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The successful establishment of a buffer zone around Fort Carson will provide an example for other bases around the country as we seek to protect the training mission of the U.S. military while preserving critical habitats on our ranges.

quote by Wayne Allard
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Condition Critical

Oh the tension's mounting
The pressure starts to show
All the men in haunting
Please don't let me go
(Don't go)
Try to free my body
(Don't go)
Try to strap me down
(Don't go)
These'll never break me
(Don't go)
Free wheel to look at me
Condition critical
I'm feeling physical
Condition critical
Now I'm really cynical
The bells they are ringing
Or is it in my head
My nerves numb understanding
I'm falling out of bed
(Don't go)
So call it paranoia
(Don't go)
I don't see it that way
(Let's go)
You say I adore ya
(Hell no)
We're gonna rock they way
Condition critical
I'm feeling physical
Condition critical
Now I'm really cynical
Ooh ooh
Whips and chains
Don't feel no pain
What's so wrong
I think I'm going out of my head
Over heels
I can't feel
No pain, only pleasure
Get me out
Take me home
Can't you see my condition
Woo-woo-woo
Condition
Condition
Condition critical, critical
Condition
Condition
Condition critical

[...] Read more

song performed by Quiet Riot
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Allegany Camp

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poem by Rwetewrt Erwtwer
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Whose Country Is This?

Whose country is this?
It is a land full of snakes;
Whose country is this?
It is a land full of many waters;
Whose country is this?
It is a land full of thieves! !
Whose country is this?
It is a land full of people;
Whose country is this?
It is a land full of oil;
Whose country is this?
It is a land full of earthquakes!
Whose country is this?
it is a land full of lovers;
Whose country is this?
It is a land full of volcanoes!
Whose country is this?
It is a land full of beautiful flowers;
Whose country is this?
It is a land full of hansome men;
Whose country is this?
It is a land full of beautiful women;
Whose country is this?
It is a land full of roses;
Whose country is this?
it is a land ruled only by men;
Whose country is this?
It is a land without rainfall;
Whose country is this?
It is a land ruled by a woman;
Whose country is this?
It is a land full of corruption!
Whose country is this?
It is a land full of pirates! !
Whose country is this?
It is a land ruled by law;
Whose country is this?
It is a land controlled by rebels!
Whose country is this?
It is a land full of ice;
Whose country is this?
It is a land full of pregnant women;
Whose country is this?
It is a land full of the sins of Sodom and Gomorrah!
Whose country is this?
It is a land full of singers;
Whose country is this?
It is a land full of troubles;
Whose country is this?
It is a land full of war! !

[...] Read more

poem by Edward Kofi Louis
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Soccer Rollback

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poem by Rwetewrt Erwtwer
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Steppin In A Slide Zone

I took a ride in a limousine
I took a road Id never been
I met a stranger by the way
His coat was torn but his eyes were clear
Standing in a slide zone
I could be steppin in a slide zone
He told me where a river flows
He showed me how the apple grows
He told me of a magic stream
His face was worn but his eyes were clear
Standing in a slide zone
I could be steppin in a slide zone
Standing in a slide zone
I could be steppin through a time zone
He went to find a shooting star
Around the bend thats where they are
I went along just for the ride
Suddenly I began to glide
Standing in a slide zone
I could be steppin through a time zone
The air raced by there was no sound
We drifted high above the ground
And then said you know this place
And then a smile lit up his face
Standing in a slide zone
I could be steppin in a slide zone
Standing in a slide zone
I could be steppin through a time zone
I turned my head and looked below
And there was something there I know
Suddenly I began to fall
I looked around and tried to call
Standing in a slide zone
He had me steppin in a time zone
Standing in a slide zone
Falling through a time zone
Help me please I thought I said
Then something happened in my head
Music came from all around
And I knew what I had found
Standing in a slide zone
Falling through a time zone
Steppin in a slide zone
He had me falling through a time zone

song performed by Moody Blues
Added by Lucian Velea
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Veterinary Camps

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poem by Caasder Fronds
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Using Boot Camp

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poem by Caasder Fronds
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Just Stuck In A Warp, Zone

Stuck in a warp,
Zone.
And united with those delighted.
To never be made convinced,
Common sense is beneficial.

Just stuck in a warp,
Zone.
And united with those delighted.
To...
Never be made convinced,
Common sense is beneficial.

Stuck in a warp,
Zone.
So far out they're looking down at stars.
Stuck in a warp,
Zone.
Not one of them has heard of Jupiter OR Mars.
Stuck in a warp,
Zone.
Sniffin', snortin', totin', weezin'.
Stuck in a warp,
Zone.
Hackin', coughin', chokin', sneezin'.
Stuck in a warp,
Zone.
And united with those delighted.
To never be made convinced,
Common sense is beneficial.

Sniffin', snortin', totin', weezin'.
Stuck in a warp,
Zone.
Hackin', coughin', chokin', sneezin'.
Stuck in a warp,
Zone.
Noddin', dozin', sleepin' deepened.
Stuck in a warp,
Zone.
Noddin', dozin', sleepin' deepened.
Stuck in a warp,
Zone.
Noddin', dozin', sleepin' deepened.
Stuck in a warp,
Zone.
And united with those delighted.
To...
Never be made convinced,
Common sense is beneficial

[...] Read more

poem by Lawrence S. Pertillar
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Magnificently enchanting night

The calm which the stringent day miserably dithered to provide; was profoundly imparted by the chilly breeze of the dark night,

The tumultuous passion which the austerely acerbic day failed to provide; was profoundly imparted by the agony of the resplendent night,

The ocean of dreams which the acrimonious day floundered every second to provide; was profoundly imparted by the mesmerizing fantasy of the velvety night,

The cloud of tingling sensations which the sultry day stumbled to provide; was profoundly imparted by the tantalizing charisma of the moonlit night,

The poignant aroma of romance which the brilliantly sweltering day tripped to provide; was profoundly imparted by the overwhelmingly silvery night,

The delectably sweet flavor which the harshly perspiring day dawdled to provide; was profoundly imparted by the surreal and stormy night,

The stupendous congeniality which the monstrously illuminated day succumbed to provide; was profoundly imparted by the superlatively friendly and voluptuous night,

The tunnel of unrelenting adventure which the monotonous day ludicrously refrained to provide; was profoundly imparted by the spell binding and exotically perfumed night,

The astoundingly fragrant aura which the nondescript day faltered to provide; was profoundly imparted by the piquantly pepped up night,

The enigmatic tales of fascinating mystery which the day abysmally shirked to provide; was profoundly imparted by the enticing and profusely titillating night,
The vivacious rainbow of colors which the incorrigibly boring day fluttered to provide; was profoundly imparted by the gorgeously whispering night,

The flamboyant rays of fire which the cloudy day horrendously nictitated to provide; was profoundly imparted by the vividly vibrant night,

The dreary trail of incredulous sedation that the day obnoxiously dwindled to provide; was profoundly imparted by the incomprehensibly seductive night,

The magical wave of longing that the stoical day irrevocably refused to provide; was profoundly imparted by the mystically simmering night,

The cold beads of unprecedented exhilaration that the abysmally hot day pathetically slithered to provide; was profoundly imparted by the majestic and princely night,

The ardently milky aroma which the intractably bright day disastrously shivered to provide; was profoundly imparted by the ravishingly dainty night,

The unparalleled tremors of ecstasy which the brutal beams of day insurmountably struggled to provide; was profoundly imparted by the stringently spicy winds of night,

The opulent showers of nostalgia which the murderously blazing day wavered to provide; was profoundly imparted by the opalescent shades of the night,

And the celestial stupor which the savagely bubbling day thoroughly failed to provide; was profoundly imparted by the magnificently enchanting night…

poem by Nikhil Parekh
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Who's Living With That Mission?

Who here,
Lives to dance and sing?
Who here,
Lives to hear the birds singing?
And who here,
Lives their life just to give?
Who's living with that mission?

Who's living with that mission?
Who's living with that mission?

Who here,
Wakes up to give a damn?
Who here,
Demands to give a helping hand?
And who here,
Knows that peace has a chance?
Who's living with that mission?

Who's living with that mission?
Who's living with that mission?

Who here,
Thinks about their fellowman?
Who here,
Gives their neighbor understanding?
And who here,
Wants the bleeding done by man...
To end and please them?

Who's living with that mission?
Who's living with that mission?

Who here,
Thinks about what is right?
Who here,
Wants to do that day and night?
And who here,
Prays conflicts and fights
Would end!

Who's living with that mission?
Who's living with that mission?

Who here,
Lives to dance and sing?
Who here,
Lives to hear the birds singing?
And who here,
Lives their life just to give?

[...] Read more

poem by Lawrence S. Pertillar
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Soccer Under 20

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poem by Rwetewrt Erwtwer
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

[...] Read more

poem by Tom Zart
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Pharsalia - Book IX: Cato

Yet in those ashes on the Pharian shore,
In that small heap of dust, was not confined
So great a shade; but from the limbs half burnt
And narrow cell sprang forth and sought the sky
Where dwells the Thunderer. Black the space of air
Upreaching to the poles that bear on high
The constellations in their nightly round;
There 'twixt the orbit of the moon and earth
Abide those lofty spirits, half divine,
Who by their blameless lives and fire of soul
Are fit to tolerate the pure expanse
That bounds the lower ether: there shall dwell,
Where nor the monument encased in gold,
Nor richest incense, shall suffice to bring
The buried dead, in union with the spheres,
Pompeius' spirit. When with heavenly light
His soul was filled, first on the wandering stars
And fixed orbs he bent his wondering gaze;
Then saw what darkness veils our earthly day
And scorned the insults heaped upon his corse.
Next o'er Emathian plains he winged his flight,
And ruthless Caesar's standards, and the fleet
Tossed on the deep: in Brutus' blameless breast
Tarried awhile, and roused his angered soul
To reap the vengeance; last possessed the mind
Of haughty Cato.

He while yet the scales
Were poised and balanced, nor the war had given
The world its master, hating both the chiefs,
Had followed Magnus for the Senate's cause
And for his country: since Pharsalia's field
Ran red with carnage, now was all his heart
Bound to Pompeius. Rome in him received
Her guardian; a people's trembling limbs
He cherished with new hope and weapons gave
Back to the craven hands that cast them forth.
Nor yet for empire did he wage the war
Nor fearing slavery: nor in arms achieved
Aught for himself: freedom, since Magnus fell,
The aim of all his host. And lest the foe
In rapid course triumphant should collect
His scattered bands, he sought Corcyra's gulfs
Concealed, and thence in ships unnumbered bore
The fragments of the ruin wrought in Thrace.
Who in such mighty armament had thought
A routed army sailed upon the main
Thronging the sea with keels? Round Malea's cape
And Taenarus open to the shades below
And fair Cythera's isle, th' advancing fleet

[...] Read more

poem by Marcus Annaeus Lucanus
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Twin State

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poem by Caasder Fronds
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Danger Zone

Shaking off the tresholds of a long forgotten dream
And you just can't make it last
Coaching paradise on a personal line
But you get fired to fast
And you lie, memories drifting by
Love don't make it on those pin-striped nights
When you're looking through someone's disguise
You can't make it alone, so you gotta make a move
But you're looking at nobody's eyes
Well that's love, or maybe love come and go
Looking for love is a danger zone
Love don't go begging in the danger zone
You won't get nothing from the danger zone
Tales that you tell from the stories that you'll hear
And you'll get what you can while you may
Don't understand when you're looking for a dame
But it's only a heartbreak away
And you'll learn, faking has no return
No way when you're feeling that way
Will your feet get caught up in the crowd
And the song that you sing is too soft to be heard
But your speakers are way too loud
Like the pain, loving is no big game
Looking for love is a danger zone
No don't go living in the danger zone
You won't get nothing from the danger zone
Don't take no chances in the danger zone
Love don't go begging in the danger zone
No don't go living in the danger zone
You won't get nothing from the danger zone
Don't take no chances in the danger zone
Love don't go begging in the danger zone

song performed by Rainbow
Added by Lucian Velea
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Gertrude of Wyoming

PART I

On Susquehanna's side, fair Wyoming!
Although the wild-flower on thy ruin'd wall,
And roofless homes, a sad remembrance bring,
Of what thy gentle people did befall;
Yet thou wert once the loveliest land of all
That see the Atlantic wave their morn restore.
Sweet land! may I thy lost delights recall,
And paint thy Gertrude in her bowers of yore,
Whose beauty was the love of Pennsylvania's shore!

Delightful Wyoming! beneath thy skies,
The happy shepherd swains had nought to do
But feed their flocks on green declivities,
Or skim perchance thy lake with light canoe,
From morn till evening's sweeter pastimes grew,
With timbrel, when beneath the forests brown,
Thy lovely maidens would the dance renew;
And aye those sunny mountains half-way down
Would echo flageolet from some romantic town.

Then, where of Indian hills the daylight takes
His leave, how might you the flamingo see
Disporting like a meteor on the lakes--
And playful squirrel on his nut-grown tree:
And every sound of life was full of glee,
From merry mock-bird's song, or hum of men;
While hearkening, fearing naught their revelry,
The wild deer arch'd his neck from glades, and then,
Unhunted, sought his woods and wilderness again.

And scarce had Wyoming of war or crime
Heard, but in transatlantic story rung,
For here the exile met from every clime,
And spoke in friendship every distant tongue:
Men from the blood of warring Europe sprung
Were but divided by the running brook;
And happy where no Rhenish trumpet sung,
On plains no sieging mine's volcano shook,
The blue-eyed German changed his sword to pruning-hook.

Nor far some Andalusian saraband
Would sound to many a native roundelay--
But who is he that yet a dearer land
Remembers, over hills and far away?
Green Albin! what though he no more survey
Thy ships at anchor on the quiet shore,
Thy pelloch's rolling from the mountain bay,
Thy lone sepulchral cairn upon the moor,

[...] Read more

poem by Thomas Campbell
Added by Veronica Serbanoiu
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Protect Me From What I Want

Its that desease of the age
Its that desease that we crave
Alone at the end of the race
We catch the last bus home
Corporate america wakes
Coffee republic in case
We open the latch on the gate
Of the hole that we call our home
Protect me from what I want...
Protect me protect me
Maybe were victims of fate
Remember when wed celebrate
Wed drink and get high until late
And now were all alone
Wedding bells aint gonna chime
With both of us guilty of crime
And both of us sentenced to time
And now were all alone
Protect me from what I want...
Protect me protect me
Protect me from what I want...
Protect me protect me
Protect me from what I want...
Protect me protect me
Protect me from what I want...
Protect me protect me

song performed by Placebo
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.

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poem by Innocent Masina Nkhonyo
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Does Fort Worth Ever Cross Your Mind

Cold fort worth beer just aint no good for jealous
Ive tried it night after night
Youre in someone elses arms in dallas
Does fort worth ever cross your mind
Darlin while youre busy burnin bridges
Burn one for me if you get time
Cause good memories dont fade so easy
Does fort worth ever cross your mind
You left me here to be with him in dallas
And I know ithurt you at the time
Well I wonder now if it makes a difference
Does fort worth ever cross your mind
You left me here to be with him in dallas
And I know it hurt you at the time
Well I wonder now if it makes a difference
Does fort worth ever cross your mind
Does fort worth ever, does fort worth ever
Does fort worth ever cross your mind

song performed by George Strait
Added by Lucian Velea
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Protect My Heart

Here we go
Puerto Rico
I gotta protect my heart
I gotta protect my heart
You were the highlight of the spot
but you wouldn't tell me your name
You were like, Girl are you ready or not?
to dance the entire night away
You were like, Let me hold ya girl
You were sayin, Let me touch ya girl
You were sayin, Let me squeeze ya girl
You turned me on. Let me f*** ya girl
See, when I first got here, I knew love barely
I gotta protect my heart
Then ya come changin things, I knew that's unfair, babe
I gotta protect my heart
The room was oh so hot
If you won't move, then move out of the way
I'm giving it all I got
but at the same time trying to maintain
You were like, Let me hold ya girl
You were sayin, Let me touch ya girl
You were sayin, Let me squeeze ya girl
You turned me on. Let me f*** ya girl
See, when I first got here, I knew love barely
I gotta protect my heart
Then ya come changin things, I knew that's unfair, babe
I gotta protect my heart
Never been touched by the way someone moves
and that scares me
I gotta protect my heart
If Cupid knew you were comin, he shoulda prepared me
I gotta protect my heart
I I I I just I just, I just need to
Walk away from the door
But I could feel myself reversing
I never gave in before
See I guess that's what happened when
You were like, Let me hold ya girl
You were sayin, Let me touch ya girl
You were sayin, Let me squeeze ya girl
You turned me on. Let me f*** ya girl
See, when I first got here, I knew love barely
I gotta protect my heart
Then ya come changin things, I knew that's unfair, babe
I gotta protect my heart
Never been touched by the way someone moves
and that scares me
I gotta protect my heart
If Cupid knew you were comin, he shoulda prepared me

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song performed by Kelis
Added by Lucian Velea
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