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Today the fate of humankind is even more crucially linked than ever before. The boundaries between the problems of ""others"" and ""our"" problems are being increasingly erased.

quote by Janez Drnovsek
Added by Lucian Velea
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Problems

I wont take no lies, hanging out all night
The gig is up, enough, its enough
Youre wrong, dead wrong, wont take no more
Cause I see your game and dumb is not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
Got love for you, but I cant stand you
I page you, you wont call
Whats a 2-way for
Strike one, strike two, strike three, no more me
Cause I see the game and dumbs not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
We can do this any way that
You want cause I dont care
Its no problem and Im not the one
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
[over chorus]
Its plain to see, you cant have me

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song performed by Nivea
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Problems

Feat. coffee brown
Problems
Problems with your girl today
Problems
Problems with your man today
Situations
Hard to handle
Got me going out of my head
Theres so much pressure
I just cant deal
You think its all about
You and that sex appeal
But I got problems
(slickin around on the l to the hotel, all around town)
Let me know
(whos it gonna be, him or me)
It cant be three
Problems
Problems with your girl today
Problems
Problems with your girl today
[coffee brown]
Here we are
The two of us together
Taking this crazy chance
To be all alone
My man dont know
That we been loving each other
Cuz if he found out
Well have nothing
Nothing but
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
[next]
Said, can I get a witness
So many problems
Can I get a witness
[coffee]
Can I get a witness
So many problems
Can I get a witness
Problems
Problems with your girl today
Problems

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song performed by Next
Added by Lucian Velea
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Problems (feat. Koffee Brown)

Problems
Problems with your girl today
Problems
Problems with your man today
situations hard to handle
got me goin out ofmy head
theres so much pressure
i just cant deal
you think its all about you
and that sex appeal
but i got problems
(slickin around on the "L" to the hotel all around town) let me know
(whos it gonna be him or me)
it cant be three
problems
problems with your girl today
problems
problems with your girl today
here we are
the two of us together
takin this crazy chance
to be all alone
my man dont know
that we been lovin eachother
cuz if he found out
we'll have nothin
nothin but
Problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
said can i get a witness
so many problems
can i get a witness
can i get a witness
so many problems
can i get a witness
problems
problems with your girl today
problems
problems with your man today
problems
problems with your girl today
problems
problems with your man today

song performed by Next
Added by Lucian Velea
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The Aeneid of Virgil: Book 10

THE GATES of heav’n unfold: Jove summons all
The gods to council in the common hall.
Sublimely seated, he surveys from far
The fields, the camp, the fortune of the war,
And all th’ inferior world. From first to last, 5
The sov’reign senate in degrees are plac’d.
Then thus th’ almighty sire began: “Ye gods,
Natives or denizens of blest abodes,
From whence these murmurs, and this change of mind,
This backward fate from what was first design’d? 10
Why this protracted war, when my commands
Pronounc’d a peace, and gave the Latian lands?
What fear or hope on either part divides
Our heav’ns, and arms our powers on diff’rent sides?
A lawful time of war at length will come, 15
(Nor need your haste anticipate the doom),
When Carthage shall contend the world with Rome,
Shall force the rigid rocks and Alpine chains,
And, like a flood, come pouring on the plains.
Then is your time for faction and debate, 20
For partial favor, and permitted hate.
Let now your immature dissension cease;
Sit quiet, and compose your souls to peace.”
Thus Jupiter in few unfolds the charge;
But lovely Venus thus replies at large: 25
“O pow’r immense, eternal energy,
(For to what else protection can we fly?)
Seest thou the proud Rutulians, how they dare
In fields, unpunish’d, and insult my care?
How lofty Turnus vaunts amidst his train, 30
In shining arms, triumphant on the plain?
Ev’n in their lines and trenches they contend,
And scarce their walls the Trojan troops defend:
The town is fill’d with slaughter, and o’erfloats,
With a red deluge, their increasing moats. 35
Æneas, ignorant, and far from thence,
Has left a camp expos’d, without defense.
This endless outrage shall they still sustain?
Shall Troy renew’d be forc’d and fir’d again?
A second siege my banish’d issue fears, 40
And a new Diomede in arms appears.
One more audacious mortal will be found;
And I, thy daughter, wait another wound.
Yet, if with fates averse, without thy leave,
The Latian lands my progeny receive, 45
Bear they the pains of violated law,
And thy protection from their aid withdraw.
But, if the gods their sure success foretell;
If those of heav’n consent with those of hell,
To promise Italy; who dare debate 50

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poem by Publius Vergilius Maro
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Humankind

Humankind, its not fair, why should we all live in fear
Humankind, its a test, to see whos the very best
Humankind, dont know why, no one cares who lives or dies
Humankind, dont look at me, look at yourself, what do you see
People - always tellin lies, they can keep their alibi
People - knockin at my door, how come they want more and more
People - talkin behind your back, most of them drive a gadillac
People - staring at your clothes - I cant take it anymore, no more
Humankind, its a shame, some dont even know their name
Humankind are so strange, some need to be rearranged
Humankind, dont know why, no one cares who lives or dies.
Humankind, dont look at me, look at yourself, what do you see
People - always tellin lies, they can keep their alibi
People - knockin at my door, how come they want more and more
People - talkin behind your back, most of them drive a gadillac
People - staring at your clothes - I cant take it anymore, no more
Tell me, tell me, whos to blame, for people acting this way
Tell me, tell me, whats so wrong, if humans just got along
Tell me, tell me, tell me please, if psychiatric help is
What we nedd - (oh)
People - always tellin lies, they can keep their alibi
People - knockin at my door, how come they want more and more
People - talkin behind your back, most of them drive a gadillac
People - staring at your clothes - I cant take it anymore,
People - yeah
People - yeah

song performed by Ramones
Added by Lucian Velea
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He Knows You Know

(derek disck/steve rothery/ pete trewavas/ micheal pointer/mark kelly/diz minnett/brian jellyman)
He knows, you know, he knows, you know
Problems, problems, problems, problems
Light switch, yellow fever, crawling up your bathroom wall
Singing psychedelic praises to the depths of a china bowl
Youve got venom in your stomach, youve got poison in your head
You should have listened to the priest at the confession
When he offered you the sacred bread
He knows, you know, he knows, you know, he knows, you know
But hes got problems
Fast feed, crystal fever, swarming through a fractured mind
Chilling needles freeze emotion, the blind shall lead the blind
Youve got venom in you stomach, youve got poison in your head
When your conscience whispered, the vein lines stiffened
You were walking with the dead
He knows, you know, he knows, you know, he knows, you know
Hes got experience
Hes got experience, he knows, you know
But hes got problems
Problems, problems, problems, problems, problems, problems.
He knows...
Slash wrist, scarlet fever, crawled under your bathroom door
Pumping arteries ooze the problem, through the gap that the razor tore
Youve got venom in your stomach, youve got poison in your head
You should have listened to your analyst questions when yo lay on his leather bed
He knows, you know, he knows, you know, he knows, you know
But hes got problems
Blank eyes, purple fever, streaming through the frosted pane
You learned your lesson far to late from the links in a chemist chain
Youve got venom in your stomach, youve got poison in your head
You should have stayed at home and talked with father
Listen to the lies he fed
He knows, you know, he knows, you know, he knows, you know
But hes got problems
He knows, you know, he knows, you know, he knows, you know
Hes got experience
Hes got experience, he knows, you know
He knows, you know, you know, you know
You know, you know, you know, you know
Problems, problems, problems, problems, problems, problems
Dont give me your problems

song performed by Marillion
Added by Lucian Velea
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Affirmations(2002-2004)

Today, I will get up before my alarm
Today, I won't close my eyes until dusk
Today, I will not get a speeding ticket
Today, I will count this day as a first
Today, I will enjoy the life that has been left to me
Today, I won't frown over the may-have-beens
Today, I won't cry over the should-have-beens
Today, I won't wonder about the could-have-beens

Today, I'll smile.......Today, I'll Laugh.... Today, I'll relax

Today, I won't feel alone because I don't see you
Today, I'll find something new that wasn't true of you
Today, I won't be afraid to look upon a new face
Today, I'll step up and take my place
Today, I won't think about what I've lost
Today, I'll look forward instead of behind
Today, I'll find some piece of mind

Today, I'll hope.... Today, I'll pray... Today, I'll believe

Today, I'll dream as if I always did
Today, I'll wish on a star the way I used to
Today, I'll reach for the heavens and sigh
Today, My heart will start to heal
Today, the biggest miracle is ME.
Today, Yesterday's problems ceased to be
Today, the rain has stopped and the sun has returned
Today, the breath of kindness is found in words

Today, I wonder.... Today, I am a child.

poem by Lillian B. Rose
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The Aeneid of Virgil: Book 2

ALL were attentive to the godlike man,
When from his lofty couch he thus began:
“Great queen, what you command me to relate
Renews the sad remembrance of our fate:
An empire from its old foundations rent, 5
And ev’ry woe the Trojans underwent;
A peopled city made a desart place;
All that I saw, and part of which I was:
Not ev’n the hardest of our foes could hear,
Nor stern Ulysses tell without a tear. 10
And now the latter watch of wasting night,
And setting stars, to kindly rest invite;
But, since you take such int’rest in our woe,
And Troy’s disastrous end desire to know,
I will restrain my tears, and briefly tell 15
What in our last and fatal night befell.
“By destiny compell’d, and in despair,
The Greeks grew weary of the tedious war,
And by Minerva’s aid a fabric rear’d,
Which like a steed of monstrous height appear’d: 20
The sides were plank’d with pine; they feign’d it made
For their return, and this the vow they paid.
Thus they pretend, but in the hollow side
Selected numbers of their soldiers hide:
With inward arms the dire machine they load, 25
And iron bowels stuff the dark abode.
In sight of Troy lies Tenedos, an isle
(While Fortune did on Priam’s empire smile)
Renown’d for wealth; but, since, a faithless bay,
Where ships expos’d to wind and weather lay. 30
There was their fleet conceal’d. We thought, for Greece
Their sails were hoisted, and our fears release.
The Trojans, coop’d within their walls so long,
Unbar their gates, and issue in a throng,
Like swarming bees, and with delight survey 35
The camp deserted, where the Grecians lay:
The quarters of the sev’ral chiefs they show’d;
Here Phœnix, here Achilles, made abode;
Here join’d the battles; there the navy rode.
Part on the pile their wond’ring eyes employ: 40
The pile by Pallas rais’d to ruin Troy.
Thymoetes first (’t is doubtful whether hir’d,
Or so the Trojan destiny requir’d)
Mov’d that the ramparts might be broken down,
To lodge the monster fabric in the town. 45
But Capys, and the rest of sounder mind,
The fatal present to the flames designed,
Or to the wat’ry deep; at least to bore
The hollow sides, and hidden frauds explore.
The giddy vulgar, as their fancies guide, 50

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poem by Publius Vergilius Maro
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The Aeneid of Virgil: Book 7

AND thou, O matron of immortal fame,
Here dying, to the shore hast left thy name;
Cajeta still the place is call’d from thee,
The nurse of great Æneas’ infancy.
Here rest thy bones in rich Hesperia’s plains; 5
Thy name (’t is all a ghost can have) remains.
Now, when the prince her fun’ral rites had paid,
He plow’d the Tyrrhene seas with sails display’d.
From land a gentle breeze arose by night,
Serenely shone the stars, the moon was bright, 10
And the sea trembled with her silver light.
Now near the shelves of Circe’s shores they run,
(Circe the rich, the daughter of the Sun,)
A dang’rous coast: the goddess wastes her days
In joyous songs; the rocks resound her lays: 15
In spinning, or the loom, she spends the night,
And cedar brands supply her father’s light.
From hence were heard, rebellowing to the main,
The roars of lions that refuse the chain,
The grunts of bristled boars, and groans of bears, 20
And herds of howling wolves that stun the sailors’ ears.
These from their caverns, at the close of night,
Fill the sad isle with horror and affright.
Darkling they mourn their fate, whom Circe’s pow’r,
(That watch’d the moon and planetary hour,) 25
With words and wicked herbs from humankind
Had alter’d, and in brutal shapes confin’d.
Which monsters lest the Trojans’ pious host
Should bear, or touch upon th’ inchanted coast,
Propitious Neptune steer’d their course by night 30
With rising gales that sped their happy flight.
Supplied with these, they skim the sounding shore,
And hear the swelling surges vainly roar.
Now, when the rosy morn began to rise,
And wav’d her saffron streamer thro’ the skies; 35
When Thetis blush’d in purple not her own,
And from her face the breathing winds were blown,
A sudden silence sate upon the sea,
And sweeping oars, with struggling, urge their way.
The Trojan, from the main, beheld a wood, 40
Which thick with shades and a brown horror stood:
Betwixt the trees the Tiber took his course,
With whirlpools dimpled; and with downward force,
That drove the sand along, he took his way,
And roll’d his yellow billows to the sea. 45
About him, and above, and round the wood,
The birds that haunt the borders of his flood,
That bath’d within, or basked upon his side,
To tuneful songs their narrow throats applied.
The captain gives command; the joyful train 50

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poem by Publius Vergilius Maro
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The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

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poem by Publius Vergilius Maro
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Your Horoscope For Today

aquarius
There's travel in your future when your tongue freezes to the back of a
Speeding bus
Fill that void in your pathetic life by playing whack-a-mole seventeen hours a
Day
Pisces
Try to avoid any virgos or leos with the ebola virus
You are the tru lord of the dance, no matter what those idiots at work say
Aries
The look on your face will be priceless when you find that forty pound
Watermelon in your colon
Trade toothbrushes with an albino dwarf, then give a hickey to meryl streep
Taurus
You will never find tru happiness - what you gonna do, cry about it?
The stars predict tomorrow you'll wake up, do a bunch of stuff, and then go
Back to sleep
That's your horoscope for today (that's your horoscope for today)
That's your horoscope for today
That's your horoscope for today (that's your horoscope for today)
That's your horoscope for today
Gemini
Your birthday party will be ruined once again by your explosive flatulence
Your love life will run into trouble when your fiance hurls a javelin through
Your chest
Cancer
The position of jupiter says you should spend the rest of the week face down in
The mud
Try not to shove a roll of duct tape up your nose while taking your driver's
Test
Leo
Now is not a good time to photocopy your butt and staple it to your boss's
Face, oh no
Eat a bucket of tuna-flavored pudding, then wash it down with a gallon of
Strawberry quik
Virgo
All virgos are extremely friendly and intelligent - except for you
Expect a big surprise today when you wind up with your head impaled on a stick
That's your horoscope for today (that's your horoscope for today)
That's your horoscope for today
That's your horoscope for today (that's your horoscope for today)
That's your horoscope for today
Now you may find it inconceivable or at the very least a bit unlikely that the
Relative position of the planets and the stars could have a special deep
Significance or meaning that exclusively applies to only you, but let me give
You my assurance that these forcasts and predictions are all based on solid,
Scientific, documented evidence, so you would have to be some kind of moron not
To reaize that every single one of the is absolutely true.
Where was i?
Libra
A big promotion is just around the corner for someone much more talented that

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song performed by Weird Al Yankovic
Added by Lucian Velea
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Today! !

Today the sun was shine less
Today the moon was mood less
Today the birds were wing less
Today as the sun rose, they told me
Today as I woke
They told me
Last night I’ve lost my voice they echoed me

Today the mountains are height less
Today the clock was time less
Today the sky was wind less
Today my hands were workless
Today as the sun boiled, they told me
Today as I spoiled
They told me
Last morning I’ve lost my hands they assured me

Today the world was sightless
Today the room was lightless
Today the voices were figureless
Today my eyes were imageless
Today as the night dived, they told me
Today as I defined
They told me
Last afternoon I’ve lost my eyes they cursed me

Today the era was soundless
Today the room was noise less
Today the things were strike less
Today my ears were voice less
Today as the dawn fell, they told me
Today as I felt
They told me
Last evening I’ve lost my ears they pitted me

Last night I was voiceless
Last night I was hand less
Last night I was eyes less
Last night I was ears less
And now today I feel
That they’ll tell me
That I’ve lost, they’ll yell me
Lost a heartbeat
And now is grave less
Left in open far godless
Unmentioned they say expressionless.

poem by Nishtha Dutta
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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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Pharsalia - Book V: The Oracle. The Mutiny. The Storm

Thus had the smiles of Fortune and her frowns
Brought either chief to Macedonian shores
Still equal to his foe. From cooler skies
Sank Atlas' daughters down, and Haemus' slopes
Were white with winter, and the day drew nigh
Devoted to the god who leads the months,
And marking with new names the book of Rome,
When came the Fathers from their distant posts
By both the Consuls to Epirus called
Ere yet the year was dead: a foreign land
Obscure received the magistrates of Rome,
And heard their high debate. No warlike camp
This; for the Consul's and the Praetor's axe
Proclaimed the Senate-house; and Magnus sat
One among many, and the state was all.

When all were silent, from his lofty seat
Thus Lentulus began, while stern and sad
The Fathers listened: 'If your hearts still beat
With Latian blood, and if within your breasts
Still lives your fathers' vigour, look not now
On this strange land that holds us, nor enquire
Your distance from the captured city: yours
This proud assembly, yours the high command
In all that comes. Be this your first decree,
Whose truth all peoples and all kings confess;
Be this the Senate. Let the frozen wain
Demand your presence, or the torrid zone
Wherein the day and night with equal tread
For ever march; still follows in your steps
The central power of Imperial Rome.
When flamed the Capitol with fires of Gaul
When Veii held Camillus, there with him
Was Rome, nor ever though it changed its clime
Your order lost its rights. In Caesar's hands
Are sorrowing houses and deserted homes,
Laws silent for a space, and forums closed
In public fast. His Senate-house beholds
Those Fathers only whom from Rome it drove,
While Rome was full. Of that high order all
Not here, are exiles. Ignorant of war,
Its crimes and bloodshed, through long years of peace,
Ye fled its outburst: now in session all
Are here assembled. See ye how the gods
Weigh down Italia's loss by all the world
Thrown in the other scale? Illyria's wave
Rolls deep upon our foes: in Libyan wastes
Is fallen their Curio, the weightier part
Of Caesar's senate! Lift your standards, then,
Spur on your fates and prove your hopes to heaven.

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poem by Marcus Annaeus Lucanus
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Continuous Is The Flowing

So vast is a Universe.
Where flights of fancy are condoned.
And taken undisturbed...
Unlimited and free of boundaries.

Free of words spoken,
To utter descriptions of what is seen...
That may come to hinder one's voyage,
With a seeking of definitions...
One will never find on lips to depict the unknown.

Only sights are observed within this majesticness.
Manifesting a peaceful and pleasing birth of a journey.
Continuous is the flowing that grows.
Only sights are observed within this majesticness.
And manifesting without a need for validation,
Is this creativity which is never at rest.
Nor is there a time capable enough...
To give to it to satisfy its completion.

Only sights are observed within this majesticness.
Manifesting a peaceful and pleasing birth of a journey.
Continuous is the flowing that grows.
Only sights are observed within this majesticness.
And manifesting without a need for validation,
Is this creativity which is never at rest.
Nor is there a time capable enough...
To give to it to satisfy its completion.

So vast is a Universe.
Where flights of fancy are condoned.
And taken undisturbed...
Unlimited and free of boundaries.

Continuous is the flowing...
Unlimited and free of boundaries.
Continuous is the flowing...
Unlimited and free of boundaries.
Continuous is the flowing...
Unlimited and free of boundaries.
Unlimited and free of boundaries.
Unlimited and free of boundaries.

poem by Lawrence S. Pertillar
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Problems

I have problems, and you have problems
Let's make problems with our problems
When I'm the problem you're the problem
But we know where the problem for one another

I start my day by any other way
Looking under my bed for the metallic crate
Encrypted with a steel isomorphic key
Projecting documents enveloped with two words

"Today's problems"

When I have no problems I make more problems
To entwine the world with inventive problems
What would we do if we did not have problems?
Neglect our security for hypothesizing new problems

Problems, Problems, Problems

An exegesis of problems
Categorized and productized
In rationale arrangements
Ontologically customized
Parasitically neurological
And involuntarily exercised

I empty the glass and make if full
To furbish the center that never holds
Happiness elixirs baseless catchment
Percolating vertices of inverted orphans

So what's the problem?

poem by Kevin Patrick
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Not at a Loss Chord - after Adelaide Anne Procter – A Lost Chord

Not at a Loss Chord

Playing one day with my organ,
I was blissful – not ill at ease -
while five fingers wandered wildly
web-cams recording each wheeze.

I know the spot vibrating,
less what I was dreaming then,
but I strummed with both will and spirit
and an “Oh My God! Amen! ”

Adrenaline flowed not vainly
from heart to crimson palm,
as it coursed both veins and spirit
with little akin to calm.

It quieted pain and sorrow,
like love overcoming strife;
it seem[en]ed orgasmic echo
to tune discordant life.

It linked all perplexèd meanings
into one perfect peace,
and trembled away into silence
although I was loth to cease.

I have sought, and I seek not vainly,
that one G spot divine,
which linked my soul to the organ
so manifestly mine.

La petite morte delightful
strikes shivering molten core,
as this little verse insightful
calls for en corps encore!

It may be that Death's bright angel
will speak in that chord again,
for it’s surely in seventh Heaven
one sings “Oh My God! Amen! ”

Parody Adelaide Anne PROCTER – A Lost Chord
8 April 2007

ROBIN Jonathan 1947_2006 robi3_1338_proc1_0001 PXY_MXX Not at a Loss Chord_Playing one day with my organ
A Lost Chord

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poem by Jonathan Robin
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He's Been Linked

He's been linked.
And that is all they care and think about.
It's on their minds and whispering lips.
Another scorching juicy scandal...
Hot and sizzling,
With ascorbic, tantalizing and tingling gossip.

Ohhhh he's been linked!
'No! '
Yes.
To drugs and freaky sex.
His steps are followed,
And when he belches...
They stare to see what else is done next!

He's been linked.
'Mmmm...'
To nasty trash and gripping slime!
And they who spy on his every move...
With wishes to get closer,
To rub and pinch his tight behind!

This mass of muscle has been linked!

'No...
Someone lies on our idol! '

And he wont be left alone.
He symbolizes heated...
And loose testosterone.
All men and women secretly dream,
To cream and fondle his bone!

He's been linked!
And he laughs to himself,
As he sinks comfortably...
In his plush leather chair.
Feeling at peace,
And having a cup of tea to drink!
Wishing he too had been there to be aware...
That he has been linked!

poem by Lawrence S. Pertillar
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The Island: Canto II.

I.
How pleasant were the songs of Toobonai,
When Summer's Sun went down the coral bay!
Come, let us to the islet's softest shade,
And hear the warbling birds I the damsels said:
The wood-dove from the forest depth shall coo,
Like voices of the Gods from Bolotoo;
We'll cull the flowers that grow above the dead,
For these most bloom where rests the warrior's head;
And we will sit in Twilight's face, and see
The sweet Moon glancing through the Tooa tree, to
The lofty accents of whose sighing bough
Shall sadly please us as we lean below;
Or climb the steep, and view the surf in vain
Wrestle with rocky giants o'er the main,
Which spurn in columns back the baffled spray.
How beautiful are these! how happy they,
Who, from the toil and tumult of their lives,
Steal to look down where nought but Ocean strives!
Even He too loves at times the blue lagoon,
And smooths his ruffled mane beneath the Moon.

II.
Yes-from the sepulchre we'll gather flowers,
Then feast like spirits in their promised bowers,
Then plunge and revel in the rolling surf
Then lay our limbs along the tender turf,
And, wet and shining from the sportive toil,
Anoint our bodies with the fragrant oil,
And plait our garlands gathered from the grave,
And wear the wreaths that sprung from out the brave.
But lo I night comes, the Mooa woos us back,
The sound of mats are heard along our track;
Anon the torchlight dance shall fling its sheen
In flashing mazes o'er the Marly's green;
And we too will be there; we too recall
The memory bright with many a festival,
Ere Fiji blew the shell of war, when foes
For the first time were wafted in canoes.
Alas! for them the flower of manhood bleeds;
Alas! for them our fields are rank with, weeds:
Forgotten is the rapture, or unknown,
Of wandering with the Moon and Love alone.
But be it so:-they taught us how to wield
The club, and rain our arrows o'er the field:
Now let them reap the harvest of their art!
But feast to-night! to-morrow we depart.
Strike up the dance! the Cava bowl fill high!
Drain every drop!-to-morrow we may die.
In summer garments be our limbs arrayed;

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poem by Byron
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I Wished Upon My Life Today

I wished upon my life today
I wean upon my life today
I bet upon my life today
I borrowed upon my life today
I feasted upon my life today
I fell upon my life today
I paid upon my life today
I plead upon my life today
I frowned upon my life today
I flew upon my life today
I smoked upon my life today
I shitted upon my life today
I pissed upon my life today
I pass upon my life today
I sneezed upon my life today
I sneaked upon my life today
I asked upon my life today
I ate upon my life today
I wept upon my life today
I won upon my life today.
I prayed upon my life today.

poem by David E. Patton
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