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It was my first straight dramatic role, and the most adult, intelligent one I have ever played.

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Straight Talk

Gimme some straight talk, straight talk -- and hold the sugar please
Straight talk, straight talk -- sounds plenty sweet to me
Dont talk to me in circles in some mumbo-jumbo jive
Gimme just straight talk, straight talk and were gonna be alright
cause I like to know just where I stand, I dont like guessing games
And I hate a bunch of gibberish, so just spit it out real plain
Dont use big educated words from your bs degree
Straight talk, straight talk -- dont try b.s.-ing me
Straight talk, straight talk -- turn loose and let it go
You can tell me anything -- just like on oprahs show
Just tell me how you really feel, be on the up and up
With questions I can understand -- for answers you can trust
Pick up the phone, youre not alone -- weve all got something to say
So listen in and listen up -- well find a better way
With honesty and common sense, its really hard to miss
Straight talk, straight talk -- just tellin it like it is
Straight talk, straight talk -- theres nothing like the truth
Just tell me all your troubles -- pretend Im donahue
So dont be shy, cause we can talk -- you know youve got a friend
Call me, call me -- for simple straight talkin
Whats cookin, america?
Straight talk, straight talk
Straight talk, straight talk
So some on lets talk turkey, just straight and to the point
About passions, about problems, about noses out of joint
Now I want you all to know I care and I do understand
And hey, thanks for lending me and ear out there in radioland
Give me some straight talk, straight talk -- dont sugar coat it please
Straight talk, straight talk -- sounds sweet enough to me
But dont talk to me in circles, in your mumbo-jumbo jive
Straight talk, straight talk -- and were gonna be alright
Straight talk, straight talk -- makes plenty sense to me
Dont talk to me in circles, in your mumbo-jumbo jive
Gimme just straight talk, straight talk -- and were gonna be alright
Gimme just straight talk, straight talk -- and were gonna be alright

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Stop Being So Dramatic

You tell me what you think and mean.
But why you don't,
Let it go!

When we're walking in the streets,
There's always a scene.
And under spotlight...
You begin your show.

Let it go.
Your past and those bitter things.
Let it go.
Why can't,
You let it go.

Does your happiness mean anything?
Then you've got to let stuff go!

Let it go.
Stop being so dramatic.

Let it go.
Stop being,
Those worst of fanatics.

Let it go.
Stop being so dramatic.
Let it go.
Stop being,
The worst of fanatics.

You spend your days fantasizing from your window.
Locked up tight without a social life.
And you tell 'me' I'm growing old.
But I'm not sitting with my eyes half closed.
Or watching my life pass by...
From a window.

Let it go.
Your past and those bitter things.
Let it go.
Why can't,
You let it go.

Let it go.
Stop being so dramatic.
Let it go.
Stop being,
The worst of fanatics.
Let it go.

[...] Read more

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Straight On

Straight on, down a dead end street, down the throat of life's sweet dream
Get swallowed whole by innocence, get eaten by the folks you meet

Straight on like a taser dart, fifty thousand volts of art
Just like a chip inside your head, to tell you when to stop and start

Straight on to the ticking bomb, to big ideas, walk the dog
to myths like our democracy, vote Roland Rat and ditch the lot

Straight on like an open blade, an empty house, a rabbit snare
A window breaking in the night, the words you didn't want to hear,
a moon beam straight into the sun, a bullet from a careless gun


Straight on, with no fashion sense, no goodbyes and no last dance
a marble from a catapult, a quiverful of simple plans

Straight on into life's great wall, right through into life's great fall
Then down the chute and up the drain, recycled into something small

Straight on past the next surprise, seeing stars through starry eyes
and straight into a web of whys to find the lie that satisfies

Straight on like a corner shop, as deadly as a chopping block,
As friendly as a lion's den, a hooded crow, a lonely walk
The rail beneath the bullet train, the fragile sense within a brain


Straight on into history, skidding at you down the street
Tomorrow's just a yesterday we're never quite prepared to meet

Straight on like a butterfly searching for a net of lies
Across the fields of promises where every kind of vulture flies

Straight on through the great taboo; very soon there's nothing new
And all you hoped for hunts you down, to benefit the chosen few

Straight on through the universe, the blood of all our children spent
And riding on the broken wave we never think of what they've lent
They're in the wind and swinging free, as we dance round the gallows tree


Straight on like we're broken glass; we know how to fix the crash
We detonate good will for cash, because we think all things must pass

Straight on to the latest craze to empty us of emptiness
And knock the walls down, welcome in, spectators from the internet

Straight on like we know what's straight, something like the figure eight
We're tumbling dice, we're playing blind, down by the river on a date

[...] Read more

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Two In A One (Pablo & Gunslinger)

Chorus
Intelligent, we chat intelligent
Intelligent, we chat intelligent
Intelligent, we chat intelligent
Intelligent, we chat intelligent
Jackpot is when you win plenty at money
Jail is a place I don't want to go
January the first month of the year
Jealose is when five women fancy
But John is the proper name fe a English man
Jockey is a profisnel horse rider
Me sah June is the sixth mounth of the year
Chorus
An jam is when you caint move in a party
Mi say England is a place that covered in snow
Man we drink the ribeana wi don't no like drink beer
But Jelly fish Jahman mi say them swim in a the sea
Unless you born an bread as a Jamaican
The pirate them a gather round the Jolly Roger
Wi wackad as single but wi deadly as a pair
Chorus
No fe treatment go a hospital
I man pay de rent every Tuesday I man
You a Student if you a go to college
Dat a nuff argoument mi say gunny an Pablo
Cause a two in a one Jah man a two in a one
Two in a one Jah man a two in a one
Two in a one Jah man a two in a one
Two in a one Jah man a two in a one
A say to move from the window
When you come a feh wi dance
But a Babylon pick mi up
And a think to myself
Cause I'm going to jail
Man is what a going to tell
me girl Jah know I man was
So I had to get reckless
Because a two in a one Jah
man a two in a one
Two in a one Jah man a two in a one
Two in a one Jah man a two in a one
Two in a one Jah man a two in a one
Two in a one Jah man a two in a one
Seh daddy Pablo a long with Gunslinger
Seh duw to the Circumstances pirate setah in the area
Listen to the style an when we throw down
Because a murder it name
Intelligent, we chat intelligent
Intelligent, we chat intelligent

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Coast 2 Coast

I met a girl named hip hop in seventy eight
Hollis Queens New York gave us our first date
man she broke me off proper yo the girl was fast
and everybody kept telling me it would not last
cause ain't no women in the world supposed to be that sweet
and ya just can't trust a hot chick from the street
I could tell she had been through lots of struggle and strife
but yet in still she'd been with me over half of my life
born key Jeff Taylor took me into his home
and intrduced me to some tables and a microphone
hip hop talked to me told me take your time
at the age of eleven I bust my first rhyme
block partys in the day house partys at night
just about one year before Rapper's Delight
everybody in the crew called to make a request
cause rap's on the radio and hip-hop was blessed
didn't go to many clubs I wasn't old enough
And if it try to sneak it out my folks is scolding up
but I still do anything to get on stage
and once I got a club gig I lied about my age
just a couple blocks away was the Hollis crew
Run and them used to rock at one ninety two
up the street was a crew called Solo Sounds
where Davey D and Mex used to throw it down
man I wouldn't trade rap for anything in the world
hip hop meant more to me than diamonds and pearls
and I still reminicse to this very day
and I remember those words hip hop would say
(Do you have love for the east coast?)
yes I do
(the hip hop on the east coast?)
yeah that's true
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
(Do you have love for the east coast?)
yeah that's right
(the hip hop on the east coast?)
yeah that's tight
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
now I gotta get busy time to make that move
high school over with gotta sho' improve
got college on the coast and I'm makin' plans
so hip hip went and told me go west young man
it was a different kind of style but I liked the sound
everybody in the house gauranteed to get down
I did the casa skateland word on wheels
and the crazy crazy world of the record deal
K-day was the station that played my song
I got love from the people it's a shame they gone

[...] Read more

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Straight Ahead

Day by day, dream by dream.
I fight to find the way to go.
Every day opens a different door.
Every dream shadows the one before.
But slowly I can see
The way youve made for me.
Straight ahead, I can see your light.
Straight ahead, through the dark.
Straight ahead, theres no left or right.
Straight ahead, to your heart.
Carry on through the night,
When the road is hard to find.
Lying lights tell me to turn around.
Lying thoughts tell me Im lost not found.
But clearly I can see
Youre waiting there for me.
Straight ahead, I can see your light.
Straight ahead, through the dark.
Straight ahead, theres no left or right.
Straight ahead, to your heart.
Straight ahead, (straight ahead),
Straight ahead, (straight ahead),
Straight ahead, (straight ahead),
Straight ahead, (straight ahead).
Straight ahead (straight ahead), I can see your light.
Straight ahead, through the dark (through the dark).
Straight ahead, theres no left or right.
Straight ahead, to your heart.
Straight ahead....

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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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Baby vs Adult

Baby is dumb
Adult has wisdom

Babies are small and crawl
Adults are tall and fall

Baby demands
Adult commands

Baby yearns to walk
Adult learns to work

Baby weeps
Adult sleeps

You carry a baby
You marry an adult

Baby chokes
Adult smokes

Baby stays at home to play
Adult brings home the pay

Baby cries
Adult sighs

Baby spikes milk
Adults like silk

And I saved this for the last
Baby at birth
Adult at death
Baby vs Adult becomes a thing of the past

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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

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Straight Talk

You say youre well and satisfied,
But your body tells me something else.
What is it, baby? tell me, tell me,
Speak up, give it to me straight
Or well never know what you think or what you want.
She says shes truly gratified,
But her voice tells me something else.
What is it, baby? tell me, tell me,
Speak up, give it to me straight
Or well never know how you feel or what you want.
Unless we teach each other what we really feel,
How are we gonna communicate and get ourselves together?
He says hes never petrified,
But his eyes tells me something else.
What is it, baby? tell me, tell me,
Speak up, give it to me straight
Or well never know what you need or what you want.
Unless we teach each other what we really feel,
How are we gonna communicate and get ourselves together?
Im watching your body talk,
Im listening to your double talk.
Straight talks the only way,
Straight talks the shortest way
For you and i.
Im watching your body talk,
Im listening to your double talk.
Straight talks the only way,
Straight talks the shortest way
Then the world is one.
(straight talks the only way)
(straight talks the shortest way)
(straight talks the only way)
(straight talks the shortest way)
(straight talks the only way)
(straight talks the shortest way)
(straight talks the only way)
(straight talks the shortest way)
(straight talks the only way)
(straight talks the shortest way)
(straight talks the only way)
(straight talks the shortest way)

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Straight Talk

You say youre well and satisfied,
But your body tells me something else.
What is it, baby? tell me, tell me,
Speak up, give it to me straight
Or well never know what you think or what you want.
She says shes truly gratified,
But her voice tells me something else.
What is it, baby? tell me, tell me,
Speak up, give it to me straight
Or well never know how you feel or what you want.
Unless we teach each other what we really feel,
How are we gonna communicate and get ourselves together?
He says hes never petrified,
But his eyes tells me something else.
What is it, baby? tell me, tell me,
Speak up, give it to me straight
Or well never know what you need or what you want.
Unless we teach each other what we really feel,
How are we gonna communicate and get ourselves together?
Im watching your body talk,
Im listening to your double talk.
Straight talks the only way,
Straight talks the shortest way
For you and i.
Im watching your body talk,
Im listening to your double talk.
Straight talks the only way,
Straight talks the shortest way
Then the world is one.
(straight talks the only way)
(straight talks the shortest way)
(straight talks the only way)
(straight talks the shortest way)
(straight talks the only way)
(straight talks the shortest way)
(straight talks the only way)
(straight talks the shortest way)
(straight talks the only way)
(straight talks the shortest way)
(straight talks the only way)
(straight talks the shortest way)

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Gettin In Tune

Im singing this note cause it fits in well
Im singing this note cause it fits in well
With the chords Im playing
With the chords Im playing
I cant pretend theres any meaning here
I cant pretend theres any meaning here
Or in the things Im saying
Or in the things Im saying
But Im in tune
But Im in tune
Right in tune
Right in tune
Im in tune
Im in tune
And Im gonna tune
And Im gonna tune
Right in on you
Right in on you
Right in on you
Right in on you
Right in on you
Right in on you
I get a little tired of having to say
I get a little tired of having to say
do you come here often?
Do you come here often?
But when I look in your eyes and see the harmonies
But when I look in your eyes and see the harmonies
And the heartaches soften
And the heartaches soften
Im getting in tune
Im getting in tune
Right in tune
Right in tune
Im in tune
Im in tune
And Im gonna tune
And Im gonna tune
Right in on you (right in on you)
Right in on you (right in on you)
Right in on you (right in on you)
Right in on you (right in on you)
Right in on you
Right in on you
Ive got it all here in my head
Ive got it all here in my head
Theres nothing more needs to be said
Theres nothing more needs to be said
Im just bangin on my old piano
Im just bangin on my old piano

[...] Read more

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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
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
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

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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

[...] Read more

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Old Upright Piano

For as long as I remember, when friday night came round
The family would gather out at grandpas house.
With supper over and the dishes done
It was then the best time came
At an old upright piano that only grandma played.
She played beautiful dreamer, my wild irish rose;
She never played em perfect, but there was love in every note.
Grandpa sat beside her, in harmony they sang,
At the old upright piano that only grandma played.
Grandpa was a stubborn man, they said it was his style.
Grandma called him ornery, but she said it with a smile.
Even he could not disguise the love he felt so strong;
We all could see it in his eyes when she played his favorite song.
She played beautiful dreamer, my wild irish rose;
She never played em perfect, but there was love in every note.
Grandpa sat beside her, in harmony they sang,
At the old upright piano that only grandma played.
I was almost 17 when my grandma died;
I stayed all night with grandpa; the old man never cried.
He sat at her piano, there was nothing we could say
It was the first time in my life I ever heard my grandpa play.
It wasnt beautiful dreamer or my wild irish rose
It was a song he played from memory & he never missed a note
I sat right there beside him until the morning came
What a friend we have in jesus was the only song he played.
She played beautiful dreamer, my wild irish rose;
She never played em perfect, but there was love in every note.
Grandpa sat beside her, in harmony they sang,
At the old upright piano that only grandma played.

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Straight From The Heart

(bryan adams/ eric kagna)
Producer for bonnie: jim steinman
I could start dreaming but it never ends
As long as youre gone we may as well pretend
Ive been dreaming
And thats straight from the heart
You said its easy but whos to say
That wed be able to keep it this way
But its easier
Coming straight from the heart
Give it to me straight from the heart
Tell me we could make another start
You know Ill never go
As long as I know
Its coming straight from the heart
Ill see you on the street some other time
But all our words will just fall out of line
While were dreaming
Straight from the heart
Give it to me straight from the heart
Tell me we could make another start
You know Ill never go
As long as I know
Its coming straight from the heart
Instrumental
Give it to me straight from the heart
Tell me we could make another start
You know Ill never go
As long as lknow
Its coming straight from the heart
Give it to me straight from the heart
Tell me we could make another start
You know Ill never go
As long as I know
Its coming straight from the heart
You know Ill never go
As long as I know
Its coming straight from the heart
You know Ill never go
As long as I know
Its coming straight from the heart

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Be a child-parent-adult

To the child, it is a day.
To the parent, it is a night.
To the adult both are inclusive.

The child lives in fantasy.
The parent lives in fallacy.
It is the adult that lives,
Where he is put, in ecstasy.

The child admires things.
The parent criticizes them.
The adult realizes them.

The child appreciates.
The parent deprecates.
The adult rationalizes.

The poet is the child in man.
The priest is the parent in man.
The logician is the adult in man.

Live a child to be youthful.
Live a parent to be awesome.
Live an adult to be credible.
27.01.2000, Kottayam

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I am o.k. you are o.k.

I lost my pen’
‘Don’t worry, I shall get you one
A child like question
And an expected parental reply.
I am o.k., you are o.k.

I lost my pen’
I know you will do only that’
Parent reply belied the question.
I am o.k. You are not o.k.

I lost my pen’
‘You can borrow from me’
A child-like question.
An adult like answer.
I am o.k. You are o.k.

‘Is the bus late?
‘Which bus comes in time?
An adult seeking an adult
But received a parent reply.
I am o.k. You are not.

‘Is the bus late? ’
‘Yes, heard only ten minutes’
Both responded as adults.
I am o.k. You are o.k.

‘Let us play hide and seek’
‘Yes, let me hide first
A child sought from a child
And received it.
I am o.k. You are o.k.

‘Let us play hide and seek’
‘No, this is not the time’
The reply is parental
And belied the question.
I am o.k. You are not.

‘Let us play hide and seek’
‘Yes. Then we should read’
A child and an adult reaction
I am o.k. You are o.k.

‘You should not smoke’
‘Yes. I shall cut it
A parental question.
An adult reply.
I am o.k. You are o.k.

[...] Read more

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You Played Yourself

Verse 1
This is it, dope from the fly kid
The ice mic is back with the high bid
Suckers youve lost cos players youre not, gangstas you aint
Youre faintin, punk, if you ever heard a gunshot
Yo, the pusher, the player, the pimp gangsta, the hustler
High roller, dead pres folder
Is cold lampin like a black king on a throne
Evil e...turn up the microphone
So I can ill and break on the rollin tape
Another album to make? great
Islam turn the bass kick up a bit
Hype the snare, now I got a place to sit
And ride the track like a black mack in his lac
Hit the corner slow where the girls are at
And kick game the way it should be done
How you gonna drop science? youre dumb
Stupid ignorant, dont even talk to me
At school you dropped math, science and history
And then you get on the mic and try to act smart
Well let me tell you one thing, you got heart
To perpetrate, youre bait, so just wait
Till the press shove a mic in your face
Or you meet boogie down or chuck d
Stetsasonic or the big daddy
And they ask you about the game you claim you got
Drop science now, why not?
You start to sweat and fret, it gets hot
Howd you get into this spot?
You played yourself...
Yo, yo, you played yourself...
Verse 2
Im no authority but I know the d-e-a-l
When it comes to dealin with the females
What you got they want, cash is what they need
Slip sucker and theyll break you with speed
But you meet a freak, you try to turn her out
Spendin moneys what Im talkin about
But you fool out, your pockets got blew out
And after the date, no boots, you got threw out
Mad and shook cos your duckets got took
Call her up, phones off the hook
But who told you to front and flaunt your grip?
You cant buy no relationship
You played yourself...
Yo, homeboy, you played yourself...
Verse 3
Im in the mc game, a lot of mcs front
And for the money theyre sell out stunts
But they claim that theyre rich and that they keep cash

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Amy Lowell

The Cremona Violin

Part First

Frau Concert-Meister Altgelt shut the door.
A storm was rising, heavy gusts of wind
Swirled through the trees, and scattered leaves before
Her on the clean, flagged path. The sky behind
The distant town was black, and sharp defined
Against it shone the lines of roofs and towers,
Superimposed and flat like cardboard flowers.

A pasted city on a purple ground,
Picked out with luminous paint, it seemed. The cloud
Split on an edge of lightning, and a sound
Of rivers full and rushing boomed through bowed,
Tossed, hissing branches. Thunder rumbled loud
Beyond the town fast swallowing into gloom.
Frau Altgelt closed the windows of each room.

She bustled round to shake by constant moving
The strange, weird atmosphere. She stirred the fire,
She twitched the supper-cloth as though improving
Its careful setting, then her own attire
Came in for notice, tiptoeing higher and higher
She peered into the wall-glass, now adjusting
A straying lock, or else a ribbon thrusting

This way or that to suit her. At last sitting,
Or rather plumping down upon a chair,
She took her work, the stocking she was knitting,
And watched the rain upon the window glare
In white, bright drops. Through the black glass a flare
Of lightning squirmed about her needles. 'Oh!'
She cried. 'What can be keeping Theodore so!'

A roll of thunder set the casements clapping.
Frau Altgelt flung her work aside and ran,
Pulled open the house door, with kerchief flapping
She stood and gazed along the street. A man
Flung back the garden-gate and nearly ran
Her down as she stood in the door. 'Why, Dear,
What in the name of patience brings you here?

Quick, Lotta, shut the door, my violin
I fear is wetted. Now, Dear, bring a light.
This clasp is very much too worn and thin.
I'll take the other fiddle out to-night
If it still rains. Tut! Tut! my child, you're quite
Clumsy. Here, help me, hold the case while I -
Give me the candle. No, the inside's dry.

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