Most of the stuff I learned to play, I learned in high school. I had a band in high school, a jazz-fusion thing, and I was the keyboard player. I was interested in how the instruments worked and the theory behind playing with them.
quote by Brian McKnight
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Virginia's Story
Elizabeth Gates-Wooten is my Grand mom.
She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.
When she was old enough she got married.
First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.
Agnes was my mother.
Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.
Then they moved to West Virginia in the United States.
Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.
Anna was a maid and cook.
She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth
They were both good cooks
They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.
My moms name was Agnes Barrie Gates.
She married James Wright and moved to Cleveland.
[...] Read more
poem by Talile Ali
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The Blues, The Jazz, The City
The city is jazz under neon lights
The jazz is blues stoned
And the city never forgets this
Like the heart never forgets to pulse
And the stars never forget to shine in the night
But it takes jazz to move it, to move it all
So the jazz is the beat that always burns
So the heavens continue to shine on and shine all
The jazz soothes the souls of the children
Though the city is old, the jazz is young
Thus the jazz, fast and heavy, radiates the city
She returns her to her ember glow in night
The city is high on the hill and low in the valley
She is the heart, the blessed nectar, the blossom shower
The jazz glows in prosperous tombs
She serves the crashing wave of the monsoon, to the city's bay, to the ancient harbor, across bold rivers, to lakes nestled in the safety of moors and battlefields, and sings to the forest and soaks the timber and every reborn city is cloaked in the fingertip of jazz
Since jazz destroys and creates, it is the fire, and so the smoke rises higher
Hark the newborn guff of jazz
The baptized funeral pyre
Hench jazz is the gospel, the good news
She returns though, always to the blues
Love the blue lady, her old cracked voice
The blues, the jazz, and the lady unite
To the bravery of her song she sang to the evil eyes of the Kodak dragon whose hair in the hiding bear under masks of hatred
The jealous lair, the haunt of despair
And jazz shines on, they can't stop her
The lady of the city sings to the farm
No choir can match the timbre of the lady
My first love,
She shines on for me when I am sad, through me in melancholy
And we join in joy, the lady sees all, feels all, and sings on
Rambunctious be the lady, the city, the blues
Who beat for hearts at night
From the slide trombone, the tut-tut-tut of the mighty snare
The brass milieu for brighter days and neon lights
The whimper
The whimper of the stand-up bass, who carries the beat, the jazz, the blues, the night
In your arms I am safe and sound, the sounds who hold me tight
And above all, upon the highest peak, the great black giants, the black hands and breath of jazz, food for the soul and fodder, who inspire all in the world
But the two giants upon the highest mountain compete for the night and walk away friends as we do
They too are the shine, the noble sheen, and while the lady sings, they dance, the boozers hound and prance, the lovers kneel and romance and the giants push the pebbles from beneath their mountain feet
Who knows how many souls the jazz saved, but I know she saved mine
The giants, trumpet and sax, and even the sweet other of New Orleans, a trumpet and voice, a demigod, and every other band and face and time
So the jazz soothed them too to be saved, as they played, we all played, and jazz shines for the night
And Jack drew the map in sketches, he saw the jazz, but the jazz sees all, and saves all who smile upon her because she loves all, but can only save those who hear her call because she is human
[...] Read more
poem by Jay Bradley
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Give and Free It Up On The Rough Stuff
When I was hard,
It wasn't enough.
The sensitive and warm nice guy,
I had to give with no hint of the tough stuff.
I was the one who supplied the tenderness,
With touches.
Supplied I did the sweet kisses too!
You want it tough and rough and ready,
Through the weekends.
And all week until we get through too!
The sensitive and warm nice guy,
I had to be with no hint of the tough stuff.
You want it tough and rough and ready,
Through the weekends.
And all week until we get through too!
You've got to give and free it up on the rough stuff.
I like to get it and receive it with a tender touch.
I like to feel it getting heated with a whispered love.
I like to get it and receive it with a tender touch.
I like to feel it getting heated with a whispered love.
You've got to give and free it up on the rough stuff.
Free it up to give it up!
That rough stuff.
Free it up to give it up!
That rough stuff.
Free it up to give it up!
That rough stuff.
That rough stuff.
That rough stuff.
You've got to give and free it up on the rough stuff.
I like to get it and receive it with a tender touch.
I like to feel it getting heated with a whispered love.
I like to get it and receive it with a tender touch.
I like to feel it getting heated with a whispered love.
You've got to give and free it up on the rough stuff.
I was the one who supplied the tenderness,
With touches.
Supplied I did sweet kisses too!
You want it tough and rough and ready,
Through the weekends.
And all week until we get through too!
You've got to give and free it up on the rough stuff.
You've got to give and free it up on the rough stuff.
[...] Read more
poem by Lawrence S. Pertillar
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Rot Stuff
Sittin' here eatin' my heart out waitin'
Waitin' for this funeral to end
Dug up about a thousand graves lately
My tastes are what some might call
A little more then just off the wall
Lookin' for some rot stuff baby this evenin'
I need some rot stuff baby tonight
I want some rot stuff baby this evenin'
Gotta have some rot stuff
Gotta have your corpse tonight
Rot stuff
I need rot stuff
I want some rot stuff
Lookin' for a lover who's 6 feet under
Don' t want another night on my own
Wanna share my fetish with a cold blooded lover
Wanna bring a dead man back home
Gotta have some rot stuff baby this evenin'
I need some rot stuff baby tonight
I want some rot stuff baby this evenin'
Gotta have something cold
Gotta have something rotting under me tonight
I need rot stuff
Cold rot
Lookin' for cold rot
Rot, rot, rot, rot stuff
Rot, rot, rot
Rot, rot, rot, rot stuff
Rot, rot, rot
How's about some rot stuff baby this evenin'
I need some rot stuff baby tonight
Gimme a little rot stuff this evenin'
Rot stuff baby
Gonna need your corpse tonight
Rot stuff
I need something cold and rotting
Lookin' for some rot stuff
Wanna make love to a dead man tonight
Sittin' here eatin' my heart out
No more listening to this funeral march can I do
Won't waste another night or moment on my own
I've dug up about a hundred graves baby
I'm bound to find somebody as horny as I am tonight
[...] Read more
poem by Ramona Thompson
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University Of Central Florida Volleyball
universoty of fl youth summer camp
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unlv middle school band camp
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unlv summer football camp 2008
[...] Read more
poem by Caasder Fronds
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Using Boot Camp
twink boot camp
twink camp
twink summer camps
twinks at camp pics
twinks camp
twinlakes camp florence ms
twinlow camp
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[...] Read more
poem by Caasder Fronds
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Luv Your Stuff
(myles goodwyn)
Published by mfg sing sing music/socan - ascap
Everytime I get restless, I see my hand knockin on your door
And everytime Im in a fix baby, I start actin like I need you more
Well Ive been lookin for someone to talk to
And Ive been searchin for a better way
And Ive been runnin all over town, girl
Ive been lookin each and every way, yeah
But you got somethin special
And Im bein on the level with you
You got that thing that moves me, yeah
(great stuff, luv your stuff), mmm, I luv your stuff
(great stuff, luv your stuff), at five oclock in the morning
(great stuff, luv your stuff), still cant get enough
(great stuff, luv your stuff)
Livin like a fool in flames
You know that I been usin you, girl
And Im the one to blame
But babe, I got my cupboards all stocked and ready
What you get girl, is what you see
And youve been lookin inside my head now
And you got your arms wrapped around me, mmm
I got no thing for our candy
Its your lovin girl, that gets me down
You got that thing that moves me, yeah
(great stuff, luv your stuff), ooh, I luv your stuff
(great stuff, luv your stuff), send the bill in the morning
(great stuff, luv your stuff), I luv your stuff
(great stuff, luv your stuff), get busy
I got no sense of reason, I know I gotta make a deal
Its all comin down to somethin baby, its tellin me I got to get real, huh
I got my senses in a tuft, Im all mixed up, my temperatures starting to rise
And I cant seem to stay away from you, girl, I think its more than we realized, yeah
Wont you look what its doin
Its your lovin girl, that gets me down
You got that thing that moves me, yeah
(great stuff, luv your stuff), ooh, I luv your stuff
(great stuff, luv your stuff), Ill pay the price in the morning
(great stuff, luv your stuff), ooh, I luv your stuff
(great stuff, luv your stuff)
song performed by April Wine
Added by Lucian Velea
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The Origin Of The Universe -ten Questions Answered
1.How did the UNIVERSE originate?
It was from the bang, bang and the bang,
It was through the big bang
And you know it for certain.
Yes, the universe originated through the Big Bang.
2.What was the Big Bang?
An explosion of a particle was it
And the particle was smaller than an atom.
It was first explosion for our cause.
Yes, it was a causeless act of explosion of a small particle that resulted in the evolution of an ever expanding universe. Before the Big Bang the universe was smaller than an atom! There was only a point of time then and not a place! The Big Bang theory is the prevailing cosmological model that describes the early development of the Universe.According to the Big Bang theory, the Universe was once in an extremely hot and dense state which expanded rapidly.
3.What followed the act of expansion of the universe?
Then began the expansion,
An expansion that is still going on
And then and thus began the life of our universe.
The rapid expansion caused the Universe to cool and resulted in its present continuously expanding state. According to the most recent measurements and observations, the Big Bang occurred approximately 13.75 billion years ago, which is thus considered the age of the Universe.
4.What happened in the next stage?
There came the phases of energy
And the wonder of electrons, protons and neutrons.
We learnt about from the sweet mouth of our teacher first.
After its initial expansion from a singularity, the Universe cooled sufficiently to allow energy to be converted into various subatomic particles, including protons, neutrons, and electrons.While protons and neutrons combined to form the first atomic nuclei only a few minutes after the Big Bang, it would take thousands of years for electrons to combine with them and create electrically neutral atoms.The first element produced was hydrogen, along with traces of helium and lithium. Giant clouds of these primordial elements would coalesce through gravity to form stars and galaxies, and the heavier elements would be synthesized either within stars orduring supernovae.
5.What is the scientific theory/relevance of the Big Bang?
Truth is that matters much to us
And the core ideas have to lead us.
Or else we might go back to life darker still.
The Big Bang is a well-tested scientific theory and is widely accepted within the scientific community. It offers a comprehensive explanation for a broad range of observed phenomena. Since its conception, abundant evidence has been uncovered in support of the model. The core ideas of the Big Bang—the expansion, the early hot state, the formation of helium, and the formation of galaxies—are derived from many observations that are independent from any cosmological model; these include the abundance of light elements, the cosmic microwave background, large scale structure, and the Hubble diagram for Type I - a supernovae.
6.What will be the phases of the expansion of the universe?
An ever expanding mystery it is
Closer it was then and now it will be farther and farther.
And once begun it can`t go back ever.
As the distance between galaxy clusters is increasing today, it can be inferred that everything was closer together in the past. This idea has been considered in detail back in time to extreme densities and temperatures, and large particle accelerators have been built to experiment in such conditions, resulting in further development of the model. On the other hand, these accelerators have limited capabilities to probe into such high energy regimes.
7.Does the Big Bang theory explain everything?
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poem by M.d Dinesh Nair
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Hot Stuff
(coverdale)
Im ready for you,
Are you ready for me
Ive got a burning heart,
It wont let me be
I feel the hunger, my spirit yearns,
Ive got to feed the fever
Of a love that burns
I walk the street round midnight,
Looking for a little hot stuff,
I cant get enuff,
I just cant get enuff, hot stuff,
Hot stuff, hot stuff
Im hard to handle,
Too hot to hold
I cant seem to satisfy
My heart an soul
I need a woman to set me free,
A little miss understanding
To feel the need in me
I walk the street round midnight,
Looking for a little hot stuff,
I cant get enuff,
I just cant get enuff, hot stuff,
Cant get enuff, hot stuff,
I just cant get enuff, hot stuff,
Cant get enuff
Im ready for you,
Are you ready for me
Ive got a burning heart,
It wont let me be
I feel the hunger, my spirit yearns,
Ive got to feed the fever
Of a love that burns
I walk the street round midnight
Looking for a little hot stuff,
I cant get enuff,
I just cant get enuff, hot stuff,
Cant get enuff, hot stuff,
Cant get enuff, hot stuff,
Hot stuff, hot stuff,
Hot stuff, hot stuff,
Hot stuff, hot stuff,
Hot stuff, hot stuff,
I just cant get enuff, hot stuff,
I just cant get enuff, hot stuff,
Cant get enuff, hot stuff,
I just cant get enuff, hot stuff
Hot stuff, cant get enuff hot stuff...
song performed by Whitesnake
Added by Lucian Velea
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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.
[...] Read more
poem by Innocent Masina Nkhonyo
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Victor Should Have Been A Jazz Musician
I went to a concert, to see nina, simone,
The concert was over, there was still a band playing, the rap up,
The booguh played with his hands, I close my eyes, and look at him,
Victor should have been a jazz musician,
I said to myself, victor should have been a jazz musician,
I looked at his face, and I saw victor, looked at his smile, and I saw victor,
I looked at his hair, and thought,
Victor should have been a jazz musician,
Victor should have been a jazz musician,
And the people dancing on the floor, dancing on the floor, were so high,
You should have seen victor smile, you should have seen victor smile,
As they danced all the while all around on the floor, and he laughed,
Victor should have been a jazz musician,
Oh, victor should have been a jazz musician,
He was playing so nice, the jazz musician,
Ah, ah,
Hes living in a fast beat, in a city thats hot,
Telling all the latinos and puerto ricans, victor seems happy, but he doesnt even know himself, hes gotta look inside to know his first love,
Victor was a jazz musician, he was playing so nice, victor was a jazz musician, (? ) victor was a jazz musician,
Victor loves his music, he loves his music, somewhere, he plays his music, somewhere,
Victor is a jazz musician,
Jazz.
song performed by Grace Jones
Added by Lucian Velea
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JAZZ and RAINBOWS
What is Jazz - What is a Rainbow?
You can ask the questions - don't expect answers
Jazz is free and yet constrained
Rainbows come and go as they please
Jazz is wild and yet restrained
Rainbow can't exist without rain
Jazz is open and yet contained
Rainbows always have red at the top
Jazz is unscored and yet maintained
Rainbows can be single - double - triple
Just as Jango Rheinhardt said to Segovia
Senor it ees all in ze 'ed
The same is true of rainbows
Zey are all inside my 'ed!
It takes all the colours of pure white sound
To create jazz.
It takes all the colours of pure white light
To create a rainbow.
Jazz and rainbows operate on the same principle
In jazz the tone colours are separated by the players
In a rainbow the visible colours are separated by a raindrop
Jazz and rainbows are boh equally beautiful.
After the rain there are stll some drops in the atmosphere
They refract the white light into R O Y G B I V,
In the same way the 'Jazz Combo' is able to dissect.
The white sound of music is disected by the musicains
On a sunny day - the white light hits the raindrop
The colours are dispersed forming the rainbow.
In jazz - each member if the Combo has a colour!
The double bass has red - the saxaphone is orange!
The percussion is yellow - the brass is green
The clarinet is blue - trhe banjo is indigo
The guitar is violet and the piano is striped!
The combo plays and whiite sound is re-produced.
Because we are humans our senses of life are acute.
Our eyes for colour and our ears for sound.
The quality of this provision enables us to distinguish colour
And to distinguish between all the tones and semi-tones.
[...] Read more
poem by John Knight
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Ruffled Up
I'm gonna beat this stuff.
This stuff that's got me ruffled up!
I'm gonna beat this stuff.
Because I'm tough enough.
I'm gonna beat this stuff.
This stuff that's got me ruffled up!
I'm gotta beat it.
Since I can't leave it.
To grieve over weeping.
And compare my pains.
I'm gonna beat this stuff.
This stuff that's got me ruffled up!
I'm gonna beat this stuff.
Yes!
I'm gonna beat this stuff.
Yes!
I'm gonna beat this stuff.
This stuff that's got me ruffled up!
I'm gonna beat this stuff.
Yes!
I'm gonna beat this stuff.
Yes!
I'm gonna beat this stuff.
That's got me ruffled up!
I've had it,
With this stuff.
Too many,
Suffer enough.
And too much stuff that corrupts...
Is,
Enough!
I've had it,
With this stuff.
Too many,
Suffer enough.
And too much stuff that corrupts...
Is,
Enough!
I'm gonna beat this stuff.
Yes!
[...] Read more
poem by Lawrence S. Pertillar
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That Music In The Band (Lyric) :
They play that music in the band.
Them boys in the band.
That sweet playing, honky tonk music.
We hear in the band.
We hear that music in the band.
We hear that music in the band.
That sweet talking, honky tonk music.
We hear in the band.
It keeps us moving around.
They keep us moving to the sound.
Them boys in the band.
They play that music in the band.
That sweet playing, honky tonk music.
We hear in the band.
We hear that music in the band.
We hear that music in the band.
That sweet talking, honky talk music.
We hear in the band.
It keeps us jumping around.
They keep our feet off the ground.
Them boys in the band.
They play that music in the band.
That sweet playing, honky tonk music.
We hear in the band.
We hear that music in the band.
We hear that music in the band.
That sweet talking, honky tonk music.
We hear in the band....
Honky Tonk Song Lyric By Kim Robin Edwards
Copyright 1989.2009..
ALL rights reserved..
poem by Kim Robin Edwards
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You're Not From Brighton
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used, funk as we used to
You're not from Brighton
You're not from Brighton
You're not from Brighton
You're, you're, you're, you're
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Said check baby, check baby
Check baby, check said
Check baby, check baby
Check one two
Check baby, check baby
Check baby, check said
Check check baby
Check check one two
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two
Said check one two, check one two
Check one two, check one two
[...] Read more
song performed by Fatboy Slim
Added by Lucian Velea
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For The Band
Now for the question
That just won't go away
"So what are we
Gonna do today?"
Cuz it seems like
For the last four years
We've had far much
Less stuff to say
I know I always come out
Like a pessimist
But there is always something else
That's leading up to this
Chris used to come
To all the local shows
Back when the days were simpler
Do you remember?
[Chorus]
Those days are gone but Chris is not
And now he's got big hair
And in fact along with that
He's developed a severe disliking for
FOR THE BAND! (For the Band x3)
And I don't like, how it seems like
Anything and everything is always
For the band
FOR THE BAND! (For the Band x3)
I don't like, how it seems like
Anything and everything is always
For the band
So don't think I'm going to
Sit and complain
When there's so many
Good things left to say
But watch closely
As I refrain
From forgetting who I am along the way
[Chorus]
Those days are gone but Chris is not
And now he's got big hair
And in fact along with that
He's developed a severe disliking for
FOR THE BAND! (For the Band x3)
And I don't like, how it seems like
Anything and everything is always
For the band
FOR THE BAND! (For the Band x3)
I don't like, how it seems like
Anything and everything is always
For the band
She sat me down and said to me
[...] Read more
song performed by Relient K
Added by Lucian Velea
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I Can Play (Lyrics) :
He didn't give himself up to fear.
And his voice had a life of its own.
He didn't give himself up for broke.
Just a man who played his guitar.
He said 'I can play the guitar', 'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'.
'I can play the guitar'.'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'.
He didn't give himself up to drinking beer.
His voice still had a life of its own.
And he didn't give himself up for smoke.
Just a man who played his guitar.
He said 'I can play the guitar'.'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'.
'I can play the guitar'.'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'.
He didn't give himself up to curcumstance.
Always tried to make it alone.
He didn't give himself up to telling lies.
His honesty was already shown.
Always kept himself up to par.
Just a man who played his guitar.
He said 'I can play the guitar'.'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'.
'I can play the guitar'.'I can play it clear'.
'I can play the guitar'.'I can play'.
'I can play the songs that you want to hear'.
'I can play the guitar'.'I can play'...
Rock Lyric By Kim Robin Edwards
Copyright 1987,2009..
ALL rights reserved..
poem by Kim Robin Edwards
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Beowulf
LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able
[...] Read more
poem by Charles Baudelaire
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The History of Jazz
I
The leaves of blue came drifting down.
In the corner Madeleine Reierbacher was reading Lorna Doone.
The bay’s water helped to implement the structuring of the garden hose.
The envelope fell. Was it pink or was it red? Consult Lorna Doone.
There, voyager, you will find your answer. The savant grapeade stands
Remember Madeleine Reierbacher. Madeleine Reierbacher says,
“If you are happy, there is no one to keep you from being happy;
Don’t let them!” Madeleine Reierbacher went into the racing car.
The racing car was orange and red. Madeleine Reierbacher drove to Beale Street.
There Maddy doffed her garments to get into some more comfortable clothes.
Jazz was already playing in Beale Street when Madeleine Reierbacher arrived there.
Madeleine Reierbacher picked up the yellow horn and began to play.
No one had ever heard anything comparable to the playing of Madeleine Reierbacher.
What a jazz musician! The pianist missed his beats because he was so excited.
The drummer stared out the window in ecstasy at the yellow wooden trees.
The orchestra played “September in the Rain,” “Mugging,” and “I’m Full of Love.”
Madeleine Reierbacher rolled up her sleeves; she picked up her horn; she played “Blues in the Rain.”
It was the best jazz anyone had ever heard. It was mentioned in the newspapers. St. Louis!
Madeleine Reierbacher became a celebrity. She played with Pesky Summerton and Muggsy Pierce.
Madeleine cut numerous disks. Her best waxings are “Alpha Beta and Gamma”
And “Wing Song.” One day Madeleine was riding on a donkey
When she came to a yellow light; the yellow light did not change.
Madeleine kept hoping it would change to green or red. She said, “As long as you have confidence,
You need be afraid of nothing.” Madeleine saw the red smokestacks, she looked at the thin trees,
And she regarded the railroad tracks. The yellow light was unchanging. Madeleine’s donkey dropped dead
From his mortal load. Madeleine Reierbacher, when she fell to earth,
Picked up a blade of grass and began to play. “The Blues!” cried the workmen of the vicinity,
And they ran and came in great numbers to where Madeleine Reierbacher was.
They saw her standing in that simple field beside the railroad track
Playing, and they saw that light changing to green and red, and they saw that donkey stand up
And rise into the sky; and Madeleine Reierbacher was like a clot of blue
In the midst of the blue of all that sky, and the young farmers screamed
In excitement, and the workmen dropped their heavy boards and stones in their excitement,
And they cried, “O Madeleine Reierbacher, play us the ‘Lead Flint Blues’ once again!”
O railroad stations, pennants, evenings, and lumberyards!
When will you ever bring us such a beautiful soloist again?
An argent strain shows on the reddish face of the sun.
Madeleine Reierbacher stands up and screams, “I am getting wet! You are all egotists!”
Her brain floats up into the lyric atmosphere of the sky.
We must figure out a way to keep our best musicians with us.
The finest we have always melt in the light blue sky!
In the middle of a concert, sometimes, they disappear, like anvils.
(The music comes down to us with sweet white hands on our shoulders.)
We stare up in surprise; and we hear Madeleine’s best-known tune once again,
“If you ain’t afraid of life, life can’t be afraid for you.”
Madeleine! Come back and sing to us!
[...] Read more
poem by Kenneth Koch
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Street Player
Ill never forget those aimless years
Street sounds swirling through my mind
Trouble was often in the air
So we fought to forget our despair
Im a street player
And Ill play you a song
cause you know, my heart & soul
Will carry, carry on
Carry on
Carry on
Carry on
City lifes the only way
Street corners and billiard halls was our home away
Lessons learned still help me today
Im a street player
Ive seen it all
Hitmen, thieves and many a brawl
But as you see I still stand tall
It was such a small space in time
I never knew that I would find
A musical path for all to see
Anxiety into ecstacy
Im a street player
Im a street player
Im a street player
Im a street player
Im a street player
Ive seen it all
Hitmen, thieves and many a brawl
But as you see I still stand tall
It was such a small space in time
I never knew that I would find
A musical path for all to see
Anxiety into ecstacy
Im a street player
Im a street player
Im a street player
Im a street player
song performed by Chicago
Added by Lucian Velea
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