Citatepedia^®.com

It is because the body is a machine that education is possible. Education is the formation of habits, a superinducing of an artificial organization upon the natural organization of the body.

quote by Thomas Huxley
Added by Lucian Velea
Comment! | Vote! | Copy!

The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

[...] Read more

poem by Innocent Masina Nkhonyo
Added by Poetry Lover
Comment! | Vote! | Copy!

Nasty Habits

Heres something to think about
Where would we be without nasty habits, nasty habits
Makes me want to scream and shout
Life would be so dull without nasty habits, nasty habits
All those naughty little things that we dont discuss publicly
Nasty habits, nasty habits
Tell me your secrets, tell me your name, tell me your secrets
Does it please you to employ little girls or little boys
Nasty habits, nasty habits
Do you like to romp and play by yourself when theyre away
Nasty affair what do I care
Do you peek at magazines filled with doggies and leather queens
Nasty habits, nasty habits
Tell me your secrets that no one should hear
Whisper them softly into my ear I wont tell, I wont tell
People act so proper when theyre going bout their business
Cup of coffee, lfriendly conversation
til they get home,
til they get home
Turn the phone off, lock the door and shut the curtains
Make sure that the neighbors are without suspicion
No one will know
No one will know
Nasty habits I must condone
No one knows what I do when Im all alone
Nasty habits Im so ashamed
Nasty habits here to stay now theyll never go away
Try and stop youll have to pay
Nasty habits are here to stay
(repeat chorus)
Nasty habits I must condone
No one knows what I do when Im all alone
Nasty habits Im so ashamed
But we must not let that stop our little game
Nasty habits are so much fun
Nasty habits here to stay now theyll never go away
Try and stop youll have to pay
Nasty habits are here to stay

song performed by Oingo Boingo
Added by Lucian Velea
Comment! | Vote! | Copy!

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
Added by Poetry Lover
Comment! | Vote! | Copy!

Love Machine

Performed by the time
Love machine, yeah. hey, yeah.
Ive got the toys, 2 turn your body out
Ive got the noise, 2 make u scream and shout
The love machine will take your body higher
cause if it dont then I know ure a liar
Dont lie, u want some love that will make u cry
17 tongues licking from the neck down moving in a quickspeed circular motion
Round and round, I said it round and round,
Like u like it, I can lick it like u like it.
Ive got the toys, 2 turn your body out
Ive got the noise, 2 make u scream and shout
The love machine will take your body higher
cause if it dont then I know ure a liar
Love machine. dont bathe.
The love machine cleanses with a little faith
Like a car wash spitting out soap and oil
There aint never been a cleaner girl in the whole wide world
Turning in your bodys, psyche, dial a perfume that u like,
The love machine will put it on u right.
Ive got the toys, 2 turn your body out (think I dont)
Ive got the noise, 2 make u scream and shout
The love machine will take your body higher
cause if it dont then I know ure a liar
Hey yeah, what time it is, love machine
Love machine, what time it is, love machine
Fast or slow like a leslie goes
If u want I can give u complete control
Over your climax and over mine,
The harder u come, the longer the time, (time)
The longer the time, (higher) the longer the time,
The longer the time, the longer the time, the longer the time it takes
Love machine, the love machine.
Hey, hey, hey, hey, hey, hey, yeah
Shall we say were in paris? (I dont know)
Shall we say were in rome? (we could.)
Shall we imagine a menage-a-trois? (Im too young.)
Shall we imagine were alone? (what can I say 2 that? )
Shall we dream of each other naked? (shit.)
Shall we get undressed right here? (I dont know.) (love machine)
Shall we do this thing by the books? (what are u doing 2 me? )
Shall we give in 2 our biggest fears? (the love machine) (are u afraid? )
Are u going 2 dance with me? (higher) (yes.) (love machine)
Are u going 2 going to let me spin u around? (I might.)
Are u going 2 kiss me quietly? (cant u hear me? )
Are u going 2 make love with sound? (the love machine, higher love machine)
(isnt that the way its done? )
Are u playing the part of a shadow? (I am not.)
Or are your inhibitions gone? (they are.)
Are u afraid of the love machine? (love machine) (hell no)

[...] Read more

song performed by Prince
Added by Lucian Velea
Comment! | Vote! | Copy!

Artificial Light

Slow dancing in a disco,
Standing underneath the light show,
Illuminated by the artificial light.
I disbelieved it at first sight,
I couldnt tell if she was black or white,
It didnt matter in the artificial light,
Artificial light.
Artificial light.
Artificial light.
Artificial light.
First time I saw her she was easy to know,
She had nothing to hide, she put it all out to show.
She didnt cover up or try to conceal,
I knew the way that she felt cause her expression was real.
She didnt cover up the inside,
She showed it all on the outside,
Stark naked in the artificial light.
Everybody gotta learn to relax,
To be yourself you have to put on an act.
Get together in the artificial light.
And if I saw her in the light of day,
I wouldnt know what to say, I wouldnt know what had happened.
I only wanna know a world below,
Where we can be ourselves beneath an artificial glow.
And if youre scared what your friendll say,
And youre embarrassed by the light of day,
Get together in the artificial light.
Everybody let yourself go,
Everybody to a floor show,
Get together in the artificial light.
Artificial light,
Artificial light,
Artificial light,
Artificial light.

song performed by Kinks
Added by Lucian Velea
Comment! | Vote! | Copy!

Tin Machine

Tin machine
Tin machine
Take me anywhere
Somewhere without alcohol
Or goons with muddy hair
Tin machine
Tin machine
Tin machine
Tin machine
The zombies that I pass
The guy that beats his baby up
The preachers and their past
Tin machine
Tin machine
Tin machine
Baby doll
Baby doll
Clarity and prayer
Theres more than money moving here
Theres mindless maggot glare
Working horrors-humping tories
Spittle on their chins
Carving up my childrens future
Read em pal and grin
Raging raging raging
Burning in my room
Cmon and get a good idea
Cmon and get it soon
Im waiting on the fire escape
Im not exactly well
Im neither red nor black nor white
Im grey and blown to hell
Tin machine
Tin machine
Make some new computer thing
That puts me on the moon
Not this psycho-time-bomb planet
Poised to meet its maker
Shake a leg
Tin machine
Tin machine
One sick deathless duty to remain endangered species
They reach right out to touch someone
Then wash their crusty hands
Tin machine
Tin machine
Baby doll
Baby doll
Blue suede tuneless wonders
Mass confusion-faithless blues

[...] Read more

song performed by David Bowie
Added by Lucian Velea
Comment! | Vote! | Copy!

Sexy Feline Machine

Shes a funky feline machine
Crazy cat inside a dream
shes a hunny she stings like a bee
your the punk and shes the queen
shes an angel shes a dove
with a taste for a villans blood
packing heat strutting on the street
chew you up and make you meat
sexy feline machine
sexy feline machine
(shes a sexy feline machine)
sexy feline machine
sexy feline machine
(shes a sexy feline machine)
Shes a sexy feline machine
Shes a sexy feline machine
Shes a sexy feline machine
Shes a sexy feline machine
you cant stop her
ya ya ya ya ya ya ya ya ya........
Shes a funky feline machine
Crazy cat inside a dream
shes a hunny she stings like a bee
your the punk and shes the queen
sexy feline machine
sexy feline machine
(shes a sexy feline machine)
sexy feline machine
sexy feline machine
(every thing is not as it seems)
sexy feline machine
sexy feline machine
(shes a sexy feline machine)
Shes a sexy feline machine
you cant stop her
ya ya ya ya ya ya ya ya ya ya...........
(bow bow bow)

song performed by Fat Joe
Added by Lucian Velea
Comment! | Vote! | Copy!

Old Habits Die Hard

(criston barker, david moyse)
Seems like yesterday my life had begun
As we went through life
Tryin to make it so much fun
And I know that Im still in love with you
Cause youre one bad habit that I cant refuse
Old habits die hard
Old habits die hard
Lifes been strange to me since youve been gone
And its so hard tryin; to say that I was wrong
Now I know that Im still in love with you
Cause youre the one bad habit that I cant refuse
Old habits die hard
Old habits die hard
Old habits die hard
Old habits die hard
You know and I know that you cant live on memories alone
Theres just one memory that Im thinking of
Just one habit that I cant shake off, its you
Old habits die hard
Old habits die hard
Old habits die hard
And theres just one memory Im thinking of
Just one habit that I cant shake off, its you
Old habits die hard
Old habits die hard
Old habits die hard
Old habits die hard
Old habits die hard
Old habits die hard

song performed by Air Supply
Added by Lucian Velea
Comment! | Vote! | Copy!

Woman Machine

She'll do your work in half the time
Never sick and can't go blind
Oh, woman machine
Brains of tape that fill her head
She knows more now than all the dead
Oh, woman machine
Oh, woman machine
Oh, woman machine
Oh, woman machine
Oh, woman machine
Heart of steel and skin that's cold
Can't wear her out, she can't grow old
Oh, woman machine
She goes to bed when her work is through
She'll do it all, just change the tubes
Oh, woman machine
Oh, woman machine
Oh, woman machine
Oh, woman machine
Oh, woman machine-ine
Oh, woman machine
Oh, woman machine
Oh, woman machine
Oh, woman
She can't talk back
With no playback
But she'll listen
To all your woe
Trade your old one
For a new one
They just don't make 'em like they used to
No!
Oh, woman machine
Oh, woman machine
Oh, woman machine
Oh, woman machine
''...exceeds one million when the stop button is pressed,
the... has results PCR621, into the drayer reading pool
to hold the relay on for one quarter second after the
Q603 deenergizes. Therefore, the time delay occurs only
when the stop button is pressed, during the record nine.
The sole function of the capacitor c620 is to maintain
charge in

song performed by Alice Cooper
Added by Lucian Velea
Comment! | Vote! | Copy!

Education

In a deep dark jungle long time ago
Lived a lonesome caveman
He was a solitary soul
And he spent his playtime
Chewing meat from bones.
He didnt know how to talk much
He only knew how to groan
Then he lifted up his hands and reached to the sky
Let out a yell and no one replied.
Frustration and torment tore him inside
Then he fell to the ground and he cried and he cried.
But then education saved the day.
He learned to speak and communicate
Education saved the day.
He thanked God for the friends he made.
cos everybody needs an education
Everybody needs an education.
Black skin, red skin, yellow or white,
Everybody needs to read and write
Everybody needs an education.
Thank the day when that primitive man
Learned to talk with his brothers
And live off the land.
He left his cave and he moved far away
And he lived with his friends in a house that theyd made
He learned to think and to work with his brain
And he astounded his friends with all the knowledge he gained
He wrote it down on a rock that he found
And he showed all his friends and they passed it around
And then education came that day.
The day it came was a sacred day.
Education came that day
He thanked God for the friends hed made.
Well man built a boat and he learned how to sail
And he travelled far and wide
Then he looked up above saw the stars in the sky
So he learned how to fly.
Thanks to all the mathematicians
And the inventors with their high i.q.s
And the professors in their colleges
Trying to feed me knowledge
That I know Ill never use.
Thank you sir for the millions of words
That youve handed me down and youve told me to learn
But Ive got words in my ears and my eyes
Ive got so many facts that I must memorize
Because educations doing me in
I want to stop but my heads in a swim
Education drives me insane
I cant recall all the facts on my brain.

[...] Read more

song performed by Kinks
Added by Lucian Velea
Comment! | Vote! | Copy!

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
Added by Poetry Lover
Comment! | Vote! | Copy!

Anything Is Possible

Anything is possible
If you put your mind to it
Anything is possible
Just put your mind to it
Anything is possible
If you put your mind to it
Anything....
Is possible
Verse 1:
Thought I couldnt slow him down
Long enough to look my way
Thought he was out of my league
Wouldnt give me time of day
Thought he was like all the rest
Love her, leave her, no remorse
But I guess that I misjudged
And this thing just ran its course
He taught me
Chorus:
Anything is possible
If you put your mind to it
Anything is possible...
Just put your mind to it
Anything is possible
If you put your mind to it
Anything is possible
Break it down now.....
No matter what it is, its possible
Say, anything is possible
(anything...) no matter what it is, its possible
Say, anything is possible
(anything...) no matter what it is, its possible
Say, anything is possible
(anything...) no matter what it is, its possible
Say, anything is possible
Verse 2:
Much to my surprise I felt
A warm, not cold vibe
When he looked in my eyes
(oh yeah, its possible)
His bad boy front not charm
Was his disguise
Oh whoa whoa
(let me tell ya)
He read so much into me
Listened so attentively
He liked me, I rest my case
Wasnt just a pretty face
Bridge:
If you set your mind

[...] Read more

song performed by Debbie Gibson
Added by Lucian Velea
Comment! | Vote! | Copy!

Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Just Leave Them Like You've Had It

I've got to beat bad habits...
To leave them like I've had it!
Not to pick them up again...
If I do I'll never win.

Beat bad habits...
To leave them like I've had it!
Not to pick them up again...
It is as if I'll never win.

You remind me why I never come home.
Not yet a habit.
You remind me why I turn off my phone.
Not yet a habit.
You remind me why I love to live alone.
But from you it seems I've got to know what's going on!
And that's a habit.

I've got to beat bad habits...
To leave them like I've had it!
Not to pick them up again...
If I do I'll never win.

I've got to free from those bad habits.

Beat bad habits...
I've got to free from bad habits now.
Those habits...
Those ones I want to break but how?

You remind me why I never come home.
Not yet a habit.
You remind me why I turn off my phone.
Not yet a habit.
You remind me why I love to live alone.
But from you it seems I've got to know what's going on!
And that's a habit.

I've got to beat bad habits...
To leave them like I've had it!
Not to pick them up again...
If I do I'll never win.

Beat bad habits...
To leave them like I've had it!
Not to pick them up again...
It is as if I'll never win.

I've got to free from those bad habits.

[...] Read more

poem by Lawrence S. Pertillar
Added by Poetry Lover
Comment! | Vote! | Copy!

Artificial Man

Scene: after his capture, flash is taken to a secret hideout to have
His brain cleansed, and his mind conditioned.
Flash, mr. black and the mad scientist sing:
Flash: I cant believe its happening
I just want to stay the way that I am.
I dont want to live a lie in an artificial world.
Mr black: lets build an antiseptic world,
Full of artificial people.
Cure all diseases, conquer pain
And monitor the human brain,
And see what thoughts youre thinking.
Observe your feelings,
Secret fears,
Controlling everything you say and do
And we will build a master race
To live within our artificial world.
Tell it to the people all across the land,
Were going to build an artificial man
With the physique of a tarzan
And the profile of a cary grant,
A superior being
Totally made by hand.
Throw out imperfection,
Mould you section by section,
Gonna make you the ultimate creation.
Flash: I can visualise the day
When the world will be controlled by artificial people,
But I dont want to live a lie in an artificial world.
Mr black: tell the world that we finally did it,
Made a man thats totally programmed,
Preconditioned thoughts and emotions,
Push-button artificial man.
Did you ever want to live forever?
Well heres your chance to be a total automaton
cos weve improved on gods creation
An outdated homo sapien.
Make you taller if you want it
Make your hair grow longer if you need it.
If it doesnt exist then I guess we can breed it.
Therell be no disagreements,
Well dedicate our lives to achievements,
And organise your life and keep it totally planned.
Flash: I can visualise the day
When the world will be controlled by artificial people,
But I dont want to live a lie in an artificial world.
Mr black tell the world we finally did it.
& mad modified the population,
Scientist:put your senses and your mind
Under constant observation
Even when youre dreaming.

[...] Read more

song performed by Kinks
Added by Lucian Velea
Comment! | Vote! | Copy!

Book III - Part 03 - The Soul is Mortal

Now come: that thou mayst able be to know
That minds and the light souls of all that live
Have mortal birth and death, I will go on
Verses to build meet for thy rule of life,
Sought after long, discovered with sweet toil.
But under one name I'd have thee yoke them both;
And when, for instance, I shall speak of soul,
Teaching the same to be but mortal, think
Thereby I'm speaking also of the mind-
Since both are one, a substance interjoined.

First, then, since I have taught how soul exists
A subtle fabric, of particles minute,
Made up from atoms smaller much than those
Of water's liquid damp, or fog, or smoke,
So in mobility it far excels,
More prone to move, though strook by lighter cause
Even moved by images of smoke or fog-
As where we view, when in our sleeps we're lulled,
The altars exhaling steam and smoke aloft-
For, beyond doubt, these apparitions come
To us from outward. Now, then, since thou seest,
Their liquids depart, their waters flow away,
When jars are shivered, and since fog and smoke
Depart into the winds away, believe
The soul no less is shed abroad and dies
More quickly far, more quickly is dissolved
Back to its primal bodies, when withdrawn
From out man's members it has gone away.
For, sure, if body (container of the same
Like as a jar), when shivered from some cause,
And rarefied by loss of blood from veins,
Cannot for longer hold the soul, how then
Thinkst thou it can be held by any air-
A stuff much rarer than our bodies be?

Besides we feel that mind to being comes
Along with body, with body grows and ages.
For just as children totter round about
With frames infirm and tender, so there follows
A weakling wisdom in their minds; and then,
Where years have ripened into robust powers,
Counsel is also greater, more increased
The power of mind; thereafter, where already
The body's shattered by master-powers of eld,
And fallen the frame with its enfeebled powers,
Thought hobbles, tongue wanders, and the mind gives way;
All fails, all's lacking at the selfsame time.
Therefore it suits that even the soul's dissolved,
Like smoke, into the lofty winds of air;

[...] Read more

poem by Lucretius
Added by Poetry Lover
Comment! | Vote! | Copy!

Bad Habits

I seen you walking down the street with another man
Girl youre really shocking
I seen you walking down the street with another hand
Held in your stockings
Boys will be boys and girls will be trouble
And Im a man of bad habits
I seen you walking down the street with another man
Girl I had to have it
Bad habits
Bad habits
Bad habits
You and I we should meet
Yeah, you and I we should get together
Me and you and I should meet
In the rain and stormy weather
Bad habits
Bad habits
Bad habits
No messing around
Nows the time to start
Boys will be boys and girls will be trouble
And Im a man of bad habits
I seen you walking down the street with another girl
Man I had to have it
I know it gets into your brain
Sometimes it dribbles and goes in your veins
I tell you this boys is the same
This boys got bad habits
You and I should meet
You and I we should get together
You and i, you know we should meet
Hey babe, check it out the stormy weather
Bad habits
I got bad habits
I got bad habits

song performed by Thin Lizzy
Added by Lucian Velea
Comment! | Vote! | Copy!

Up! Education

Education is important
Right from when an infant

Education is not about college
It entails a wider range of knowledge
Supplying a market of skills shortage

Education is great
It creates and decides upon ones fate
Never leave it too late

Education makes it a priority
To provide you with opportunities

So I say
OK! Up! Education
Feed the Nations
Up! Education

Education is in abundance
A constituent of importance
As we humans advance
It offers us life’s insurance

Education is the key to set you free
From joblessness condemnation

Education is the key to flee
From endless financial frustration

Education provides you with ammunition
To tackle any country, state or nation

Education gives you immunisation
Against surviving global frustration

Education relieves you
From absurd ignorance

Education exempts you and me
From parental allowance
For most adults
It is usually a concerning disturbance

So I say
OK! Up! Education
Feed the Nations
Up! Education

I take my time to stress once more

[...] Read more

poem by Sylvia Chidi
Added by Poetry Lover
Comment! | Vote! | Copy!

Machine

Im not a machine... (echos)
Verse 1:
Tell me can I live my life
Doing what I feel is right
I dont need you to hold my hand
The last time I checked I was a grown man
I got my own opinion and I know whats best for me
I do what I want when I want and thats how its gotta be
Chorus:
Im not a machine no you cant control me
Dont just think you can turn me on and off as you please
Im not a machine youre making me overheat
Love me for who I am not who you want me to be
Im not a machine
Verse 2:
Tell me can I do my thing
Without you calling my name
Asking me where Im going, where Ive been
When Im leaving, why I came
Cant chose my own clothes go where I wanna go
Im not a toy for you to command Im not under your control
Girl why cant we just live equally oh girl it would be so nice
Instead of you giving an attitude and trying to run my life
Chorus:
Im not a machine no you cant control me
Dont just think you can turn me on and off as you please
Im not a machine youre making me overheat
Love me for who I am not who you want me to be
Im not a machine
Oh...yeah...
Im not a machine, oh....
Yeah
Chorus:
Im not a machine no you cant control me
Dont just think you can turn me on and off as you please
Im not a machine youre making me overheat (whoa)
Love me for who I am not who you want me to be (want me to be)
Im not a machine
Im not a machine no you cant control me
Dont just think you can turn me on and off as you please
Im not a machine youre making me overheat
Love me for who I am not who you want me to be
Im not a machine
Im not a machine (echos to end)

song performed by Youngstown
Added by Lucian Velea
Comment! | Vote! | Copy!

Pricelessly Impregnable Humanity

You’ve taken my very own scarlet blood O! heavenly son; so its irrefutably natural and nothing great; that you’re exactly my astoundingly pristine and timelessly priceless; duplicate,

You’ve taken my very own venerated milk O! beautiful son; so its irrefutably natural and nothing great; that you’re exactly my bountifully blossoming and unabashedly impeccable; duplicate,

You’ve taken my very own intriguing brain O! enamoring son; so its irrefutably natural and nothing great; that you’re exactly my celestially amazing and mischievously bouncing; duplicate,

You’ve taken my very own silken shadow O! stupendous son; so its irrefutably natural and nothing great; that you’re exactly my wonderfully untainted and jubilantly ecstatic; duplicate,

You’ve taken my very own uninhibited smile O! majestic son; so its irrefutably natural and nothing great; that you’re exactly my inimitably magnetic and fabulously effulgent; duplicate,

You’ve taken my very own inscrutable destiny lines O! effervescent son; so its irrefutably natural and nothing great; that you’re exactly my incredulously handsome and victoriously unimpeachable; duplicate,

You’ve taken my very own inimitably humble name O! royal son; so its irrefutably natural and nothing great; that you’re exactly my poignantly iridescent and eternally fructifying; duplicate,

You’ve taken my very own romantic artistry O! blazing son; so its irrefutably natural and nothing great; that you’re exactly my triumphantly unfettered and symbiotically innocent; duplicate,

You’ve taken my very own mellifluous voice O! charismatic son; so its irrefutably natural and nothing great; that you’re exactly my bounteously emollient and euphorically fearless; duplicate,

You’ve taken my very own towering height O! regale son; so its irrefutably natural and nothing great; that you’re exactly my indisputably peerless and synergistically truthful; duplicate,

You’ve taken my very own passionate eyes O! resplendent son; so its irrefutably natural and nothing great; that you’re exactly my fearlessly humanitarian and tirelessly discovering; duplicate,

You’ve taken my very own chocolate brown color O! holistic son; so its irrefutably natural and nothing great; that you’re exactly my invincibly wondrous and spell-bindingly ecstatic; duplicate,

You’ve taken my very own ebullient body contours O! benign son; so its irrefutably natural and nothing great; that you’re exactly my immaculately benevolent and magnanimously humanitarian; duplicate,

You’ve taken my very own fiery breath O! rhapsodic son; so its irrefutably natural and nothing great; that you’re exactly my blissfully unadulterated and interminably bubby; duplicate,

You’ve taken my very own optimistic face O! vivacious son; so its irrefutably natural and nothing great; that you’re exactly my timelessly flowering and melodiously rejuvenated; duplicate,

You’ve taken my very own broadened shoulders O! magical son; so its irrefutably natural and nothing great; that you’re exactly my gloriously unprejudiced and nostalgically rueful; duplicate,

You’ve taken my very own princely dimples O! victorious son; so its irrefutably natural and nothing great; that you’re exactly my spotlessly unbiased and surreally panoramic; duplicate,

You’ve taken my very own compassionate heart O! unshakable son; so its irrefutably natural and nothing great; that you’re exactly my adorably sensitive and ubiquitously indomitable; duplicate,

So whereas it was absolutely natural and nothing great that you were my exactly astounding duplicate O! heavenly son;

The greatest of all virtues; the greatest of all gifts; the greatest of all endowment; the greatest of all power; the greatest of all virility; the greatest of all divinity; was infact given to you by the Omniscient Lord; who miraculously blessed you and every organism alike with the pricelessly impregnable religion of “Humanity” to symbiotically survive for an infinite more of your destined lifetimes…

poem by Nikhil Parekh
Added by Poetry Lover
Comment! | Vote! | Copy!