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I like to think of my behavior in the sixties as a ""learning experience."" Then again, I like to think of anything stupid I've done as a ""learning experience."" It makes me feel less stupid.

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Dare To Be Stupid

Put down your chainsaw and listen to me
Its time for us to join in the fight
Its time to let your babies grow up to be cowboys
Its time to let the bedbugs bite
You better put all your eggs in one basket
You better count your chickens before they hatch
You better sell some wine before its/its time
You better find yourself an itch to scratch
You better squeeze all the charmin you can while mr. wimpoles not around
Stick your head in the microwave and get yourself a tan
Talk with your mouth full
Bite the hand that feeds you
Bite on more than you chew
What can you do
Dare to be stupid
Take some wooden nickles
Look for mr. goodbar
Get your mojo working now
Ill show you how
You can dare to be stupid
You can turn the other cheek
You can just give up the ship
You can eat a bunch of sushi and forget to leave a tip
Dare to be stupid
Come on and dare to be stupid
Its so easy to do
Dare to be stupid
Were all waiting for you
Lets go
Its time to make a mountain out of a molehill
So can I have a volunteer
Theres no more time for crying over spilled milk
Now its time for crying in your beer
Settle down, raise a family, join the pta
Buy some sensible shoes and a chevyrolet
And party till youre broke and they drive you away
Its ok, you can dare to be stupid
Its like spitting on a fish
Its like barking up a tree
Its like I said you gotta buy one if you wanna get one free
Dare to be stupid (yes)
Why dont you dare to be stupid
Its so easy to do
Dare to be stupid
Were all waiting for you
Dare to be stupid
Burn your candle at both ends
Look a gift horse in the mouth
Mashed potatoes can be your friends
You can be a coffee achiever

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Stupid

So sad to hear that you dont want to hang around with me
So lame to see you leave and to know that you believe that its over
Cause when your weak I feel the need to get underneith your skin
And when you start to tweak I find a way to get up beside you
Stupid, stupid, stupid
Stupid, stupid, stupid
In time youll learn to love me as much as you love yourself
Oh in time youll learn to hate me
Cause when I feel the need to have you back by my side
I am sweet it makes me sick to know that I can be so blind
Stupid, stupid, stupid
Stupid, stupid, stupid
Stupid, stupid, stupid
Stupid, stupid, stupid

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Jughead

Keep it nice and quiet, keep it nice and quiet
What the hell was that?
(hey yall, I thought we bust this new hype before)
All across the land
(new dance commercial take 2)
Rio, marbella - we gettin stupid
Ha, germany, paris france - we gettin stupid
Yeah, stockholm sweden, we love ya
Let me shed, its easier said code red
Bust the new groove just hyped 4 the jughead
Bass thumpin everybodys doin the bumpin
Oops, I slipped on a move
I think its time 2 bust somethin
Sleazy, but cool and easy
(is this the right one? )
Yeah - this is 4 the hood
Better keep it greasy
Better yet on a smooth tip
I dont wanna sweat
I want my slimmie 2 get with this
Move your head and shoulders from side 2 side
Take your back foot, and then u let it slide
Yo, in a fade motion, lots of attitude, coast 2 coast
Then ure floatin homeboys boastin -
U made his skeeze freeze
Uve been chosen, p
Ladies and gentlemen, npg introduces the...
Jughead (jughead)
Yeah, we gettin funky in the house tonite
Kickin the jughead (doin the jughead)
Come on, get stupid, get stupid
Kickin the jughead (jughead)
Oh yeah, we gettin funky in the house tonite
Kickin the jughead, yeah (doin the jughead)
Wait a minute, whats he doin? (get stupid, get stupid)
Well, mack daddy in the house over there
What u doin dawg?
(gettin busy g, kickin the jughead)
Yeah, babys gettin busy in my face
Cold housin a future
Everything has been well placed
This daddys 2 fly
He bust the jughead as he floats to the other side
U watch the rotation, theres a bit of hesitation
This is some new hype stuff ure facin
U gotta come with a new git
The j-u-g-h-e-a-d, and Im flowin with it
U could say Im on a roll
Npg and yall, and were gettin bold, oh
Yes - bold steps must be taken

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A Map Of Culture

Culture


Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?



What is Culture?


I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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I Feel So Good

(willie broonzy)
All right, its your turn to give something back so lets hear a couple of chords. now where are ya ? come on!
I got a letter, it come to me by mail
My babys a-comin home, I hope that she wont fail
Because I feel so good, I feel so good
You know I feel so good, feel like ballin the jack
I drove into town to that old station, just to meet her old train
My baby said shes a-comin home I hope that she wont fail
Because I feel so good, I feel so good
You know I feel so good, feel like ballin the jack
Feel so good, I hope I always will
Feel just like I just got out of jail
Wherever Im ...
Because I feel so good, I feel so good.
You know I feel so good, feel like ballin the jack
All right, I can see you. lets have you. are you with me up there?
Are you with me? are you with me?
Feel so good, feel so good.
Oh I feel so good, ah yeah
I want you to uh, shout as loud as you can. cause were going to try and record this so youll know ...
I feel so good,
Feel so good
Feel so good
Feel so good
So nice, so nice
So nice, so nice
So nice, so nice
Hmm-mmm-mmm-mmm
Hmm-mmm-mmm-mmm
Hmm-mmm-mmm-mmm
Wo-wo-wo-wo
Wo-wo-wo-wo
Wo-wo-wo-wo
Woh I feel so good, oh yeah
Lets hear you.
Feel, feel, feel, feel, feel so good
Feel, feel, feel, feel, feel so good
Feel, feel, feel, feel, feel so good
Feel, feel, feel, feel so good
Feel, feel, feel, feel, feel so good
Feel, feel, feel, feel, feel so good
You know I feel so good
Feel like ballin the jack, hoo
You know I feel so good
Feel like ballin the jack
You know I feel so good
Ooh-hoo
Thanks for waking up for us ...

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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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Shout & Shimmy

Do you feel alright? well do you feel alright children? do you feel alright?
Do you feel alright? well do you feel alright children? do you feel alright?
You know you make me want to shout shimmy, oh yeah you gonna shout shimmy,
You know you make me want to shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you know I walk up to the front, I try to do the flop,
Oh yeah you know I walk up to the front, I try to do the flop,
I walk up to the back, and I move on side to side,
I walk up to the back, and I move on side to side,
Then I stop, oh yeah and then I drop,
Then I stop, oh yeah and then I drop,
Oh yeah and then I drop, oh yeah and then I do a little thing ? ? ? ? ? ,
Oh yeah and then I drop, oh yeah and then I do a little thing ? ? ? ? ? ,
Do you feel alright? do you feel so good? do you feel so good?
Do you feel alright? do you feel so good? do you feel so good?
Do you feel alright? do you feel alright? tell me now, tell me now,
Do you feel alright? do you feel alright? tell me now, tell me now,
Do you feel alright? do you feel alright? everybody do you feel so good?
Do you feel alright? do you feel alright? everybody do you feel so good?
You know I feel alright, you know you make me want to shout shimmy,
You know I feel alright, you know you make me want to shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout a little bit soft, shout a little bit quieter,
Oh yeah you gonna shout a little bit soft, shout a little bit quieter,
Shout a little bit soft, come on soft, shout a little bit soft,
Shout a little bit soft, come on soft, shout a little bit soft,
A little bit soft, cool down, cool down, come on, cool it down,
A little bit soft, cool down, cool down, come on, cool it down,
I feel so good, I feel alright, drum on, drum on, drum on drummer,
I feel so good, I feel alright, drum on, drum on, drum on drummer,
Everybody everybody everybody clap your hands, come on clap your hands,
Everybody everybody everybody clap your hands, come on clap your hands,
Clap your hands, a little bit harder, a little bit louder,
Clap your hands, a little bit harder, a little bit louder,
A little bit harder, a little bit louder, a little bit louder,
A little bit harder, a little bit louder, a little bit louder,
Come on and shout, everybody, come on and shout, come on and shout baby,
Come on and shout, everybody, come on and shout, come on and shout baby,
Come on and shout baby, do you feel alright? do I feel so good?
Come on and shout baby, do you feel alright? do I feel so good?
Do you feel alright? do I feel so good? call a doctor, call a doctor,
Do you feel alright? do I feel so good? call a doctor, call a doctor,
Do you feel alright? do you feel alright? do you feel alright?
Do you feel alright? do you feel alright? do you feel alright?
Do you feel alright? do you feel alright?
Do you feel alright? do you feel alright?
You know I feel so good Im gonna shout and shimmy all night,
You know I feel so good Im gonna shout and shimmy all night,

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Stupido Stupido

(bacharach / david / cassia)
Italian language song set to the music of wishin and hopin
Stupido, stupido perch? fai cos? tutte le volte che io dico no
Non voglio venire a bailar
Mi piace un altro che non fa
Come lo stupido, stupido, stupido cos? come te
Stupid, stupid why do you behave like that
Every time I say no?
I dont want to come and dance
I like another boy who doesnt act
Stupid, stupid, stupid like you
Bello no non ? ma lamor
Sai perch? mi sa capir
E sa parlar damore
Come tu non sei, no non saprai mai
Perch? tu non sei che stupido, stupido sempre di pi? quello che dici non voglio ascoltar
Lui solo pu? farmi sognar
Tra le sue braccia sento che
Lui non ? stupido stupido, stupido perch?
Perch? mi fa tremar, tremar damor
Hes not goodlooking but I love him
Do you know why? he understands me
And he knows how to talk about love
But you dont, no, youll never know
Because youre just stupid, more and more stupid
I dont want to listen to what you say
Only he can make me dream
In his arms I feel that
Hes not stupid, stupid, stupid because
Because he makes me tremble, tremble with love
Bello no non ? ma lamor
Sai perch? mi sa capir
E sa parlar damore
Come tu non sei, no non saprai mai
Perch? tu non sei che stupido, stupido sempre di pi? quello che dici non voglio ascoltar
Lui solo pu? farmi sognar
Tra le sue braccia sento che
Lui non ? stupido, stupido, stupido perch?
Perch? mi fa tremar, tremar damor
Tremar damor
Tremar damor
Hes not goodlooking but I love him
Do you know why? he understands me
And he knows how to talk about love
But you dont, no, youll never know
Because youre just stupid, more and more stupid
I dont want to listen to what you say
Only he can make me dream
In his arms I feel that
Hes not stupid, stupid, stupid because

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Stupid Cupid

stupid cupid
on that stupid day
hits my stupid heart
with his stupid arrow

stupid blood flows
from my stupid heart
and you are there
stupid enough to
just watch me

on that stupid day
i fall in love with you
and so stupid enough
i never tell you

and you are there
on that stupid day
watching me
and stupid enough
you love me too
but never tell me

stupid day stupid love
stupid cupid stupid us

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STUPID PEOPLE...by Talile Ali

STUPID PEOPLE EVERYWHERE
STUPID PEOPLE WITHOUT A CARE
STUPID PEOPLE WANNA SHARE
STUPID PEOPLE IN MY HAIR

IM IN THE UNITED STATES OF STUPID PEOPLE

STUPID PEOPLE ALL THEY WROTE
STUPID PEOPLE WHO THEY QUOTE
STUPID PEOPLE GET AROUND
STUPID PEOPLE THAT I FOUND

I'M IN THE SQUALLER AND THE WIT OF STUPID PEOPLE

STUPID PEOPLE SO I SWEAR
STUPID PEOPLE I DON'T DARE
STUPID PEOPLE ALL AROUND
STUPID PEOPLE LOST AND FOUND


CAN I GET A BREAK FROM BEING AROUND YOU
STUPID PEOPLE

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Feel U Up

{b-side of partyman}
Ive been diggin u 4 such a long time
U dont even know that Im alive
Something bout the way u walk just really blows my mind
Sorry but Im sick of all this jive
Ok?
Let me touch your body baby
Let me feel u up
Come on baby, come on
Let me feel u up
Let me touch your body baby
Let me feel u up
Come on baby, come on
Let me feel u up
Something bout your body baby really get me hot
Im sweating girl and its all because of u
I dont want your credit cards or anything u got
Feel u up is all I wanna do
What do u say?
Let me touch your body baby
Let me feel u up
Come on baby, come on
Let me feel u up
Let me touch your body baby
Let me feel u up
Come on baby, come on
Let me feel u up
I aint looking 4 a 1 night stand
I only wanna feel u up
I dont really wanna be your man
I only wanna feel u up
Physical attraction babe
Its what its all about
Hot and cold reaction
Feel u up
Turn u out
Come on baby, come on
Let me feel u up
Come on baby, come on
Let me feel u up
Whats the verdict? I dont like suspense
How can u resist my burning touch?
Something bout the way u walk just really blows my mind
I never wanted anything so much
Ok?
Let me touch your body baby
Let me feel u up
Come on baby, come on
Let me feel u up
Let me touch your body baby

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Im So Stupid

cause I used to live
In a fuzzy dream
And I wanted to be
Like all the pretty people
Im so stupid
cause I used to live
In a fuzzy dream
And I used to believe
In a pretty pictures
That were all around me
But now I know for sure
That I was stupid
Chorus:
Please dont try to tempt me
It was just greed
And it wont protect me
Dont want my dreams
Adding up to nothing
I was just looking for
Everybodys looking for something
Im so stupid
cause I used to live
In a tiny bubble
And I wanted to be
Like all the pretty people
That were all around me
But now I know for sure
That I was stupid
Stupider than stupid
Stupider than stupid
Stupider than stupid
(chorus)
Everybodys looking for something
Everybodys stupid stupid
Everybodys looking for something
Everybodys stupid stupid
Everybodys looking for something
Everybodys stupid stupid
Everybodys looking for something
Everybody, everybody
(chorus)

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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.

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Z. Comments

CRYSTAL GLOW

Madhur Veena Comment: Who is she? ? ? ? ? ? ? ? ? ? ? ....You write good!

Margaret Alice Comment: Beautiful, it stikes as heartfelt words and touches the heart, beautiful sentiments, sorry, I repeat myself, but I am delighted. Your poem is like the trinkets I collect to adorn my personal space, pure joy to read, wonderful! Only a beautiful mind can harbour such sentiments, you have a beautiful mind. I am glad you have found someone that inspires you to such heights and that you share it with us, you make the world a mroe wonderful place.

Margaret Alice Comment: Within the context set by the previous poem, “Cosmic Probe”, the description of a lover’s adoration for his beloved becomes a universal ode sung to the abstract values of love, joy and hope personified by light, colours, fragrance and beauty, qualities the poet assigns to his beloved, thus elevating her to the status of an uplifting force because she brings all these qualities to his attention. The poet recognises that these personified values brings him fulfilment and chose the image of a love relationship to illustrate how this comes about; thus a love poem becomes the vehicle to convey spiritual epiphany.


FRAGRANT JASMINE

Margaret Alice Comment: Your words seem to be directed to a divine entity, you seem to be addressing your adoration to a divinity, and it is wonderful to read of such sublime sentiments kindled in a human soul. Mankind is always lifted up by their vision and awareness of divinity, thank you for such pure, clear diction and sharing your awareness of the sublime with us, you have uplifted me so much by this vision you have created!

Margaret Alice Comment: The poet’s words seem to be directed to a divine entity, express adoration to a divinity who is the personification of wonderful qualities which awakens a sense of the sublime in the human soul. An uplifting vision and awareness of uplifting qualities of innocence represented by a beautiful person.


I WENT THERE TO BID HER ADIEU

Kente Lucy Comment: wow great writing, what a way to bid farewell

Margaret Alice Comment: Sensory experience is elevated by its symbolical meaning, your description of the scene shows two souls becoming one and your awareness of the importance of tempory experience as a symbol of the eternal duration of love and companionship - were temporary experience only valid for one moment in time, it would be a sad world, but once it is seen as a symbol of eternal things, it becomes enchanting.


I’M INCOMPLETE WITHOUT YOU

Margaret Alice Comment: You elevate the humnan experience of longing for love to a striving for sublimity in uniting with a beloved person, and this poem is stirring, your style of writing is effective, everything flows together perfectly.

Margaret Alice Comment:

'To a resplendent glow of celestial flow
And two split halves unite never to part.'

Reading your fluent poems is a delight, I have to tear myself away and return to the life of a drudge, but what a treasure trove of jewels you made for the weary soul who needs to contemplate higher ideals from time to time!


IN CELESTIAL WINGS

Margaret Alice Comment: When you describe how you are strengthened by your loved one, it is clear that your inner flame is so strong that you need not fear growing old, your spirit seems to become stronger, you manage to convey this impression by your striking poetry. It is a privilege to read your work.

Obed Dela Cruz Comment: wow.... i remembered will shakespeare.... nice poem!

Margaret Alice Comment: The poet has transcended the barriers of time and space by becoming an image of his beloved and being able to find peace in the joy he confers to his beloved.

'You transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.'

Margaret Alice Comment: You are my peace and solace, I know, I am, yours too; A mere flash of your thoughts Enlivens my tired soul And fills me with light, peace and solace, A giant in new world, I become, I rise to divine heights in celestial wings. How I desire to reciprocate To fill you with light and inner strength raise you to divine heights; I must cross over nd hold you in arms, light up your soul, Fill you with strength from my inner core, Wipe away your tears burst out in pure joy How I yearn to instill hope and confidence in you we never part And we shall wait, till time comes right. the flame in my soul always seeks you, you transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.


RAGING FIRE

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Feeling Out Of Sorts?

Feeling out of sorts these days?
Want to know what you can do?
Need help? Here are 50 ways,
Maybe you'll benefit from a few

ROTMS


SYMPTOMS OF SPIRITUAL AWAKENING


1. Changing sleep patterns: restlessness, hot feet, waking up two or three times a night. Feeling tired after you wake up and sleepy off and on during the day.
There is something called the Triad Sleep Pattern that occurs for many: you sleep for about 2-3 hours, wake up, go back to sleep for another couple of hours, wake again, and go back to sleep again. For others, the sleep requirements have changed. You can get by on less sleep.
Lately I have been experiencing huge waves of energy running into my body from the crown. It feels good, but it keeps me awake for a long time, then subsides.

Advice: Get used to it. Make peace with it and don't worry about getting enough sleep (which often causes more insomnia) . You will be able to make it through the day if you hold thoughts of getting just what you need. You can also request your Higher Power to give you a break now and then and give you a good, deep night's sleep.

If you can't go back to sleep right away, use the waking moments to meditate, read poetry, write in your journal or look at the moon. Your body will adjust to the new pattern.

2. Activity at the crown of the head: Tingling, itching, prickly, crawling sensations along the scalp and/or down the spine. A sense of energy vibrating on top of the head, as if energy is erupting from the head in a shower. Also the sensation of energy pouring in through the crown, described as 'sprinkles'.


This may also be experienced as pressure on the crown, as if someone is pushing his/her finger into the center of your head. As I mentioned in #1, I have been experiencing huge downloads of energy through the crown.
In the past, I have felt more generalized pressure, as if my head is in a gentle vise. One man related that his hair stood on end and his body was covered with goosebumps.

Advice: This is nothing to be alarmed about. What you are experiencing is an opening of the crown chakra. The sensations mean that you are opening up to receive divine energy.


3. Sudden waves of emotion. Crying at the dropp of a hat. Feeling suddenly angry or sad with little provocation. Or inexplicably depressed. Then very happy. Emotional roller coaster. There is often a pressure or sense of emotions congested in the heart chakra (the middle of the chest) . This is not to be confused with the heart, which is located to the left of the heart chakra.

Advice: Accept your feelings as they come up and let them go. Go directly to your heart chakra and feel the emotion. Expand it outward to your all your fields and breathe deeply from the belly all the way up to your upper chest. Just feel the feeling and let it evaporate on its own. Don't direct the emotions at anyone.


You are cleaning out your past. If you want some help with this, say out loud that you intend to release all these old issues and ask your Higher Power to help you. You can also ask Grace Elohim to help you release with ease and gentleness. Be grateful that your body is releasing the see motions and not holding onto them inside where they can do harm.


One source suggests that depression is linked to letting go of relationships to people, work, etc. that no longer match us and our frequencies. When we feel guilty about letting go of these relationships, depression helps us medicate that pain.


4. Old 'stuff' seems to be coming up, as described above, and the people with whom you need to work it out (or their clones) appear in your life. Completion issues.

Or perhaps you need to work through issues of self-worth, abundance, creativity, addictions, etc. The resources or people you need to help you move through these issues start to appear.

Advice: Same as #3. Additionally, don't get too involved in analyzing these issues. Examining them too much will simply cycle you back through them over and over again at deeper and deeper levels. Get professional help if you need to and walk through it.


Do not try to avoid them or disassociate yourself from them. Embrace whatever comes up and thank it for helping you move ahead. Thank your Higher Power for giving you the opportunity to release these issues. Remember, you don't want these issues to stay stuck in your body.

5. Changes in weight. The weight gain in the US population is phenomenal. Other people may be losing weight.

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Alexander Pope

An Essay on Criticism

Part I

INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.


'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.

'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?

Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.

Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,

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Stranger In West Lothian

As I walk alone in the Rain
Where I go, is a Lonely path
I feel alone, lost and cold
If you were me right now,
Ask yourself this...

How does it feel?
How do you feel?
Shivering alone in the rain
How does it feel?
Cos I'm Alone
And Cold Inside

Kids just won't leave be Be
they bully me day in and Out
They break Me, Belittle me
I Fell from grace, and into tears
Wish they'd leave me be

How does it feel?
How do you feel?
Shivering alone in the rain
How does it feel?
Cos I'm Alone
And Cold Inside

I feel like I am an No-One
I look to a song for solace
I feel at peace Listening
To 'Stranger In Moscow'
By Michael Jackson.

How does it feel?
How do you feel?
Shivering alone in the rain
How does it feel?
Cos I'm Alone
And Cold Inside

Like I'm A Stranger
In West Lothian
Cos I am Autistic
It goes on and On And on
It makes me feel down

How does it feel?
How do you feel?
Shivering alone in the rain
How does it feel?
Cos I'm Alone

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Somebody Knows

Out of my head and delighted, somebody knows how I feel
If you ask me to play it, you wont have to say it twice
cause Im goin to the head of the line, Im takin my life away
Im so glad you made it, and now that youre ready
Ill begin to tell you what you want, but I know
(I feel, I feel) somebody knows, (I feel, I feel) somebody knows
(I feel, I feel) somebody knows, (I feel, I feel)
Somebody knows what you want and what youre tryin to do
cause the same thing can happen to you
A little smoke, a little drink, can make somebody start to think
That he knows
(I feel, I feel) somebody knows (I feel, I feel)
Somebody knows what you want, when you want it
(somebody knows) when youre doin it right
Somebody sees with their feelings, and feels what theyre being tonight
And were doin it together, I know
(I feel, I feel) somebody knows, (I feel, I feel) somebody knows
(I feel, I feel) somebody knows, (I feel, I feel) God I know
(I feel, I feel) somebody knows, (I feel) I feel somebody knows
(I feel, I feel) somebody knows, (I feel, I feel)
Got what you want on the run now, keep it on in sight
Make me crazy, and you wont need me to tell you that youre doin it right
cause I know
(I feel, I feel) somebody knows, (I feel) I feel somebody knows
(I feel, I feel) somebody knows (I feel, I feel)

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Stupid Girl

You pretend you're high
Pretend you're bored
Pretend you're anything
Just to be adored
And what you need
Is what you get

Don't believe in fear
Don't believe in faith
Don't believe in anything
That you can't break

You stupid girl
You stupid girl
All you had you wasted
All you had you wasted

What drives you on
Can drive you mad
A million lies to sell yourself
Is all you ever had

Don't believe in love
Don't believe in hate
Don't believe in anything
That you can't waste

You stupid girl
You stupid girl
Can't believe you fake it
Can't believe you fake it

Don't believe in fear
Don't believe in pain
Don't believe in anyone
That you can't tame

You stupid girl
You stupid girl
All you had you wasted
All you had you wasted

You stupid girl
You stupid girl
Can't believe you fake it
Can't believe you fake it

You stupid girl
You stupid girl
Can't believe you fake it

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On A Message From Timothy MacSweeney

A message from Timothy MacSweeney a son of Dominic Mac
The proprieter of the Star Ballroom brought the old memories back
Of the long gone nineteen sixties and seventies when i was a young man
When on thursday nights I danced in the Star ballroom 'Where love stories began'.

Dominic's advertisment in the Cork examiner for The Star Club included the caption 'Where love stories begin'
If there were a prize for advertising originality this one would surely win
In the tough game of promoting entertainment Dominic did succeed
One well known and respected and a clever man indeed.

In the Star Ballroom in the sixties and seventies Ireland's best Showbands did play
Joe Dolan, The Royal, The Capitol and Big Tom all big names on their day
The Miami, The Champions and The Dixies, Larry Cunningham and Mick Del
Of the sixties and seventies I have good memories as memory serves me well.

A nice message from Timothy macSweeney one I have yet to meet
Took me back to the sixties and seventies to Duhallow and Millstreet
To the Star Ballroom on thursday night where we danced till after one
Our young years were our best years when all is said and done.

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