April 29 (T), 2014 A Self-Made Man with A Proper Skin Color

April 27 (Sn), 2014 Crystal's serendipitous teaching-learning-sharing#8

April 22 (T), 2014 Crystal's serendipitous Teaching-Learning-Sharing#30 What's going on in your Sociology class?

Happy Every-Earth Day!

What's going on in your Sociology class? Pedagogical recipe sharing!

Today's theme - Social Stratification

Topic: Is there a midpoint that these two precious groups could reconcile
- the Quantitative Minority vs. the Qualitative Minority ?

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Crystal Huang
The Brave Old World of the working class people - yesterday's blood, today's benefits...(Poster photo above. Photo below - Adam Smith's new edition - The visible hands of The Wealth of Nations' - plutocracy.

7 minutes ago · Edited · Like

Crystal Huang Not until the last tree is cut, the last styrofoam is tossed, the last drop of oil is drilled, the last ocean is gyred, will people realize that Eating Money 3 meals a day is -No Fun, in particular, at the Swiss Banks !

23 minutes ago · Edited · Like

Crystal Huang Re-post.

23 minutes ago · Like

April 22 (T), 2014 A Little Bit Of....

April 20 (Sn), 2014 Happy Easter and the 100th Anniversary of Ludlow Massacre

Crystal Huang shared Zinn Education Project's photo.
2 hours ago

Happy Easter! Today is also the 100th anniversary of Ludlow Massacre - the most violent struggle between Corporate Power and laboring men in American History...

"Today marks the 100th anniversary of the Ludlow Massacre, described by Howard Zinn as “the culminating act of perhaps the most violent struggle between corporate power and laboring men in American history. This was the Colorado coal strike that began in September 1913 and culminated in the ‘Ludlow Massacre’ of April 1914.” Zinn first learned of the Ludlow Massacre from a song by Woody Guthrie. Thesong inspired Zinn to learn more about the massacre that “nobody had ever mentioned in any of my history courses [and] which no textbook of mine had ever mentioned.” For the centennial of this major event in labor history, the Zinn Education Project is offering resources to teach outside the textbook about the Ludlow Massacre, here: http://bit.ly/1pjPy5w Photo: Striking families at Ludlow before the massacre."

 

Ruins of the Ludlow Colony in the aftermath of the massacre.

Mainly, the miners proposed the following requests:
1. Recognition of the union as bargaining agent
2. An increase in tonnage rates (equivalent to a 10% wage increase)
3. Enforcement of the eight-hour work day law
4. Payment for "dead work" (laying track, timbering, handling impurities, etc.)
5. Weight-checkmen elected by the workers (to keep company weightmen honest)
6. The right to use any store, and choose their boarding houses and doctors
7. Strict enforcement of Colorado's laws (such as mine safety rules, abolition of scrip), and an end to the company guard system.

However, the major coal companies (The 3 largest companies involved were the Rockefeller family-owned Colorado Fuel & Iron Company (CF&I), the Rocky Mountain Fuel Company (RMF), and the Victor-American Fuel Company (VAF)) rejected the demands and in September 1913, and the UMWA called a strike.

'Those who went on strike were promptly evicted from their company homes, and they moved to tent villages prepared by the UMWA. The tents were built on wood platforms and furnished with cast iron stoves on land leased by the union in preparation for a strike.

When leasing the sites, the union had strategically selected locations near the mouths of canyons that led to the coal camps, for the purpose of monitoring traffic and harassing replacement workers.[citation needed] Confrontations between striking miners and working miners, referred to as "scabs" by the union, sometimes resulted in deaths. The company hired the Baldwin–Felts Detective Agency to protect the new workers and harass the strikers.

..'
http://en.wikipedia.org/wiki/Ludlow_Massacre

Some legacies:
"A United States Commission on Industrial Relations (CIR), headed by labor lawyer Frank Walsh, conducted hearings in Washington, collecting information and taking testimony from all the principals, including John D. Rockefeller, Sr., who testified that, even after knowing that guards in his pay had committed atrocities against the strikers, he 'would have taken no action' to prevent his hirelings from attacking them. The commission's report suggested many reforms sought by the unions, and provided support for bills establishing a national eight-hour work day and a ban on child labor."

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Crystal Huang http://www.theguardian.com/.../executive-pay-ceos-dont...

Extravagant CEO pay doesn't reflect performance – it's all about status | Will Huttonwww.theguardian.com
Will Hutton: the rise in super-salaries has nothing to do with performance and everything to do with keeping up in a status race
2 hours ago · Like

Crystal Huang Does Social Darwinism never die- or just getting stronger and stronger, until all the working class/ working poor vanish and the middle class diminishes.. and then what is the next step- What sort of New cruel World Order is intended to? The History textbook hates to mention it unless a Success was built on exploitation, manipulation and playing with ignorance, plus the powerless' BLOOD. "Not until the last tree is cut, the last fish is caught, the last air is polluted, and the last river runs dry" will they realize that eating Money 3 meals (at the Swiss Banks) a day is - NO FUN !

about an hour ago · Edited · Like

John'nie West https://www.youtube.com/watch?v=M2KAonbSfKI
2 hours ago · Like · 1

Crystal Huang Who are these 22,000 "Americans" or Are they AMERICANS ??? Where does the Money (yes, majority generated by the hardworking class' labor) go? A tiny part of them can be found here: at a time there are 22,000 American Accounts in the Swiss Banks, dod...See More

The 3 Biggest Surprises From An Investigation Into A Swiss Bank That Helps Americans Dodge Taxesthinkprogress.org
A years-long investigation details how just one Swiss bank went about recruiting... See More
about an hour ago · Edited · Like

Mahesh Vangala Hai huang, happy easter have good day.
10 minutes ago · Like · 1

April 22 (T), 2014 A Taiwanese and A Mandarin Version of the Gettysburg Address

Just made a Taiwanese Version of the Gettysburg Address, since there are some similarities going on in the Taiwan's political climate.

President Lincoln's powerful words are still across time and space addressing to many people and countries.

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After having made a Taiwanese version (much tougher to make, since Mandarin has been dominating in Taiwan after 60s), might as well make a Mandarin Version of the Gettysburg Address.

April 22 (T), 2014 Recorded Address. To my friends, particularly, in Taiwan

Posted on fb, April 19 (Sa), 2014

Echoed Ken Burns' recent video (everyone is encouraged to recite and record the Address. So I did), aired on PBS April 16, 2014. The film tells the story of a tiny school in Putney Vermont, the Greenwood School, where each year the students are encouraged to practice, memorize, and recite the Gettysburg Address. In its exploration of the Greenwood School, the film also unlocks the history, context and importance of President Lincoln’s most powerful address.

In fact, I recorded today (be tolerant with my CUTE accent :)! ) but planned to post on the Earth Day. And you know what - too impatient! So
this is a PRE-post ! Share with you. (And you might have tried it?)

This is a great Teaching-Learning-Sharing experience! I am thinking of developing into a nice hands-on project for student, so this recording serves as a guinea pig.  Also thanks to my colleague prof. Jennifer Heinz. She shares info generously.

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November 19 (Thursday), 1863 The Gettysburg Address

Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate, we can not consecrate, we can not hallow this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.

http://en.wikipedia.org/wiki/Gettysburg_Address

April 22 (T), 2014 Celebrate the 44th Anniversary of Earth Day! Crystal's Teaching-Learning-Sharing#6

http://www.youtube.com/watch?v=XAi3VTSdTxU&feature=kp

April 18 (F), 2014 Sing Sing A Song サヨンの鐘 (月光小夜曲, Sayon's Bell)

The song was written (Japanese composer, 古賀政男; lyricist, 西條八十) based on a true story happening in 1938 during Japan’s occupying in Taiwan (Ilha Formosa, 1895-1945). A 17-year old Atayal girl called Sayun Hayun from Nan'oku village, Giran district, Taihoku Prefecture (Atayal is one of the 9 aboriginal tribes in Taiwan), who went missing and thought to have drowned while helping carry the luggage of her teacher Masaki Takita and seeing him off for a military duty during a storm.

Her heroic and helpful deed was deemed as patriotic and served as an example for the the successful Japanization policy of the Japanese Government. After World War II, the story was re-discovered and became a rich case for the study of Colonial policy and practices in the academic world.

サヨンの鐘 (月光小夜曲, Sayon's Bell)

Lyricist：西條八十
Composer：古賀政男

嵐吹きまく　峯ふもと
ながれ危うき　丸木橋
渡るは誰ぞ　うるわし乙女
紅きくちびる　ああサヨン

散るや嵐に　花一枝(ひとえ)
消えて哀しき　水けむり
藩社の森に　小鳥は啼けど
何故に帰らぬ　ああサヨン

清き乙女の　真心を
誰か涙に　偲ばざる
南の島の　たそがれ深く
鐘は鳴る鳴る　ああサヨン

April 18 (F), 2014 Crystal's Teaching-Learning-Sharing#5

April 15 (T), 2014 Crystal's serendipitous teaching-learning-sharing #29

Crystal Huang  on fb
3 hours ago
Had a farewell party for A (will be deployed) this morning in my Psychology of Human Relations class. Thanks to Ashley home-made delicious cupcakes, Bethany's fruit juice, Abby's crispy bars, Jake's chips, Amanda's gift and my safety talisman. Thanks to Audrey's flowers and movies. (4 photos)

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Crystal Huang Why teaching at a technical college is so unique, important, and surely challenging? One of the tons of diverse reasons is that the instructor gets to see students off to the battlefields once in a while...... It has happened to me several times...  And I always joke with them - Please come back without losing any limbs or contracting PTSD which is no FUN, yes, with a whole piece to earn your deserved GI Bill for your education - even though I am unable to ask or explain: go to battlefield for whose real interests...in addition to "patriotism"??

Note-  In my and my sister's case, not until 1995 when Taiwan instituted the National Health Insurance policy, could joining-military be the only way to support my parents to access hospitals and medicine -"free" of charge for parents' medical bills, because the Military Budgets (the most powerful, important, and richest Property of the Nationalist's Party) will take care of it, which were affordable only for a very privileged few (most of the China-Mainlanders, and a few elite Taiwanese) in my native country a while ago.

Interacting with students relating to these issues, there is a constant ambivalent, sometimes, oxymoronic,  even, just starkly paradoxical situation, which is hard to express when you are teaching at a school where majority of students are from the working class, working poor, or some are underclass. A vivid example happening quite often is that some students know or heard off that I am a retired captain, severing military for 8 years. So, I guess that some taking my classes might be due to this connection through day-one self-introduction. For some of them would generously share the military experiences regarding the trips to Iraq, Afghanistan, or other domestic/oversea deployments with class and me.  I could sense that they expected me to respect, support, or at least like Military affairs. In fact,  I try hard to hold neutral views on this subject matter in the school setting. Once in a while I guess that they would like to hear from me to encourage young generation to be patriotic via joining military or address some conservative views praising the behavior being in uniform... and so on so forth.

Even more interesting things are that some instructors (my rough estimation, approximately, 50% of the whole, and could be increasing for the political climate has been changing, and keeping a job is always a priority...) who hold quite overt yet genuinely conservative views via daily conversation, such as against raising the minimal wage, enforcing the importance of free market- free trade-Capitalism, and surely anti-union and so on so forth. One of the faculty members always invites ROTC cadets or military recruiters to the classroom to do business, while his/her son is studying at an expensive college. Due to a group of faculty members sharing a office, one could easily hears even the lowest volume of conversation among faculty and students.  One of the episode was that an instructor either argued or explained to a student that there was no racial issues in the US, but only ethnic conflicts. One openly proclaimed that teaching gender issues or sexual orientation was against his/her religious belief or bring in "baby-killing" visual elements to share with students...and so on so forth.

Now, returning to the military concerns- generally speaking, I try not to touch on "the specific type of patriotism", in particular, when some students asked me for advice regarding joining military... usually, I just briefly introduce German Socio-economist Max Weber's notion of LIFE CHANCES (another long story to tell...well, I had better stop here).  But, I could give you an episode about how I made academic les faux pas.

A while ago during the end of War on Iraq, I taught an Intro to Psychology class. In chapter one, the textbook author used "Whether there was WMD in Iraq during Saddam Hussein's reign" to engage the psychological critical thinking processes.  And the conclusion was that there was no WMD detected so far, according to the reasoning process of examining assumptions, discerning hidden values, evaluating evidence, and assessing conclusions.

Interestingly speaking, could it be my previous role as a military woman (as on the day one self-introduction-self-revelation) confounding some students' perception?  I commented that if following this model of reasoning, the meaning and purpose of the war might need to be reexamined and reassessed...and so on so forth. "Seemingly, this instructor does not support the war/patriotism" - I could sense from the atmosphere-  regardless the time spent on the critical thinking processes.

Then next day, I got a phone call from my supervisor that I was invited for a chat. In short, a student of that class, whose husband just returned his 2nd trip from Iraq, complained regarding her husband and her belief in their Patriotism to save Iraqi people's life and to implement democracy, and then felt in a Psychology class that the instructor should not talk about Politics and Sociology.  My supervisor mainly said " You know where the students come from. Just tone down a little bit !"  Tone-down was not difficult to do, but I surmised that it was another bigger layer of political operation going on in Wisconsin during that time as well.  Briefly speaking, in this case,  my academic faux pas was that seemingly I  forgot "where the students came from..."?

In some situations, Technical Colleges' students' thinking capacity and behavioral patterns may have correlation to the "where students come from". But don't get me wrong. There are probably 10 to 15% students of each classroom, who are the outliers to this observation! Due to my day one student demographic and prior knowledge survey, I find a correlation between these outlier students and their family background, in particular their parents' educational and income level. As expected, yes, they are the minority of the school - the middle class students. In the nutshell, using the plain language, SOCIAL CLASS- is the biggest Elephant existing in the huge US room.

Here, let me add another tiny anecdote.  It happens very often when touching on Social Class issues. Generally speaking,  most students believed, as you know well-  " We are 'middle class' (in a Technical College)" economically, while socially, holding strong conservative views, or implicitly deny that there is "Class" existing in American society. How deeply is  Horatio Alger's syndrome or individualism implanted? How blessing could it be that " if one works hard, one can reach his/her dream - from rag to rich, and be anyone you want to be!" - still inspiring?    How responsible does one have to be to bear all the liability of choices made in his/her life journey?...and so on so forth! Is it one of the most tough tasks for teaching sociology- being able to see Mills'  "Imagination" to see the human society? In my sociology class, the most happy moment from the learning outcome is that some students without applying imagination could see social structures (not the social forces, yet), from small to big institutions. Seeing individuals contextually is the most delightful teaching-learning moment which is really a challenging task in a capitalistic individualists' society.

The phenomenon of the intertwining between economic and social issues intersect with class and gender (surely, welcome to add on the racial dimension), can be effortlessly explained by Dr. Michael Parenti (This is his website) in one of his recent posts (the last part of the writing, see below, though focusing on female gender).  Here it goes:

"Someone (a woman) asked why any woman in her right mind would lend her support to the Republicans. Here is my conjecture:

GOP women who come from an affluent background are as interested in preserving and advancing their class prerogatives and privileges as their men are. They have money and servants and nannies and numerous other comforts and support systems. And they live so well, travel to luxurious places and choice vacation spots. They have their needs well met, with no trouble getting an abortion under the best conditions when they want one.

They send their kids to the best schools. They and their entire family enjoy the top medical services. One could go on. Struggling over feminist gender issues and wage equality is, well, just not to their taste. Don't take my word for it, ask Nancy Reagan or her affluent GOP sisters.

Of course, my remarks do not explain why poorer, working class women vote GOP. What they have is what we call "false consciousness" i.e., voting against your class interests because your political (mis)understanding has injected you with fears about gay marriage, or legal abortion, or immigrants, or environmentalists who might get the factory shut down, or people who are not super patriotic enough or not religious enough. So the upper crust GOP women can be as wedded to their privileged life as their men, and the poorer GOP women can be as misled and impassioned around deceptive issues as their men. Fox news does an effective job on both groups."

about an hour ago · Edited · Like · 1

Crystal Huang The 2-year Technical College is very close to the epitome of the human society. (It never occurred to me when I taught at the Wayne State College and UW-Stout, the very much traditional type of educational setting).
2 hours ago · Edited · Like · 1

Crystal Huang Today in my sociology class, students were interested in the concept of Meritocracy (relating to natural inequality, man-made inequality-including more justifiable inequality and unjustifiable inequality for life chances which feed the opportunities for many types of social mobilities). Here is a good example - some students have to go to battlefield in order to be able to attend college (more common is that students work several part-time or odd jobs); while, some others, mom and dad beg their babies to attend college with the FULL Scholarship from Parents and Grandparents, surly, that can be traced back to all the great-great-grand.. as well:)!
about an hour ago · Edited · Like · 1

April 13 (Sn), 2014 Crystal L. C. Huang’s teaching-learning-sharing #4 "Sex- Gender Talks"

 Crystal L. C. Huang’s teaching-learning-sharing #4 "Sex- Gender Talks"

April 12 (Sa) 2014 Colors of Rainbow (English and Mandarin Versions)

忘不了的 Rainbow

曲: 姚敏; 詞: 葉雯

明知道我不該愛 Rainbow，為什麼好像有憐惜
我也曾決意想忘記，一轉眼偏又想起你。
明知道我不該想你，為什麼好像有回憶，
我也曾決意想忘記，一轉眼偏又惦記你。
你莫非有魔力總叫我懷念你，懷念着你的情意，
你莫非有魔力總叫我盼望你，盼望着和你在一起。
明知道我不該愛你，為什麼好像有憐惜，
我也曾決意想忘記，一轉眼偏又想起 Rainbow 你。
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Colors of Rainbow

I saw the colors of the rainbow
Up there against the distance sunglow
The air was soft and blue birds could hide
I wished that time was on my side
So I could ride that pretty rainbow
And fly across the western sky
So come with me and you'll see my friend
The colors of the rainbow's end

I always remember of how we used to meet
I heard sweet songs up above
The meadow was so green when I sat down to dream
That was the time when I found love

I saw the colors of the rainbow
Up there against the distance sunglow
One summer's days that rainbow came
To chase away the morning rain

I always remember of how we used to meet
I heard sweet songs up above
The meadow was so green when I sat down to dream
That was the time when I found love

I saw the colors of the rainbow
Up there against the distance sunglow
One summer's day that rainbow came
To chase away the morning rain

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April 11 (F), 2014 An Elephant in this Room? Where?..??

April 9 (W), 2014 Turn! Turn! Turn!

April 10 (Th) 2014 Celebrating a great Anniversary!

April 9 (W). 2014 Pedagogical info Sharing#3 What's going on in your (vernacular) Sociology class?

April 7 (M). 2014 Pedagogical info Sharing#2 What's going on in your Diversity-Sociology (vernacular sociology) classes?

Crystal Huang
40 minutes ago
Pedagogical info sharing#2
What's going on in your Diversity-Sociology (vernacular sociology) classes?

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Crystal Huang Themes of today:
1. What is cultural capital?
2. How do cultural capitals interplay with social class, life chances, and
social mobility?
3. Connect the dots among parents' educational and income levels, cultural
capitals, life chances/opportunities, and various type of social mobility.
4. Decode the myth of Meritocracy- a hidden social inequality.
26 minutes ago · Edited · Like

Crystal Huang shared Sheikh Nasr's video.
Yesterday

Elephant painting an elephant.
This is Suda, a 4-year-old elephant from Thailand. Elephants are one of the few species on this planet that are sentient (can perceive feeling; feel emotions), self-aware (conscious of themselves as individuals, i.e. they recognise themselv...See More

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Crystal Huang Long time ago when I was an art student, a controversial question regarding the aesthetic awareness and value of the animal arts challenging our thinking. Now I realize that many of the baby elephants were ruthlessly forced to do drills and training even abused by their handlers for the highly demanded tourism's needs. Hopefully the true talents of them are not so much commercially invented.
30 minutes ago · Edited · Like

April 4 (Sa) 2014 Half a Million's peaceful protest in Taiwan- the "Sunflower Movement" Goes Global!

Crystal Huang shared a link.

Every Social Movement involves with Different Layers and Segments of resources, organizations, and mobilizations.  I just want to see and feel the energy of the involvement!! 

" All it will take for evil to prevail is for good people to do not "(11 photos)
How does David fight against Goliath? Some snapshots of the peaceful Sunflower Movement, beginning on March 18, 2014, is still moving on!

Half of a Million students and supporters have been engaging a peaceful democratic protest against the World Biggest Fly-Trap's temptation since March 18, 2014. The authentic movement of David vs. Goliath - thriving for liberty, justice, and peace!

Taiwan's 'Sunflower Movement' Goes Global
thediplomat.com
Supporters of the Sunflower Movement have organized sympathetic protests in Europe, North America, and Asia.
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Crystal Huang Approximate 500,000 College/university students and supporters in Taiwan, peacefully gathered in front of the Legislative Yuan (Congress of Taiwan) to protest the Intriguing Service Trade Agreement between Taiwan and China.The Sunflower Movement began on March 18, 2014.


28 minutes ago · Edited · Like

Crystal Huang Eventually, the Maturity of Democracy in Taiwan has been blossoming since the 4-decades' Martial Law was lifted in 1987 (the Nationalist Government in Taiwan finally abandoned the"Reclaim China Policy").
12 minutes ago · Edited · Like

Crystal Huang 願您 慈悲為薪, 智慧如火♥! 平安漸進！

Song for today - I'm gonna be: http://www.youtube.com/watch?v=Rynxm_GQEsI

500 Miles with Lyrics
Lyrics in Description when I wake up yeah I know I'm gonna be I'm gonna be the m...See More
20 minutes ago · Edited · Like · Remove Preview

Crystal Huang Turning into turbulence is not difficult; keeping calm and moving on with perseverance- test GUTS and WISDOM.
2 minutes ago · Likehttp://www.youtube.com/watch?v=Rynxm_GQEsI

                    "I'm Gonna Be (500 Miles)"  Proclaimers

When I wake up, well, I know I'm gonna be
I'm gonna be the man who wakes up next to you
When I go out, yeah, I know I'm gonna be
I'm gonna be the man who goes along with you
If I get drunk, well, I know I'm gonna be
I'm gonna be the man who gets drunk next to you
And if I haver, hey, I know I'm gonna be
I'm gonna be the man who's havering to you

But I would walk five hundred miles
And I would walk five hundred more
Just to be the man who walked a thousand miles
To fall down at your door

When I'm working, yes, I know I'm gonna be
I'm gonna be the man who's working hard for you
And when the money comes in for the work I do
I'll pass almost every penny on to you
When I come home (When I come home), oh, I know I'm gonna be
I'm gonna be the man who comes back home to you
And if I grow old, well, I know I'm gonna be
I'm gonna be the man who's growing old with you

But I would walk five hundred miles
And I would walk five hundred more
Just to be the man who walked a thousand miles
To fall down at your door

Da lat da (Da lat da), da lat da (Da lat da)
Da-da-da dun-diddle un-diddle un-diddle uh da-da
Da lat da (Da lat da), da lat da (Da lat da)
Da-da-da dun-diddle un-diddle un-diddle uh da-da

When I'm lonely, well, I know I'm gonna be
I'm gonna be the man who's lonely without you
And when I'm dreaming, well, I know I'm gonna dream
I'm gonna dream about the time when I'm with you
When I go out (When I go out), well, I know I'm gonna be
I'm gonna be the man who goes along with you
And when I come home (When I come home), yes, I know I'm gonna be
I'm gonna be the man who comes back home with you
I'm gonna be the man who's coming home with you

But I would walk five hundred miles
And I would walk five hundred more
Just to be the man who walked a thousand miles
To fall down at your door

Da lat da (Da lat da), da lat da (Da lat da)
Da-da-da dun-diddle un-diddle un-diddle uh da-da
Da lat da (Da lat da), da lat da (Da lat da)
Da-da-da dun-diddle un-diddle un-diddle uh da-da
Da lat da (Da lat da), da lat da (Da lat da)
Da-da-da dun-diddle un-diddle un-diddle uh da-da
Da lat da (Da lat da), da lat da (Da lat da)
Da-da-da dun-diddle un-diddle un-diddle uh da-da

And I would walk five hundred miles
And I would walk five hundred more
Just to be the man who walked a thousand miles
To fall down at your door