The extra curricular activity in which I was most engaged - debating - helped shape my interests in public policy.
quote by Joseph E. Stiglitz
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Extra Lovable
I wanna rap a little bit, oh!
Yeah!
Baby, U got somethin' that would make
A many hippie mighty proud
U got a dozen little sexy tricks
That doesn't seem that Miss U.S. would even allow
Never do U boast like the other girls
Who think they found a love 2 flaunt it (I never hear U brag)
And what I dig the most is that U keep it in your hand
Until I, until I, until I want it
CHORUS:
If ever honey U need someone 2 take a shower with girl
Call me up and scream
Extra lovable, honey don't U wanna, don't U wanna
Take a bath with me?
Listen..
Baby, U could turn my mama on
She's just as straight, just as straight as straight can be
Even though my daddy's gone
Come back just 2 haunt U, come back just 2 haunt U mystically
(Yes he will)
Baby, I know my rap is hard
Not as hard as what's behind door (dig it), door number pants
Baby, U're so sure, I'd love 2 see U dancin' naked
Ooh sugar, I wanna see U dance
CHORUS
Don't U wanna get, don't U wanna get off?
Baby, U got something that would make
A many hippie mighty proud (Then play it loud!)
U got a dozen little sexy tricks
That doesn't seem that Miss U.S., ooh, would even allow
Yeah, never do U boast like the other girls
Who think they found a love 2 flaunt it
(Oh, play with this love, yeah, let me tell ya)
What I dig the most is the way that U keep your sugar in your hand
Till I want it
If ever honey U need someone 2 take a shower with mama (There it is)
Call me up and scream
Extra lovable, honey don't U wanna, don't U wanna
Take a bath with me?
Ooh, sugar baby, U're so fine
What say U and me go 2 my place and make some time?
I'm not that popular yet, so if U want, I'm yours
"I don't want anyone 2 see what we're gonna do"
Think U better shut the door
(Ooh!)
Do U know what I'm talkin' about? (I say ooh ooh!)
If U know it, let me hear U say it baby (I say ooh!)
I can't hear U (Ooh ooh!)
Purple politicians, sing it (Ooh!)
[...] Read more
song performed by Prince
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- quotes about rap
- quotes about childhood
- quotes about girls
- quotes about screams
- quotes about time
- quotes about popularity
- quotes about doctors
- quotes about purple
Claim To Fame
Talk-talk, yak-yak
Watch you pull that old one track
Get it up and get it back
Making it upon your back
No space, no rent
The moneys gone, its all been spent now
Tell me bout your claim to fame
Now aint that some claim to fame
Extra, extra, read all about it now
Extra, extra, something bout a claim to fame
Ooohhh sweet mama, ooohhh sweet mama
Something bout your claim to fame
Wet lips, dry now
Ready for that old hand out, now
Aint that some claim to fame
Spaced out, spaced in
The heads round, the squares flat
Aint that some claim to fame
Now tell me aint that some claim to fame
Extra, extra, read all about it now
Extra, extra, something, something bout some claim to fame
Ooohhh-wheee sweet mama, extra, extra, something
Something bout your claim to fame
Yeah now
I said now, extra, extra
Something bout your claim to fame
I said now, extra, extra
Something bout your claim to fame
Ooohhh mama, said now, extra, extra
Something bout your claim to fame
Extra, extra, something bout a
About a, about a, something bout your claim to fame
Extra, extra, something bout a
bout a, bout a, something bout your claim to fame
Ooohhh, ooohhh sweet mama
Something bout your claim to fame
Oh, ooohhh sweet mama
Something bout your claim to fame
song performed by Lou Reed
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A little extra, from an extra ordinary woman
She goes out of her way and travels that extra mile
Because she is an extra ordinary woman
She consoles you, smiles with you, cries with you and for you
A little extra than anyone else
Because she is an extra ordinary woman
She spends on you a little extra than she does on her own self
Because she is an extra ordinary woman
She uses her extra strength and wisdom to pick you up when you fall
She blinds her sight to your imperfections
Because she is an extra ordinary woman
She loves you a little extra just to stand out different
From all those who love you
Because she is an extra ordinary woman
She starves herself so that you may eat a little extra
Because she is an extra ordinary woman
She forgives you all the time
Even when you guilty mind knows you don’t deserve such kindness
Because she is an extra ordinary woman
She may not be the most perfect woman but
She is indeed an extra ordinary woman
She is your mother, your wife, your fiancee, your girlfriend
Your sister, your grandmother and your daughter
You best appreciate her
poem by Grace Mdemu
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Song Of The Broad-Axe
WEAPON, shapely, naked, wan!
Head from the mother's bowels drawn!
Wooded flesh and metal bone! limb only one, and lip only one!
Gray-blue leaf by red-heat grown! helve produced from a little seed
sown!
Resting the grass amid and upon,
To be lean'd, and to lean on.
Strong shapes, and attributes of strong shapes--masculine trades,
sights and sounds;
Long varied train of an emblem, dabs of music;
Fingers of the organist skipping staccato over the keys of the great
organ.
Welcome are all earth's lands, each for its kind; 10
Welcome are lands of pine and oak;
Welcome are lands of the lemon and fig;
Welcome are lands of gold;
Welcome are lands of wheat and maize--welcome those of the grape;
Welcome are lands of sugar and rice;
Welcome the cotton-lands--welcome those of the white potato and sweet
potato;
Welcome are mountains, flats, sands, forests, prairies;
Welcome the rich borders of rivers, table-lands, openings;
Welcome the measureless grazing-lands--welcome the teeming soil of
orchards, flax, honey, hemp;
Welcome just as much the other more hard-faced lands; 20
Lands rich as lands of gold, or wheat and fruit lands;
Lands of mines, lands of the manly and rugged ores;
Lands of coal, copper, lead, tin, zinc;
LANDS OF IRON! lands of the make of the axe!
The log at the wood-pile, the axe supported by it;
The sylvan hut, the vine over the doorway, the space clear'd for a
garden,
The irregular tapping of rain down on the leaves, after the storm is
lull'd,
The wailing and moaning at intervals, the thought of the sea,
The thought of ships struck in the storm, and put on their beam ends,
and the cutting away of masts;
The sentiment of the huge timbers of old-fashion'd houses and
barns; 30
The remember'd print or narrative, the voyage at a venture of men,
families, goods,
The disembarkation, the founding of a new city,
The voyage of those who sought a New England and found it--the outset
anywhere,
The settlements of the Arkansas, Colorado, Ottawa, Willamette,
[...] Read more
poem by Walt Whitman
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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
[...] Read more
poem by Robert Browning (1871)
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Nothing Is Wrong
Well how do you do?
Do you like the look of me and you together?
So take me out.
Spill a little drink on your lap
She said to me so deep inside
I'm thinkin' that I'm an extra special guy
Takin' it all with an extra pinch of salt
My friends seem to think that I'm the one now
You're only teasin' me now.
I'm not so laid back that I wouldn't try...
Well how do you do?
Would you like me to mm, mm, mm-mm, mmmmmm....
I'm not suggesting that I want you, but
I'll take you out,
Spill a little drink down my back and,
She said to me so deep inside
I'm thinkin' that I'm an extra special guy
Takin' it all with an extra pinch of salt
My friends seem to think that I'm the one now
You're only teasin' me now.
I'm not so laid back that I wouldn't try...
You're only teasin' me now.
I'm not so laid back that I wouldn't try...
Too much, too soon.
Are you made out of stone,
or are you made out of gold?
I'll be no clearer
when I'm wrinkled and old,
when I'm wrinkled and old.
She said to me so deep inside
I'm thinkin' that I'm an extra special guy
Takin' it all with an extra pinch of salt
My friends seem to think that I'm the one now
You're only teasin' me now.
I'm not so laid back that I wouldn't drive you home.
You're only teasin' me now.
I'm not so laid back that I wouldn't try...Nothing Is Wrong
Well how do you do?
Do you like the look of me and you together?
So take me out.
Spill a little drink on your lap
She said to me so deep inside
I'm thinkin' that I'm an extra special guy
Takin' it all with an extra pinch of salt
My friends seem to think that I'm the one now
You're only teasin' me now.
I'm not so laid back that I wouldn't try...
Well how do you do?
Would you like me to mm, mm, mm-mm, mmmmmm....
I'm not suggesting that I want you, but
[...] Read more
song performed by Gomez
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S-e-x-x-y
Dressed only in clothes
From her head to her toes
This is the way
The talking part goes
S-e-x-x-y
More than enough
Around the clock with nobody else
S-e-x-x-y
There she is
Standing on the bed
Cookie in one hand, wig on her head
S-e-x-x-y
X because its extra baby
Y because its extra baby
Unnoticed by few
Very very few
And that includes you
Look inside your mind
Look inside your eye
Secret agent spy, come to see why
S-e-x-x-y
One finger nail
Across your back
Babys first gold tooth initials inscribed
S-e-x-x-y
X because its extra baby
Y because its extra baby
You gotta understand
She wants to be your man
Shes got another plan
Notes
The infamous warren rigg microwave remix goes as follows:
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y s-e-x-x-y
S-e-x-x-y s-e-x-x-y
[...] Read more
song performed by They Might Be Giants
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V. Count Guido Franceschini
Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!
[...] Read more
poem by Robert Browning from The Ring and the Book
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The Sorcerer: Act II
DRAMATIS PERSONAE
Sir Marmaduke Pointdextre, an Elderly Baronet
Alexis, of the Grenadier Guards--His Son
Dr. Daly, Vicar of Ploverleigh
John Wellington Wells, of J. W. Wells & Co., Family Sorcerers
Lady Sangazure, a Lady of Ancient Lineage
Aline, Her Daughter--betrothed to Alexis
Mrs. Partlet, a Pew-Opener
Constance, her Daughter
Chorus of Villagers
(Twelve hours are supposed to elapse between Acts I and II)
ACT II-- Grounds of Sir Marmaduke's Mansion, Midnight
Scene--Exterior of Sir Marmaduke's mansion by moonlight. All the
peasantry are discovered asleep on the ground, as at the end
of Act I.
Enter Mr. Wells, on tiptoe, followed by Alexis and Aline. Mr. Wells
carries a dark lantern.
TRIO--ALEXIS, ALINE, and MR. WELLS
'Tis twelve, I think,
And at this mystic hour
The magic drink
Should manifest its power.
Oh, slumbering forms,
How little ye have guessed
That fire that warms
Each apathetic breast!
ALEXIS. But stay, my father is not here!
ALINE. And pray where is my mother dear?
MR. WELLS. I did not think it meet to see
A dame of lengthy pedigree,
[...] Read more
poem by William Schwenck Gilbert
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Music Of My Heart
(with N Sync)
You'll never know, what you've done for me
What your faith in me, has done for my soul
You'll never know the gift you've given me
I'll carry it with me, yeah yeah
Through the days ahead I'll think of days before
You made me hope for something better
And made me reach for something more
You taught me to run
You taught me to fly
Helped me to free the me inside
Helped me hear the music of my heart
Helped me hear the music of my heart
You opened my eyes
You opened the door
To something I've never known before
And your love, is the music of my heart
(music of my heart)
You were the one, always on my side
(always on my side)
Always standing by
(always standing by)
Seeing me through
You were the song that always made me sing
(made me sing)
I'm singing this for you
Everywhere I go, I'll think of where I've been
And all of ones who knew me better then any One ever will again
You taught me to run
You taught me to fly
Helped to free the me inside
Helped me hear the music of my heart
Helped me hear the music of my heart
You opened my eyes you opened the door
To something I've never known before
And your love, is the music of my heart
What you've taught me
Only your love could ever teach me
You got through when no one could reach me before
'Cause you always saw in me
All the best that I could be
It was you who set me free
You taught me to run
You taught me to fly
Helped me to free the me inside
Helped me hear the music of my heart
Helped me hear the music of my heart
You taught me to run
You taught me to fly
Helped me to free the me inside
[...] Read more
song performed by Gloria Estefan
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Music Of My Heart (feat. Gloria Estefan)
You'll never know
What you've done for me
What your faith in me
Has done for my soul (echo)
And you'll never know the gift you've given me
I'll carry it with me
yeah ee yeah
Through the days ahead I'll think of days before (mm hmm)
You made me hope for something better (yes you did)
And made me reach for something more
Chorus 1
You taught me to run
You taught me to fly
Helped me to free the me inside
Helped me hear the music of my heart
Helped me hear the music of my heart
Chorus 2
You opened my eyes
You opened the door
To something I'd never known before
And your love (love)
Is the music of my heart (music of my heart)
You were the one
Always on my side (always on my side)
Always standing by (always standing by)
Seeing me through
You were the song that always made me sing
I'm singing this for you (singing this for you baby)
Everywhere I go I'll think of where I've been (think of where I've been)
And you're the one who knew me better than anyone ever will again (?)
Chorus 1
You taught me to run
You taught me to fly
Helped me to free the me inside (siiidee)
Helped me hear the music of my heart
Helped me hear the music of my heart (yeah, yeah, yeah, yeah)
Chorus 2
You opened my eyes
You opened the door (you opened the door)
To something I'd never known before (ohh ohhhhh)
And your love (your love)
Is the music of my heart (music of my heart)
What you taught me
Only your love could ever teach me
You got through when no one else could reach me (baby ohhh ohhh ohhh)
'Cuz you always saw in me
All the best that I could be
It was you who set me free
Chorus 1
You taught me to run
[...] Read more
song performed by N Sync
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Shape Of Things To Come
Magic, logic
The system works, but not for me
Look beyond the nearest moment
And youll see
The shape of things to come
Somewhere deep in the city
I can feel you I know youre here
Baby, Im just a pussy-cat
But not a one that you should fear
One, two, always love you
One, two, move up above you
Two, two, right in the face
Yes sir, no sir, three bags full so
The shape of things to come
The shape of things to come
Let me get you outta here
Tragic, logic
The system hurts, but not for me
I look beyond the farest moment
And I say
The shape of things to come
The shape of things to come
The shape of things to come
The shape of things to come
The shape of things to come
The shape of things to come
The shape of things to come
Somewhere deep in the system
I can see you but youre not clear
A simple case of error correction
Come on baby, get your ass in gear
One, two, always love you
One, two, move up above you
Two, two, right in the face
Of sir, no sir, three bags full so
The shape of things to come
Let me get your outta here
The shape of things to come
Look into my eyes and Ill make your day
The shape of things to come
Good things, great things, all just same things
The shape of things to come
The shape of things to come
song performed by Cher
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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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Leap Of Faith
There is strength deep inside me that I never knew I had
Theres a fire within burnin bright
There is a love inside of me that I never thought Id feel
Until the day you came into my life, yeah
And it was you that were there when no one else was
And you show me a love unknown, ooh
You kept the fire burnin
You kept hope alive
And when my soul was fallin
You helped me to survive
And you led the way
Encouraged me to take that leap of faith
Theres a dream that I dream, I never knew it would come true
Theres a place I never thought that I would be (ooh)
There is a chance (theres a chance) that I took (that I took)
That I never thought Id take
Until you came and helped me to believe, ohh...
You were there when no one else was
And you showed me a love unknown
You kept the fire burnin (you kept the fire burnin)
And you kept hope alive (and you kept hope alive)
And when my soul was fallin (and when my soul was fallin)
You helped me to survive (you helped me to survive)
And you led the way (ooh)
Encouraged me to take that leap of faith
(Of faith, of faith, of faith, of faith, of faith, of faith, ooh)
Leap of faith (faith)
Oh, yeah
Ohh-oh-oh...
You showed me just how
(How to believe in me) in me, ohh...
You moved that tree and tore that forest there for me
You kept the...
You kept the fire burnin (you kept it burnin)
You kept hope alive (you kept hope alive)
And when my soul was fallin (my soul was fallin)
You helped me to survive (yeah, you helped me to survive)
Ahh... (you led the way)
Encouraged me to take the leap of faith, yeah
You kept the fire burnin (whoo!)
You kept hope alive (you kept the hope alive, hey!)
And when my soul was fallin (my soul was fallin)
You helped me to survive (but you helped me to survive)
Ahh... (you led the way)
Encouraging me to take
The fire (kept it burning) hope (all my life)
My soul (someones callin) you (Ill survive)
You led (the way) encouraged me (to take)
That leap of faith and make it over
Now I owe my thanks to you, ho-ohh...
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song performed by R. Kelly
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II. Half-Rome
What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)
Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,
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poem by Robert Browning from The Ring and the Book
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Public Animal #9
Me and G.B.
We ain't never gonna confess
We cheated at the math test
We carved some dirty words in our desk
Well now it's time for recess
Old man waitin by the monkey bars
Tradin all his ball cards
And they promised him a gold star
And they told him he could go far
Hey Mr. Bluelegs
Where are you takin me?
I'm like a lifer
In the state penitentiary
If I keep my nose clean
I won't get my eyes shined
But I'm proud to be
Public Animal Number Nine
License plates are runnin
Out of my ears
I'd give a month of cigarettes
For just a couple of lousy beers
Or even a bottle of
Real cheap wi-hine
But that's the price you pay to be
Public Animal Number Nine, Number Nine
Hey Mrs. Cranston
Where are you takin me?
I feel like a lifer
In the state penitentiary
She wanted an Einstein
But she got a Frankenstein
Yeah, I'm proud to be
Public Animal Number Niiiirrrrrgh
Public Animal Number Nine
Public Animal Number Nine
Public Animal Number Nine Nine
Public Animal Number Nine Number Nine
Number Nine Number Nine
Number, Number Nine Animal Number Nine
Public Animal Number Nine Nine
Public Animal Numbergh Niiiirrrrrgh
Public Animal Nurrrgh Nirrrgh
Errrrrrrrrrrrgh
Public Animal Number Ni-yine
Public Animal Number Ni-yine
Public Animal Number Number Nine Nine
Public Animal Naaaaaaaagh
song performed by Alice Cooper
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator
Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!
It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!
Well,
Let others climb the heights o' the court, the camp!
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poem by Robert Browning from The Ring and the Book
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I. The Ring and the Book
Do you see this Ring?
'T is Rome-work, made to match
(By Castellani's imitative craft)
Etrurian circlets found, some happy morn,
After a dropping April; found alive
Spark-like 'mid unearthed slope-side figtree-roots
That roof old tombs at Chiusi: soft, you see,
Yet crisp as jewel-cutting. There's one trick,
(Craftsmen instruct me) one approved device
And but one, fits such slivers of pure gold
As this was,—such mere oozings from the mine,
Virgin as oval tawny pendent tear
At beehive-edge when ripened combs o'erflow,—
To bear the file's tooth and the hammer's tap:
Since hammer needs must widen out the round,
And file emboss it fine with lily-flowers,
Ere the stuff grow a ring-thing right to wear.
That trick is, the artificer melts up wax
With honey, so to speak; he mingles gold
With gold's alloy, and, duly tempering both,
Effects a manageable mass, then works:
But his work ended, once the thing a ring,
Oh, there's repristination! Just a spirt
O' the proper fiery acid o'er its face,
And forth the alloy unfastened flies in fume;
While, self-sufficient now, the shape remains,
The rondure brave, the lilied loveliness,
Gold as it was, is, shall be evermore:
Prime nature with an added artistry—
No carat lost, and you have gained a ring.
What of it? 'T is a figure, a symbol, say;
A thing's sign: now for the thing signified.
Do you see this square old yellow Book, I toss
I' the air, and catch again, and twirl about
By the crumpled vellum covers,—pure crude fact
Secreted from man's life when hearts beat hard,
And brains, high-blooded, ticked two centuries since?
Examine it yourselves! I found this book,
Gave a lira for it, eightpence English just,
(Mark the predestination!) when a Hand,
Always above my shoulder, pushed me once,
One day still fierce 'mid many a day struck calm,
Across a Square in Florence, crammed with booths,
Buzzing and blaze, noontide and market-time,
Toward Baccio's marble,—ay, the basement-ledge
O' the pedestal where sits and menaces
John of the Black Bands with the upright spear,
'Twixt palace and church,—Riccardi where they lived,
His race, and San Lorenzo where they lie.
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poem by Robert Browning from The Ring and the Book
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Benefits of 1995 Fish Trash Policy
policy no policy
policy of indifference
policy of stupidity
now reaps rewards
use “trash fish”
policy as animal feeds
and in fish farming means
bycatch
is increasingly
financially
attractive to fishers
fishers of world oceans
policy bad policy
1995 one study
showed 27 million tonnes
of fish being discarded
every year but
2005 an investigation found
figure had dropped
to recorded
only 7 million tones
good news
no amount
of bycatch
did dropp not
just deleted
from records
off hot books
policy of greed
a Bermuda Triangle mystery?
a mystery of 20 million tonnes
20 million tonnes of missing fish?
20 million tonnes
were being sold
but control without
what hope in fisheries
of achieving sustainability
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poem by Terence George Craddock
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Cheek
When PHARAOH chased the chosen Jew, and perished in the sea,
Things seemed to hint at failure in the PHARAOH policy.
For 'tis written that the Opposition leader had his way;
But we've never been enlightened on what PHARAOH had to say.
But probably before the wave came over him he swore:
'This is the naval policy I've always battled for!'
And continued to enlarge upon his policy's success,
Till a mouthful of the salt Red Sea cut short his brief address.
For there's nothing like a cool, calm cheek;
And there's wisdom in a big bold bluff.
If you find you've made a blunder,
And your policy goes under,
You've a chance if you can bellow loud enough.
That's the time you need a brass-bound cheek;
When your theory to smithereens is blown,
Seize the other fellow's notion
In the subsequent commotion
And declare, by all the gods, it is your own.
When BRUTUS punctured CAESAR in his quaint old Pagan way,
A lot of folk were almost sure that BRUTUS won the day.
'Twas the popular opinion, and was backed by solid facts;
But we are not told what CAESAR thought about these ancient acts.
For it was not 'Et tu BRUTE' that he murmured as he fell,
But 'I'm charmed to see my policy is carried out so well.'
And if we are allowed to make a sporting sort of guess,
He's skiting still in Hades of that policy's success.
For there's nothing like a hard-boiled cheek;
And there's virtue in assurance when its strong;
In claiming a11 the credit,
And declaring that you said it
Would occur just as it happened all along.
No, there's nothing like a steel-shod cheek;
And there's something in a tall, tough skite
Should it be the white you back,
And the winner turn out black,
Buck up, and say you meant a blackish white.
0, ye proud and haughty Britons, quondam rulers of the waves,
Have you ever once reflected why it is ye are not slaves?
Nay, the glorious foundation Britain's freedom stands upon
Is the firm and fearless policy of glorious King JOHN!
For when the Barons waited on him, asking him to sign
The grand old Magna Charta, did he hesitate and whine?
No! Spake that grand old monarch, with a rather bitter smile:-
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poem by Clarence Michael James Stanislaus Dennis
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