
For the chance of romance.

I guess I do it,
For suspense and the danger.

poem by Lawrence S. Pertillar
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The Foolish Fir-Tree

A tale that the poet Rückert told
To German children, in days of old;
Disguised in a random, rollicking rhyme
Like a merry mummer of ancient time,
And sent, in its English dress, to please
The little folk of the Christmas trees.

A little fir grew in the midst of the wood
Contented and happy, as young trees should.
His body was straight and his boughs were clean;
And summer and winter the bountiful sheen
Of his needles bedecked him, from top to root,
In a beautiful, all-the-year, evergreen suit.

But a trouble came into his heart one day,
When he saw that the other trees were gay
In the wonderful raiment that summer weaves
Of manifold shapes and kinds of leaves:
He looked at his needles so stiff and small,
And thought that his dress was the poorest of all.
Then jealousy clouded the little tree's mind,
And he said to himself, "It was not very kind
"To give such an ugly old dress to a tree!
"If the fays of the forest would only ask me,
"I'd tell them how I should like to be dressed,—
"In a garment of gold, to bedazzle the rest!"
So he fell asleep, but his dreams were bad.
When he woke in the morning, his heart was glad;
For every leaf that his boughs could hold
Was made of the brightest beaten gold.
I tell you, children, the tree was proud;
He was something above the common crowd;
And he tinkled his leaves, as if he would say
To a pedlar who happened to pass that way,
"Just look at me! don't you think I am fine?
"And wouldn't you like such a dress as mine?"
"Oh, yes!" said the man, "and I really guess
I must fill my pack with your beautiful dress."
So he picked the golden leaves with care,
And left the little tree shivering there.

"Oh, why did I wish for golden leaves?"
The fir-tree said, "I forgot that thieves
"Would be sure to rob me in passing by.
"If the fairies would give me another try,
"I'd wish for something that cost much less,
"And be satisfied with glass for my dress!"
Then he fell asleep; and, just as before,
The fairies granted his wish once more.
When the night was gone, and the sun rose clear,

[...] Read more

poem by Henry Van Dyke
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Heavenly Action

Angel made in heaven
All I want is your love
Gimme some of that action, reaction
Angel made in heaven
All I want is your love
Gimme some of that action
Found out I was standing
In your firing line
You made the mark
Your arrow went through me
Cut a real impression
On this heart of mine (on this heart of mine)
Now what you want is happening to me (to me)
Angel made in heaven
All I want is your love
Gimme some of that action, reaction
Angel made in heaven
All I want is your love
Gimme some of that action
Be my lover
I dont want another
My angel from heaven
Be my lover
I dont want another
My angel from heaven
Angel made in heaven
All I want is your love
Gimme some of that action
Arrow in my heart
Yeah we were meant to be
I knew it was my name
You were calling
Celebration now your
Standing next to me (stand next to me)
Its only love in motion
Im falling, falling
Angel made in heaven
All I want is your love
Gimme some of that action, reaction
Angel made in heaven
All I want is your love
Gimme some of that action
Be my lover
I dont want another
My angel from heaven
Be my lover
I dont want another
My angel from heaven
Angel, angel
Angel made in heaven

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song performed by Erasure
Added by Lucian Velea
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Action

I'm not so young anymore
And I'm not so dumb anymore
If you've seen what I've seen
Then you'd understand what I mean
So don't say you're gonna call me if you're not
And don't say you're gonna love me a lot
And don't stell me that you think I'm really hot
If you want me for your girlfriend
Action speaks louder than words
Let's see what you can do
See if you are coming through
Before I'm giving in to attraction
I gotta check out the action
I wonder if you're equipped
And if you can't deliver the time
Then I'm gonna make you mine
Babe I won't complain if you're a little rough
But I will if you are not man enough
Gonna find out tonight if you're just a bluff
(If you want me for your girlfriend)
Action speaks louder than words
Let's see what you can do
See if you are coming through
Before I'm giving in to attraction
I gotta check out the action
A C T I O N
Action
If you want me for your girlfriend
Babe I won't complain if you're a little rough
But I will if you are not man enough
Action speaks louder than words
Let's see what you can do
See if you are coming through
Before I'm giving in to attraction
I gotta check out the action
Action speaks louder than words
Let's see what you can do
See if you are coming through
Before I'm giving in to attraction
I gotta check out the action
Action speaks louder than words
Let's see what you can do
See if you are coming through
Before I'm giving in to attraction
I gotta check out the action

song performed by Holly Valance
Added by Lucian Velea
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