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And then before going back for my sophomore year, I decided to change my major to arts and sciences, and my dad cut a deal with me: He said if I'd quit school he'd pay my rent for the next three years, as if I were in school.

quote by Sarah Silverman
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Social Netowrking Of Robots

end of world war
end of world war 11
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end of ww11

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poem by Rwetewrt Erwtwer
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

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poem by Sir Francis Bacon
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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poem by Talile Ali
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Go Cut Creator Go

[LL Cool J]
1, 2, 3 'o' clock 4 'o' clock ROCK
5, 6, 7 'o' clock 8 'o' clock ROCK
9, 10, 11 'o' clock 12 'o' clock ROCK
Gonna ROCK (What?) ROCK, ROCK around the clock
Three years ago in St. Albans, Queens
I was rockin at a park called one eighteen
Little kids stood and watched as I rocked the spot
Didn't know that years later I'll be standin on top
Livin near Farmers Boulevard I was born and base-shaw
Stopped the rich and shaked hands with the poor
And this is a story about a brother I know
Cut Creator on the fader no watch him go
[Chorus]
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
[LL Cool J]
When back in the days before I clocked some dough
I used to go to the show and sit in the front row
Hopin and prayin one day I'll get on the road
So I had a feeler and a summer and I meet when I'm stoned
Not fearin a thought, got stung like a horse
Don't make fun of my posse, cause each man is a boss
When his only damn way to pull a jam out the crate
One time for your mind
Check out the guitar break
[Chorus]
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
[LL Cool J]
This jam just wasn't enough for Jimmy Hendrix to see
He could do lessons of mixin take you under his wing
Straight from the heart cause it ain't the money that we came here for
Ain't no thoughts in the room ain't breakin no roles
And in the Rock 'n' Roll land, a big strivin plan
Just my posse learn the vocals what little they had
It's all about us three: Eve, Phil & Jay
He heard Cut Creator cut now check it out to play

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song performed by LL Cool J
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The Scout Toward Aldie

The cavalry-camp lies on the slope
Of what was late a vernal hill,
But now like a pavement bare-
An outpost in the perilous wilds
Which ever are lone and still;
But Mosby's men are there -
Of Mosby best beware.

Great trees the troopers felled, and leaned
In antlered walls about their tents;
Strict watch they kept; 'twas Hark! and Mark!
Unarmed none cared to stir abroad
For berries beyond their forest-fence:
As glides in seas the shark,
Rides Mosby through green dark.

All spake of him, but few had seen
Except the maimed ones or the low;
Yet rumor made him every thing-
A farmer-woodman-refugee-
The man who crossed the field but now;
A spell about his life did cling -
Who to the ground shall Mosby bring?

The morning-bugles lonely play,
Lonely the evening-bugle calls -
Unanswered voices in the wild;
The settled hush of birds in nest
Becharms, and all the wood enthralls:
Memory's self is so beguiled
That Mosby seems a satyr's child.

They lived as in the Eerie Land-
The fire-flies showed with fairy gleam;
And yet from pine-tops one might ken
The Capitol dome-hazy-sublime-
A vision breaking on a dream:
So strange it was that Mosby's men
Should dare to prowl where the Dome was seen.

A scout toward Aldie broke the spell. -
The Leader lies before his tent
Gazing at heaven's all-cheering lamp
Through blandness of a morning rare;
His thoughts on bitter-sweets are bent:
His sunny bride is in the camp -
But Mosby - graves are beds of damp!

The trumpet calls; he goes within;
But none the prayer and sob may know:

[...] Read more

poem by Herman Melville
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In the New Year, Let’s Change …

Change is something that must come;
Change is good for everyone.
Change is something that will come;
Change is one we must welcome!

Change is good if one’s better;
Change is better to be best;
Change is nice if life’s better;
Change is the key to all success!

Let’s change our attitudes in life;
Let’s change our outlooks, behavior;
Let’s change if it can help us fare;
Let’s change the way, we see the world!

But change, we must anticipate in life;
We must be ready to take up change;
We ought to change if change we must;
But let us first believe in change!

Let change not remove identity;
Let change not weaken traditions;
Let change not ‘shake the tree by roots! ’
Let change bring effects desired by us.

Let changes come in the New Year;
Let changes make a man better;
Let changes better humanity;
Let changes not undo our gains!

Rein in the changes, advantageous;
Bring in the changes essential;
Take up the changes, we must make;
Let changes bolster life’s purpose!

Let New Year change the heart of man;
Let New Year change the mind and thoughts;
Let New Year change our living styles;
Let New Year change our sinful soul.

Let’s change and change the world around;
Let’s change our inner world and home;
Let’s change the things, we need to change;
Let’s change our lack of trust in God.

The more we change, ’tis good for us;
The less, we change, our life stagnates;
Changes are a part of life;
By changing, culture keeps alive!

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poem by John Celes
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

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poem by Byron from Don Juan (1824)
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Cursed (story)

I am Bill.I live with my brother, my dad, mom and my lil sis.There's always this thing that bothers my mind..it's because i believe that my mom and sis already died.It was almost a yearago yet not that old to be forgotten.our house was burnt for unknown reason.They we're found dead on the room i was staying.Burned, yet there's still mystery upon their death.

I can barely remember that i see mere smoke and huge fire.i was just 7 yet my mind works as if i was not.After the tragic happenings the ocean made noise and i saw a huge wave comming towards our direction.Crowds of neigbors, the police, the rescuers and even i, my lil bro and dad run away.

our house was swallowed by that huge wave.After that i don't know what else happened.I hear my dad yell and my lil bro crying.I see blurry lights and hear the sirens.I was asleep! am i? i see the lights striking in my eyelids yet i can not see any image.i hear the sound of waves smashing unto rocks then i'm

shocked to reality i'm just sitting on the deck before the emergency room in the city hospital.I was wonderin' what i'm doin' there but 'twas just a couple'o seconds when i saw my lil bro and dad walked out the emergency room, smiling and waved on me.My dad shouted com'mon bill let's go home.okey, well my dad's calling me.Gotta go!

i really don't know what happened but as we go back to where our house was build it was still there standing steady and strong.I looked around i saw our neighbor's house burnt.and i said' oh, bla bla i really don't know what's happening! ' and asked dad 'dad i thought it was our house burned? '

and as i always hear from him dad answered in a huge voice 'what? are you out of your mind? '

then i heared a soft voice saying 'John, let him rest.Maybe he's hallucinating.he's from kelly's house beside the shore.we all knew it's almost impossible for him to survive that huge fire.'

my pores closed, my spines shivered..and my heart pumped fast...

i shouted' who's that'? ... MOM?

and the voice answered 'yes dear.'

my dad then said' LEt's took him to the doctor, maybe the accident affected his mind too.'

'but DAD! ! , Mom and tricia died already! '

he answered: 'That's not funny bill! if yu're thinking this is the right time to crack pranks.well ITS NOT! ! ..Go to your room! ! '

'but DAD? '!

'NO buts, go to your room.NOW! '

okey, it seems like i really am hallucinating..maybe i came over kelly's house and caused fire and cause of the pressure and i was so scared that i would be charged for the accident i run out of my consciousness..yeah..maybe that's what happened..

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poem by Ellirie Aviles
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Rent

(again... again... again... ooooh
(again... again... again... again... ...)
You dress me up, Im your puppet
You buy me things, I love it
You bring me food, I need it
You give me love, I feed it
And look at the two of us in sympathy
With everything we see
I never want anything, its easy
You buy whatever I need
But look at my hopes, look at my dreams
The currency weve spent
(ooooh) I love you, oh, you pay my rent
(ooooh) I love you, oh, you pay my rent
You phone me in the evening on hearsay
And bought me caviar
You took me to a restaurant off broadway
To tell me who you are
We never-ever argue, we never calculate
The currency weve spent
(ooooh) I love you, oh, you pay my rent
(ooooh) I love you, you pay my rent
(ooooh) I love you, oh, you pay my rent
Im your puppet
I love it
And look at the two of us in sympathy
And sometimes ecstasy
Words mean so little, and money less
When youre lying next to me
But look at my hopes, look at my dreams
The currency weve spent
(ooooh) I love you, oh, you pay my rent
(ooooh) I love you, you pay my rent
(ooooh) ooh, I love you, you pay my rent
Look at my hopes, look at my dreams
The currency weve spent
(ooooh) I love you, oh, you pay my rent
(ooooh) I love you, you pay my rent
Look at my hopes, look at my dreams
The currency weve spent
(ooooh) I love you, oh, you pay my rent
(ooooh) I love you, you pay my rent
(ooooh) I love you, you pay my rent (its easy, its so easy)
(ooooh) you pay my rent (its easy, its so easy)
(ooooh) you pay my rent (its easy, its so easy)
(ooooh) I love you (its easy, its so easy)
(its easy, its so easy)
(its easy, its so easy)
(its easy, its so easy)
(its easy, its so easy)

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song performed by Pet Shop Boys
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The Hind And The Panther, A Poem In Three Parts : Part III.

Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,

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poem by John Dryden
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
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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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Death Of The Middle Class

Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass

ROTMS

By Andrew Gavin Marshall - Global Research

We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.

At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.

In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.

In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:

'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'

In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.

In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.

When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.

It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.

In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.

In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.

The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.

To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.

In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.

At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.

Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.

No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.

So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.

In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.

Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .

poem by Ray Lucero
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The Ballad Of The Ice-Worm Cocktail

To Dawson Town came Percy Brown from London on the Thames.
A pane of glass was in his eye, and stockings on his stems.
Upon the shoulder of his coat a leather pad he wore,
To rest his deadly rifle when it wasn't seeking gore;
The which it must have often been, for Major Percy Brown,
According to his story was a hunter of renown,
Who in the Murrumbidgee wilds had stalked the kangaroo
And killed the cassowary on the plains of Timbuctoo.
And now the Arctic fox he meant to follow to its lair,
And it was also his intent to beard the Artic hare...
Which facts concerning Major Brown I merely tell because
I fain would have you know him for the Nimrod that he was.

Now Skipper Grey and Deacon White were sitting in the shack,
And sampling of the whisky that pertained to Sheriff Black.
Said Skipper Grey: "I want to say a word about this Brown:
The piker's sticking out his chest as if he owned the town."
Said Sheriff Black: "he has no lack of frigorated cheek;
He called himself a Sourdough when he'd just been here a week."
Said Deacon White: "Methinks you're right, and so I have a plan
By which I hope to prove to-night the mettle of the man.
Just meet me where the hooch-bird sings, and though our ways be rude
We'll make a proper Sourdough of this Piccadilly dude."

Within the Malamute Saloon were gathered all the gang;
The fun was fast and furious, and the loud hooch-bird sang.
In fact the night's hilarity had almost reached its crown,
When into its storm-centre breezed the gallant Major Brown.
And at the apparation, whith its glass eye and plus-fours,
From fifty alcoholic throats responded fifty roars.
With shouts of stark amazement and with whoops of sheer delight,
They surged around the stranger, but the first was Deacon White.
"We welcome you," he cried aloud, "to this the Great White Land.
The Artic Brotherhood is proud to grip you by the hand.
Yea, sportsman of the bull-dog breed, from trails of far away,
To Yukoners this is indeed a memorable day.
Our jubilation to express, vocabularies fail...
Boys, hail the Great Cheechako!" And the boys responded: "Hail!"

"And now," continued Deacon White to blushing Major Brown,
"Behold assembled the eelight and cream of Dawson Town,
And one ambition fills their hearts and makes their bosoms glow -
They want to make you, honoured sir, a bony feed Sourdough.
The same, some say, is one who's seen the Yukon ice go out,
But most profound authorities the definition doubt,
And to the genial notion of this meeting, Major Brown,
A Sourdough is a guy who drinks ... an ice-worm cocktail down."

"By Gad!" responded Major Brown, "that's ripping, don't you know.
I've always felt I'd like to be a certified Sourdough.

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poem by Robert William Service
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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:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Change Your Mind

When you get weak, and you need to test your will
When lifes complete, but theres something missing still
Distracting you from this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Distracting you (change your mind)
Supporting you (change your mind)
Embracing you (change your mind)
Convincing you (change your mind)
When youre confused and the world has got you down
When you feel used and you just cant play the clown
Protecting you from this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Protecting you (change your mind)
Restoring you (change your mind)
Revealing you (change your mind)
Soothing you (change your mind)
You hear the sound, you wait around and get the word
You see the picture changing everything youve heard
Destroying you with this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Destroying you (change your mind)
Embracing you (change your mind)
Protecting you (change your mind)
Confining you (change your mind)
Distracting you (change your mind)
Supporting you (change your mind)
Distorting you (change your mind)
Controlling you (change your mind)
Change your mind (change your mind)
Change your mind, change your mind (change your mind)
Change your mind (change your mind)
The morning comes and theres an odor in the room
The scent of love, more than a million roses bloom
Embracing you with this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Embracing you (change your mind)
Concealing you (change your mind)
Protecting you (change your mind)
Revealing you (change your mind)
Change your mind, change your mind (change your mind)
Change your mind (change your mind)
Change your mind, change your mind (change your mind)
Change your mind (change your mind)
Change your mind, change your mind
Change your mind
Change your mind, change your mind

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song performed by Neil Young
Added by Lucian Velea
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Cut You Down To Size

Dont you know theyre gonna cut you down to size
(they cut you down yeah theyll cut you down)
Youre gonna find out when you see it right in their eyes
(they cut you down yeah theyll cut you down)
How does it feel when you see through your disguise
(they cut you down yeah theyll cut you down)
And they cut you down, yeah they cut you down
They cut you down to size
How does it feel
Whatd you do with this fire inside
Where do you turn now that you realize
Where you go when you run out of alibis
Tell me
Dont you know theyre gonna cut you down to size
(they cut you down yeah theyll cut you down)
Youre gonna find out when you see it right in their eyes
(they cut you down yeah theyll cut you down)
How does it feel when you see through your disguise
(they cut you down yeah theyll cut you down)
And they cut you down to, they cut you down to
They cut you down to size
How does it feel
How does it feel
Youve been living with your own suspicion
Now youve got to believe
I know youve heard it said that only the strong survive
Dont you know theyre gonna cut you down to size
(they cut you down yeah theyll cut you down)
Youre gonna find out when you see it right in their eyes
(they cut you down yeah theyll cut you down)
How does it feel when you see through your disguise
(they cut you down yeah theyll cut you down)
And they cut you down to size
Dont you know theyre gonna
How does it feel when you see through your disguise
And they cut you down to, cut you down to
Cut you down to size
Get up stand up, come back for another round
And they cut you down to size
Cut you down to size

song performed by Starship
Added by Lucian Velea
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Life Of A Salesman

What's a dad for dad?
Tell me why I'm here dad
Whisper in my ear that I'm growing up to be a better man, dad
Everything is fine dad
Proud that you are mine dad
Cause I know I'm growing up to be a better man
Father I will always be
That same boy that stood by the sea
And watched you tower over me
Now I'm older I wanna be the same as you
What's a dad for dad?
Taught me how to stand, dad
Took me by the hand and you showed me how to be a bigger man, dad
Listen when you talk, dad
Follow where you walk, dad
And you know that I will always do the best I can
I can
Father I will always be (always be)
That same boy that stood by the sea
And watched you tower over me (over me)
Now I'm older I wanna be the same as you
The same as you
Father I will always be
That same boy that stood by the sea
And watched you tower over me
Now I'm older I wanna be the same as you
When I am a dad, dad x2
I'm gonna be a good dad x2
Do the best you could, dad x2
Always understood, dad x2
Tell me I was right, dad x2
Opened up my eyes, dad x2
Glad to call you my, dad x2
Thank you for my dad x2

song performed by Yellowcard
Added by Lucian Velea
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Life Of A Salesman

What's a dad for dad?
Tell me why I'm here dad
Whisper in my ear that I'm growing up to be a better man, dad
Everything is fine dad
Proud that you are mine dad
Cause I know I'm growing up to be a better man
Father I will always be
That same boy that stood by the sea
And watched you tower over me
Now I'm older I wanna be the same as you
What's a dad for dad?
Taught me how to stand, dad
Took me by the hand and you showed me how to be a bigger man, dad
Listen when you talk, dad
Follow where you walk, dad
And you know that I will always do the best I can
I can
Father I will always be (always be)
That same boy that stood by the sea
And watched you tower over me (over me)
Now I'm older I wanna be the same as you
The same as you
Father I will always be
That same boy that stood by the sea
And watched you tower over me
Now I'm older I wanna be the same as you
When I am a dad, dad x2
I'm gonna be a good dad x2
Do the best you could, dad x2
Always understood, dad x2
Tell me I was right, dad x2
Opened up my eyes, dad x2
Glad to call you my, dad x2
Thank you for my dad x2

song performed by Yellowcard
Added by Lucian Velea
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Shadow Hawk episode 3

[Angela’s House] Tuesday Nov 25 9: 23 am
[Angela and her mom are conversating in living room with Sam lying on couch unconscience]
Angela: He’s been out for about four days now
Mom: Who is he?
Angela: I think his name is Sam
Mom: (Places hands on hips) You think! ?
Angela: Mom I found him in the street, he was hurt.
Mom: (outraged) In the street! Angela you don’t know this boy.
Angela: I had to bring him here he was badly wounded. Plus I’m a CN.
Mom: Angela you know your father would be upset. He’s been gone to a business trip in Tokyo for two weeks and He’ll want to sit on his new leather couch.
Angela: I returned the favor.
Mom: What favor? Did you have se……..
Angela: No, he saved my life!
Mom: What?
Angela: (begins to cry) Three men chased me down the street into an alley they were going to mug me or worse. He came to my aide, and even gave me dinner.
Mom: (Embraces Angela and starts crying) I’m glad your alright.
Angela: He saved me mom.
Mom: Well I couldn’t have chosen a better boy to stay in my house. (smiles warmly)
Angela: Thanks for understanding.
Mom: He looks so cute when he’s sleeping.
Angela: I know mom, he looks like a little teddy bear. (they both giggle)
(door bell rings)
Mom: That’s your dad, let me do the talking.
(Opens door)
Dad: Hey honey I’m home.
Mom: I’ve missed you so much. (they kiss)
Dad: So how’s my little angel doing?
Angela: Fine dad. (smiles)
Dad: Well I guess I’ll go watch tv on my new leather couch.
Mom: You know it’s been two weeks Roger mabey we should go up stairs and “talk”.
Dad: Not right now Sarah, I’m tired. (advances towards living room)
Mom: Roger let me give you a back message up stairs.
Dad: No, Sarah.
Angela: You look tired dad why don’t you take a nap.
Dad: I will once I watch a little……. Who the heck is that on my $2,000 couch! ! !
Mom: Calm down Roger.
Dad: There’s blood on my new couch! ! ! !
Angela: Let me explain.
Dad: Yes Angela explain to me why there is some random boy in my house lying on my couch which is blood stained at that!
Mom: The boy was hurt Roger she had to bring him her.
Dad: And you knew about it Sarah?
Mom: Yes.
Dad: I thought we discussed this already!
Angela: He’s hurt dad.
Dad: Hurt! You want hurt I’ll give you hurt! (grabs baseball bat)
Mom: Don’t Roger put it d…….
Dad: Stay out of this Sarah! (goes to hit Sam)
Angela: (Throws herself on Sam) If you hit him you have to hit me too!
Dad: Move Angela.
Angela: No.

[...] Read more

poem by Jesse Overton
Added by Poetry Lover
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