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You honor me greatly and beyond my ability as an individual but in so doing you honor my colleagues also who made possible the results you have cited.

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Anything Is Possible

Anything is possible
If you put your mind to it
Anything is possible
Just put your mind to it
Anything is possible
If you put your mind to it
Anything....
Is possible
Verse 1:
Thought I couldnt slow him down
Long enough to look my way
Thought he was out of my league
Wouldnt give me time of day
Thought he was like all the rest
Love her, leave her, no remorse
But I guess that I misjudged
And this thing just ran its course
He taught me
Chorus:
Anything is possible
If you put your mind to it
Anything is possible...
Just put your mind to it
Anything is possible
If you put your mind to it
Anything is possible
Break it down now.....
No matter what it is, its possible
Say, anything is possible
(anything...) no matter what it is, its possible
Say, anything is possible
(anything...) no matter what it is, its possible
Say, anything is possible
(anything...) no matter what it is, its possible
Say, anything is possible
Verse 2:
Much to my surprise I felt
A warm, not cold vibe
When he looked in my eyes
(oh yeah, its possible)
His bad boy front not charm
Was his disguise
Oh whoa whoa
(let me tell ya)
He read so much into me
Listened so attentively
He liked me, I rest my case
Wasnt just a pretty face
Bridge:
If you set your mind

[...] Read more

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The Impossible and the Possible.

Poem Title: The struggle to overcome the difference between the Impossible and the Possible
Acrostic Poem 166a

The struggle to overcome the difference between the impossible and the possible.
Hope being the word that springs to mind to link these two opposites to attract.
Eternally wandering Cyber space side by side hooking onto every adjective or verb.

Seeking Impossible causes to take away excuses and make them once more possible.
To overcome the bigoted, blind, self centred mind set of the un-believers.
Reaching corners of the mind that you of Christian or Muslim Faith never thought existed.
Unless you have spent all your life on earth in a cocoon not within real time.
God has chosen you to teach the differences between the Impossible and Possible.
Given that if at first you don`t succeed... You`ll get it right next time.
Love for all your Fellow Men and Women may seem Impossible. Trust me it`s the only way.
Every possibility, has been at sometime within it`s life...seemed Impossible.

Take the making of a silk purse from one sows ear. If you will
Or the finding of a needle in a hay-stack or the abolition of third world hunger and the like.

Or the creation of the Love of Nation unto Nation... The end to all War or domination
Very nearly every single problem has a solution, indeed sometimes many solutions do exist.
Electricity, how unbelievable to the even the wisest man once upon a time thought “impossible”
Radio waves converted into the sweetest sounds ever heard by mortal Man
Communication instant Chat across the Globe in real time ….one to one...”Impossible”
Of loving commitment between different creeds and cultures without ever meeting possible.
Mighty soon God will look down on earth and see the two words rolled into one!
Entreating the Impossible always Possible and the Possible never Impossible.

The struggle to overcome the difference between the Impossible and the Possible.
Holy Holy Holy, Eureka, Glory be! We are getting there, I do believe I really do believe.
Eternally where two Poets or more can get together to speak as one, in one Like-minded.

Difference between the Impossible and the Possible are reduced to nil
In practical terms every metaphor, rhetoric, noun or verb or adjective can be polished.
From the most impossible dream into the possible reality of the finest prose ever written.
From the dullest of dyslectic mutterings to the most flowery of sweetest love songs.
Endlessly tripping from the lips of stranger meeting stranger, wisest verse ever heard.
Re-acting opposites attracting the Impossible with the Possible. Judge for yourselves.
Enacting with the humble Poet that composed this message. You may never chance to meet.
Never in a Thousand years of trying, these chances, sure don't happen every day.
Catch the Impossible catch on the very boundaries of your mind to make a difference.
Every chance that one single catch will win your team the Game.

By making then the Impossible Possible, you have changed in one action the life you have.
Every Impossible thought can then be dismissed from your mind possibly forever
The sun to leave the sky, the rivers all run dry, a baby not to cry ….Impossible.
We have that song within our mind, which keeps our feet upon the ground
Every now and then to be able to accept that all things are not Possible.

[...] Read more

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How Does It Feel To Be Alone?

How does it feel to be alone
with no one round with whom you can
hang out, e-mail and telephone
now silent from your loverman?

How does it feel to get no kicks
from your beloved? Who is left,
for you to mix with, will you nix
your lovelife, loverman bereft?

Stone cold and lonely, lady, will
you roll, or will you gather moss?
On empty running, will you fill
your life again, make up your loss?

I knew that you were bound to fall
when first you fell for me. D’you feel
there’s someone else now you can call
and hope that you can make a deal?

With no direction home, is there,
d’you think, another man who’ll hold
you as I did, and if so, where
d’you think that like a stone he’s rolled?

Inspired by an article in the NYT by Adam Liptak on the use of lyrics by Bob Dylan in the Supreme Court (“The Chief Justice, Dylan and the Disappearing Double Negative, ” June 29,2008) :

The last chief justice liked light opera. The new one cites Bob Dylan. oour pages into his dissent on Monday in an achingly boring dispute between pay phone companies and long distance carriers, John G. Roberts Jr., the chief justice of the United States, put a song lyric where the citation to precedent usually goes. “The absence of any right to the substantive recovery means that respondents cannot benefit from the judgment they seek and thus lack Article III standing, ” Chief Justice Roberts wrote. “ ‘When you got nothing, you got nothing to lose.’ Bob Dylan, Like a Rolling Stone, on Highway 61 Revisited (Columbia Records 1965) .”
Alex B. Long, a law professor at the University of Tennessee and perhaps the nation’s leading authority on the citation of popular music in judicial opinions, said this was almost certainly the first use of a rock lyric to buttress a legal proposition in a Supreme Court decision. “It’s a landmark opinion, ” Professor Long said.
In the lower courts, according to a study Professor Long published in the Washington & Lee Law Review last year, Mr. Dylan is by far the most cited songwriter. He has been quoted in 26 opinions. Paul Simon is next, with 8 (12 if you count those attributed to Simon & Garfunkel) . Bruce Springsteen has 5.
But Mr. Dylan has only once before been cited as an authority on Article III standing, which concerns who can bring a lawsuit in federal court. His key contribution to legal discourse has been in another area.
The correct rule on the necessity of expert testimony has been summarized by Bob Dylan: ‘You don’t need a weatherman to know which way the wind blows, ’ ” a California appeals court wrote in 1981, citing “Subterranean Homesick Blues.” Eighteen other decisions have cited that lyric.
Chief Justice Roberts’s predecessor, William H. Rehnquist, cited his beloved Gilbert & Sullivan in a 1980 dissent from a decision that the press had a constitutional right of access to court proceedings. He was still an associate justice, and he thought the court had made up the right out of whole cloth. In rebuttal, Justice Rehnquist relied on the Lord Chancellor in “Iolanthe” to rebuke the majority. “The Law is the true embodiment of everything that’s excellent, ” the Lord Chancellor says. “It has no kind of fault or flaw, and I, my Lords, embody the Law.”
That made Justice Rehnquist’s point pretty well. The Roberts citation is more problematic. On the one hand, he showed excellent taste. “Like a Rolling Stone, ” as Greil Marcus has written, is “the greatest record ever made, perhaps, or the greatest record that ever would be made.” On the other hand, Chief Justice Roberts gets the citation wrong, proving that he is neither an originalist nor a strict constructionist. What Mr. Dylan actually sings, of course, is, “When you ain’t got nothing, you got nothing to lose.”
It’s true that many Web sites, including Mr. Dylan’s official one, reproduce the lyric as Chief Justice Roberts does. But a more careful Dylanist might have consulted his iPod. “It was almost certainly the clerks who provided the citation, ” Professor Long said. “I suppose their use of the Internet to check the lyrics violates one of the first rules they learned when they were all on law review: when quoting, always check the quote with the original source, not someone else’s characterization of what the source said.” The larger objection is that the citation is not true to the original point Mr. Dylan was making, which was about the freedom that having nothing conveys and not about who may sue a phone company. (See, e.g., “Me and Bobby McGee.”)


6/29/08

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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

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Is it Possible?

Is it possible
That so high debate,
So sharp, so sore, and of such rate,
Should end so soon and was begun so late?
Is it possible?

Is it possible
So cruel intent,
So hasty heat and so soon spent,
From love to hate, and thence for to relent?
Is it possible?

Is it possible
That any may find
Within one heart so diverse mind,
To change or turn as weather and wind?
Is it possible?

Is it possible
To spy it in an eye
That turns as oft as chance on die,
The truth whereof can any try?
Is it possible?

It is possible
For to turn so oft,
To bring that lowest which was most aloft,
And to fall highest yet to light soft:
It is possible.

All is possible
Whoso list believe.
Trust therefore first, and after preve,
As men wed ladies by licence and leave.
All is possible.

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Is It Possible

Is it possible
That so high debate,
So sharp, so sore, and of such rate,
Should end so soon and was begun so late?
Is it possible?

Is it possible
So cruel intent,
So hasty heat and so soon spent,
From love to hate, and thence for to relent?
Is it possible?

Is it possible
That any may find
Within one heart so diverse mind,
To change or turn as weather and wind?
Is it possible?

Is it possible
To spy it in an eye
That turns as oft as chance on die,
The truth whereof can any try?
Is it possible?

It is possible
For to turn so oft,
To bring that lowest which was most aloft,
And to fall highest yet to light soft:
It is possible.

All is possible
Whoso list believe.
Trust therefore first, and after preve,
As men wed ladies by licence and leave.
All is possible.

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Peace Of Mind

I gotta find peace of mind... I gotta find peace of mind
He says it's impossible...But I know it's possible
He says it's impossible... But I know it's possible
He says there's no me without him... Please help me forget about him
He takes all my energy... Trapped in my memory
Constantly holding me... Constantly holding me
I need to tell you all... All the pain he's caused mmmmm
I need to tell you I'm... I'm undone because mmmmmm
He says it's impossible... But I know it's possible
He says it's impossible without him... But I know it's possible
To finally be in love... And know the real meaning of
A lasting relationship... Not based on ownership
I trust every part of u.... Cause all that you say you do
You love me despite myself
Sometimes I... I fight myself
I just can't believe that you.... Would have anything to do
With someone so insecure... Someone so immature
Ohh you inspire me, to be the higher me
You make my desire pure... You make my desire pure
Just tell me what to say... I can't find the words to say
Please don't be mad with me... I have no identity
All that I've known is gone... All I was building on
I wanna walk wit you, how do I talk to you?
Touch my mouth with your hands... Touch my mouth with your hands
Oh I wanna understand the meaning of your embrace
I know now I have to face... The temptations of my past
Please don't let me disgrace... where my devotion lays
Now that I know the thruth... Now that it's no excuse
Keeping me from your love... What was I thinking of
Holding me from your love... What was I thinking of
You are my peace of mind... That old me is left behind
You are my peace of mind... That old me is left behind
He says it's impossible... but I know it's possible
He says it's improbable... but I know it's tangible
He says it's not grabbable... but I know it's haveable
Cause anything's possible... Cause anything is possible
Please come free my mind... Please come feed my mind
Can you see my mind ohh... Won't you come free my mind
Oh I know it's possible
Anything, anything, anything, anything, anything.... yeah
Anything, anything, anything, anything, .... yeah
Anything, anything, anything, anything, anything.... yeah
Oh, free... free, free, free your mind
Free... free your mind
Free.. free your mind
Free free free free your mind
Oh, it's so possible... Oh, it's so possible
I'm telling you it's possible... I'm telling you it's possible
Free, free, free....... free, get free now (repeat)
Your my peace of mind... That old me is left behind

[...] Read more

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The Bench and the Blonde in Black

His Honor walked into the shop
For of shopping his Honor was fond.
Did she blush? Did her eyes indicate shy surprise
In that slim little, trim little blonde?
Did his bachelor heart miss a beat?
Did she flash him a smile as she turned?
Did his Honor smile back at this vision in black?
Said his Honor, 'The case is adjourned.'

His Honor walked into his court.
Said the advocate, 'Shop-ladies lack
Much appeal, I submit, when these dark frocks they fit -'
Said his Honor, 'I like 'em in black.
Yes, I like 'em in black when they're blonde.
And I am not concerned with the cost.
It's a question of taste; and I've no time to waste.'
Said his Honor, 'Your action is lost.'

His Honor walked into the church.
'I will,' breathed his Honor, and beamed
On his blonde who, alack, was no longer in black,
For in ivory satin she gleamed.
Said the clergyman, 'Say after me -'
Said his Honor, 'My true wedded wife. . .
Er - at - sickness and health....and - er - all worldly wealth....'
Said his Honor, 'The sentence is life.'

His Honor walked up and walked down,
Sobbed the blonde, 'But you don't seem to care!
Why, my grey, pink and green are not fit to be seen;
And I haven't a rag fit to wear!
And you always did say I looked nice
In black suits? Twenty guineas? What fun!'
Then she smiled, kissed his neck, as he wrote out the cheque.
Sighed his Honor, 'Your suit, dear, is won.'

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There Is No Such Thing As An Individual

She looked at me
and asked.
'What is your answer? '

I was startled
and caught up short.

Simple question.

But I did not know
what the answer was.

'Who am I'?
I blurted out
vying for time;
I gave her my name
narrowing it to the millions
of Jim Jones in the world.

But am I my name?

She said

What else.?

'I am Hedi's Father
and Lisa's husband'

but before this response rolled away
into silence
I knew it wasn't enough.

So who else?

'I like hockey' I said
and knew even this
fell short.

How do I single out
the Me among millions?

What could I say
without out offering
fingerprints or DNA?

What would you say?

Maybe I should have given her
an address.
Only I live there.

[...] Read more

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You have the right to feel, you are successful

Success, sweet success
Success, it is waiting for you
To own and hold on to it

Success of any kind
Has easy access
If you are after it restlessly

Success is not indeed the end
It is the beginning of a
New chain of successes

Simple it is to be successful
So simple, you wonder how many of us are not at it

It all depends on what you feel
Success means to you
You may school your thoughts
And train your emotions
To feel successful on everything
That happens around you

Your retention of all your
Physical, mental and social abilities
Is indeed your success

Your ability to make friends
And help them out in times of need
Is indeed your success

Your ability to keep your cool
In emotionally competing events
And situations
Is indeed your success

Your ability to make your ends meet
Come over challenges, emotional or otherwise
At the right time and in a rightful manner
Is indeed a success

Your ability to stand up
And hold on to your values
Is indeed a success

Your ability to be able to
Discharge your assigned responsibilities
Is indeed your success

Your ability to objectively assess
People and events

[...] Read more

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You Trip Too Quick To Insult and Assault

You trip too quick to get your results.
You trip too quick to insult and assault,
Those you don't know...
Who haven't shown,
Reason why you choose to deceive.

You trip too quick to sit and to sulk.
You trip too quick to blame and to fault,
Others unaware...
What has been done to you.
And you don't care...
Going through the act that you do.

You trip too quick to get your results.
Yes you do.
You trip too quick to insult and assault,
Just to prove...
To,
Those you don't know...
Who haven't shown,
Reason why you choose to deceive.
Then you can't believe why they come back,
To mistreat you!

You trip too quick to get your results.
Yes you do.
You trip too quick to insult and assault,
Just to prove...
To,
Those you don't know...
Who haven't shown,
Reason why you choose to deceive.

You trip too quick to get your results.
And...
You trip too quick to insult and assault.
And...
You trip too quick to get your results.
And...
You trip too quick to insult and assault.
You trip too quick to get your results.
You trip too quick to insult and assault.

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Edmund Spenser

Colin Clouts Come Home Againe

Colin Clouts Come Home Againe
THe shepheards boy (best knowen by that name)
That after Tityrus first sung his lay,
Laies of sweet loue, without rebuke or blame,
Sate (as his custome was) vpon a day,
Charming his oaten pipe vnto his peres,
The shepheard swaines, that did about him play:
Who all the while with greedie listfull eares,
Did stand astonisht at his curious skill,
Like hartlesse deare, dismayed with thunders sound.
At last when as he piped had his fill,
He rested him: and sitting then around,
One of those groomes (a iolly groome was he,
As euer piped on an oaten reed,
And lou'd this shepheard dearest in degree,
Hight Hobbinol) gan thus to him areed.
Colin my liefe, my life, how great a losse
Had all the shepheards nation by thy lacke?
And I poore swaine of many greatest crosse:
That sith thy Muse first since thy turning backe
Was heard to sound as she was wont on hye,
Hast made vs all so blessed and so blythe.
Whilest thou wast hence, all dead in dole did lye:
The woods were heard to waile full many a sythe,
And all their birds with silence to complaine:
The fields with faded flowers did seem to mourne,
And all their flocks from feeding to refraine:
The running waters wept for thy returne,
And all their fish with langour did lament:
But now both woods and fields, and floods reuiue,
Sith thou art come, their cause of meriment,
That vs late dead, hast made againe aliue:
But were it not too painfull to repeat
The passed fortunes, which to thee befell
In thy late voyage, we thee would entreat,
Now at thy leisure them to vs to tell.
To whom the shepheard gently answered thus,
Hobbin thou temptest me to that I couet:
For of good passed newly to discus,
By dubble vsurie doth twise renew it.
And since I saw that Angels blessed eie,
Her worlds bright sun, her heauens fairest light,
My mind full of my thoughts satietie,
Doth feed on sweet contentment of that sight:
Since that same day in nought I take delight,
Ne feeling haue in any earthly pleasure,
But in remembrance of that glorious bright,
My lifes sole blisse, my hearts eternall threasure.
Wake then my pipe, my sleepie Muse awake,
Till I haue told her praises lasting long:

[...] Read more

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Charles Baudelaire

Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

[...] Read more

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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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The one game we all play

The one game we all play

We play games
To show our valour
And mainly to win

We do not mind going for coaching
If we feel we do not have the
Required strength to win

We play games
Either as a team or individual
The attempt is to demonstrate
That we are better talented
Than the team or member
Against whom we play

Nations enthuse people to play games
So that they add pride

Some games are played with
Gadgets and protective accessories

We have spectators to watch
The way we play
We have umpires and referees
Who ensure rules of the games
Are strictly adhered
And it is all a fair play

We play games indoor or outdoor
We play games in daylight
Or under artificial illumination

We score while playing
And the score achieved by a team or individual
In a specific time
Decides the winner

We telecast the games
We comment on the strengths and weaknesses
Of a team or individual

We conduct national and international
Tournaments to declare a team or individual
As champion

Irrespective of skills, race, gender
We all play a game
Which is played mainly to lose

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Is It Possible

Is it possible,
To hold others responsible...
For a decline of one's quality of life.
As they sit and do nothing,
To prevent a pile of trash...
That collects upon the streets,
In neighborhoods in which they live?
Of course it is.

Is it possible,
To hold others accountable...
For children unable to read or write.
As their parents spend countless nights,
Partying and nodding from stupors...
Right in their children's sight.
Yes.
Of course it is.
This is possible.

Is it possible,
To lay the blame with claims...
Someone who sacrifices time and their skills,
To hear people say...
None of what is done comes their way.
And these same people take no stand.
But a procrastinating is what they do...
While awaiting for someone to come hold their hands.
Not only is this possible.
It is a followed procedure.

Is it possible that those who show,
Themselves clearly out of their minds...
To find acceptable excuses to make time after time.
And how it is someone else attracted them to sit...
In acceptance of this.
As they lacked a motivation to ignite their behinds.
While they seek to define,
Ways to excuse their involvement.
Need you ask?

Is it possible,
That such laziness...
Can rise to unquestionable heights of power unresisted?

Yes!
It is quite possible.
Although defensive are those maintaining...
The insecurity of their sensitivities.
And expensive it has been,
To keep their wishes protected.

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The Aeneid of Virgil: Book 11

SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50

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The Death Of Me

Death sat
contemplating suicide
while speaker after speaker
opined:

The scientist intoned;
'The Cell is immortal
only personalities die;
Death cannot commit suicide! '

The Buddhist decried
all end points
citing endless cycles, renewals.
and reincarnations.

The biologist argued
that the only death that
mattered was the death of species;
'Individual biology matters least.'

'Only the planet matters'
said the environmentalist.


America lofted the individual
graffiting on the Universal wall
'All Death is the Death of the individual.'

The British had no remedy
offering instead a spot of tea
saying Death Down
is better sipped
with chin-up determination.

The pastor said
'Death is but a passage
on to Heaven or Hell
and best to get your life straightened out
before you hear that tolling bell.'

The Fatalist said 'do it, do it.'
It is inevitable'

'Death' said the existentialist
'is other people who
can kill your spirit
even before Death comes-
you arrive already dead
at Deaths Door.

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Byron

Canto the Thirteenth

I
I now mean to be serious; -- it is time,
Since laughter now-a-days is deem'd too serious.
A jest at Vice by Virtue's call'd a crime,
And critically held as deleterious:
Besides, the sad's a source of the sublime,
Although when long a little apt to weary us;
And therefore shall my lay soar high and solemn,
As an old temple dwindled to a column.

II
The Lady Adeline Amundeville
('T is an old Norman name, and to be found
In pedigrees, by those who wander still
Along the last fields of that Gothic ground)
Was high-born, wealthy by her father's will,
And beauteous, even where beauties most abound,
In Britain -- which of course true patriots find
The goodliest soil of body and of mind.

III
I'll not gainsay them; it is not my cue;
I'll leave them to their taste, no doubt the best:
An eye's an eye, and whether black or blue,
Is no great matter, so 't is in request,
'T is nonsense to dispute about a hue --
The kindest may be taken as a test.
The fair sex should be always fair; and no man,
Till thirty, should perceive there's a plain woman.

IV
And after that serene and somewhat dull
Epoch, that awkward corner turn'd for days
More quiet, when our moon's no more at full,
We may presume to criticise or praise;
Because indifference begins to lull
Our passions, and we walk in wisdom's ways;
Also because the figure and the face
Hint, that 't is time to give the younger place.

V
I know that some would fain postpone this era,
Reluctant as all placemen to resign
Their post; but theirs is merely a chimera,
For they have pass'd life's equinoctial line:
But then they have their claret and Madeira
To irrigate the dryness of decline;
And county meetings, and the parliament,
And debt, and what not, for their solace sent.

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Byron

Don Juan: Canto The Thirteenth

I now mean to be serious;--it is time,
Since laughter now-a-days is deem'd too serious.
A jest at Vice by Virtue's call'd a crime,
And critically held as deleterious:
Besides, the sad's a source of the sublime,
Although when long a little apt to weary us;
And therefore shall my lay soar high and solemn,
As an old temple dwindled to a column.

The Lady Adeline Amundeville
('Tis an old Norman name, and to be found
In pedigrees, by those who wander still
Along the last fields of that Gothic ground)
Was high-born, wealthy by her father's will,
And beauteous, even where beauties most abound,
In Britain - which of course true patriots find
The goodliest soil of body and of mind.

I'll not gainsay them; it is not my cue;
I'll leave them to their taste, no doubt the best:
An eye's an eye, and whether black or blue,
Is no great matter, so 'tis in request,
'Tis nonsense to dispute about a hue -
The kindest may be taken as a test.
The fair sex should be always fair; and no man,
Till thirty, should perceive there 's a plain woman.

And after that serene and somewhat dull
Epoch, that awkward corner turn'd for days
More quiet, when our moon's no more at full,
We may presume to criticise or praise;
Because indifference begins to lull
Our passions, and we walk in wisdom's ways;
Also because the figure and the face
Hint, that 'tis time to give the younger place.

I know that some would fain postpone this era,
Reluctant as all placemen to resign
Their post; but theirs is merely a chimera,
For they have pass'd life's equinoctial line:
But then they have their claret and Madeira
To irrigate the dryness of decline;
And county meetings, and the parliament,
And debt, and what not, for their solace sent.

And is there not religion, and reform,
Peace, war, the taxes, and what's call'd the 'Nation'?
The struggle to be pilots in a storm?
The landed and the monied speculation?
The joys of mutual hate to keep them warm,

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