The classical example of a successful research programme is Newton's gravitational theory: possibly the most successful research programme ever.
quote by Imre Lakatos
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The Origin Of The Universe -ten Questions Answered
1.How did the UNIVERSE originate?
It was from the bang, bang and the bang,
It was through the big bang
And you know it for certain.
Yes, the universe originated through the Big Bang.
2.What was the Big Bang?
An explosion of a particle was it
And the particle was smaller than an atom.
It was first explosion for our cause.
Yes, it was a causeless act of explosion of a small particle that resulted in the evolution of an ever expanding universe. Before the Big Bang the universe was smaller than an atom! There was only a point of time then and not a place! The Big Bang theory is the prevailing cosmological model that describes the early development of the Universe.According to the Big Bang theory, the Universe was once in an extremely hot and dense state which expanded rapidly.
3.What followed the act of expansion of the universe?
Then began the expansion,
An expansion that is still going on
And then and thus began the life of our universe.
The rapid expansion caused the Universe to cool and resulted in its present continuously expanding state. According to the most recent measurements and observations, the Big Bang occurred approximately 13.75 billion years ago, which is thus considered the age of the Universe.
4.What happened in the next stage?
There came the phases of energy
And the wonder of electrons, protons and neutrons.
We learnt about from the sweet mouth of our teacher first.
After its initial expansion from a singularity, the Universe cooled sufficiently to allow energy to be converted into various subatomic particles, including protons, neutrons, and electrons.While protons and neutrons combined to form the first atomic nuclei only a few minutes after the Big Bang, it would take thousands of years for electrons to combine with them and create electrically neutral atoms.The first element produced was hydrogen, along with traces of helium and lithium. Giant clouds of these primordial elements would coalesce through gravity to form stars and galaxies, and the heavier elements would be synthesized either within stars orduring supernovae.
5.What is the scientific theory/relevance of the Big Bang?
Truth is that matters much to us
And the core ideas have to lead us.
Or else we might go back to life darker still.
The Big Bang is a well-tested scientific theory and is widely accepted within the scientific community. It offers a comprehensive explanation for a broad range of observed phenomena. Since its conception, abundant evidence has been uncovered in support of the model. The core ideas of the Big Bang—the expansion, the early hot state, the formation of helium, and the formation of galaxies—are derived from many observations that are independent from any cosmological model; these include the abundance of light elements, the cosmic microwave background, large scale structure, and the Hubble diagram for Type I - a supernovae.
6.What will be the phases of the expansion of the universe?
An ever expanding mystery it is
Closer it was then and now it will be farther and farther.
And once begun it can`t go back ever.
As the distance between galaxy clusters is increasing today, it can be inferred that everything was closer together in the past. This idea has been considered in detail back in time to extreme densities and temperatures, and large particle accelerators have been built to experiment in such conditions, resulting in further development of the model. On the other hand, these accelerators have limited capabilities to probe into such high energy regimes.
7.Does the Big Bang theory explain everything?
[...] Read more
poem by M.d Dinesh Nair
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We Can Create A Modern International Community
And I wonder when Congress will allow public nationwide schools...
in the United States to set aside time for children again to pray?
To pray for, or quietly reflect on behalf of, their once great Nation!
To pray for their nation during this proclaimed danger time...
of struggle against the forces of evil dark international terrorism!
But in the White House lurks a dark soul of 100% fetus murder!
Barack against murder international terrorism with Pro-Abortion Record!
Like Pharaoh in the time of the birth of Moses, like King Harold at the birth of Jesus, killing innocent children based on state law is ok in America today!
Why? How can this be? On 9th of March 2008 Barack proclaimed “We were once were, we are no longer a Christian nation, at least not just....”
No Ten Commandments, No God’s law displayed in government buildings!
15th April 2009 Barack proclaimed “We can create a modern international community that is respectful that is secure that is prosperous....
(in an aside to himself) and like Baal Worshippers we will support propagate
State Policies funding killing innocent children against the will of the majority of Americans and I Barack will use tax payer dollars to kill innocent unborn! We will fill White House high office with Pro Abortion all! Yes We Can!
Darth Vader will create a universal New World Order!
And in the on going baby killing sweepstakes infant killer Obama selects: -
Pro-Abortion Sen. Joe Biden as Obama’s vice-presidential running mate. Pro-Abortion Rep. Rahm Emanuel as Obama’s White House Chief of Staff.
Pro-Abortion former Sen. Tom Daschle as Obama’s Health and Human Services Secretary.
Former NARAL legal director Dawn Johnsen to serve as a member of Obama’s Department of Justice Review Team. Next appointed Assistant Attorney General for the Office of the Legal Counsel.
Betta check Obama’s rap sheet Pro-Abortion Record, for the rest of his all star elite baby killing machine selections.
'President Barack Obama's Pro-Abortion Record: A Pro-Life Compilation
Washington, DC (LifeNews.com) - The following is a compilation of bill signings, speeches, appointments and other actions that President Barack Obama has engaged in that have promoted abortion before and during his presidency. While Obama has promised to reduce abortions and some of his supporters believe that will happen, this long list proves his only agenda is promoting more abortions.
During the presidential election, Obama selected pro-abortion Sen. Joe Biden as his vice-presidential running mate.
Post-Election / Pre-Inauguration
November 5,2008 - Obama selects pro-abortion Rep. Rahm Emanuel as his White House Chief of Staff. Emanuel has a 0% pro-life voting record according to National Right to Life.
November 19,2008 - Obama picks pro-abortion former Sen. Tom Daschle as his Health and Human Services Secretary. Daschle has a long pro-abortion voting record according to National Right to Life.
November 20,2008 - Obama chooses former NARAL legal director Dawn Johnsen to serve as a member of his Department of Justice Review Team. Later, he finalizes her appointment as the Assistant Attorney General for the Office of the Legal Counsel in the Obama administration.
November 24,2008 - Obama appoints Ellen Moran, the former director of the pro-abortion group Emily's List as his White House communications director. Emily's List only supports candidates who favored taxpayer funded abortions and opposed a partial-birth abortion ban.
November 24,2008 - Obama puts former Emily's List board member Melody Barnes in place as his director of the Domestic Policy Council.
November 30,2008 - Obama named pro-abortion Sen. Hillary Clinton as the Secretary of State. Clinton has an unblemished pro-abortion voting record and has supported making unlimited abortions an international right.
December 10,2008 - Obama selects pro-abortion former Clinton administration official Jeanne Lambrew to become the deputy director of the White House Office of Health Reform. Planned Parenthood is 'excited' about the selection.
[...] Read more
poem by Terence George Craddock
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Voyage around the Square Root of Minus One
I often heard
that while the sciences concern themselves
with objective truths
the arts deal with subjective phenomena.
Many years ago I held the same view,
but later came to the conclusion
that this is just a well-combed popular myth.
It is an untenable credo
because the sharp separation
of the arts and sciences is a rigid
and arbitrary mandate, full of holes.
Although all subjects have their specificities,
at the same time they also share
many common traits with each other.
There is art in science and science in art.
Artists, for example,
apply geometry to represent
a three dimensional scene in a painting,
which is a two dimensional surface.
By using ‘objective' geometrical perspective,
Renaissance artists, among them Alberti,
Brunelleschi, Uccello, Leonardo and Dürer,
developed in Europe the ‘subjective' illusion
of perceptual realism.
Later, in the Dutch Republic of the 17th century,
Johannes Vermeer applied expensive pigments
to the canvas and conducted
pioneering research in optics that enhanced
the supreme quality of his work,
imbuing his paintings with sublime,
otherworldly light.
In the 19th century
the Romantic painter John Constable
prepared detailed studies
of the landscape and weather conditions
of England, before transcribing them
into images of stunning accuracy and grace.
Following the closing of the Weimar Bauhaus
by the Nazis in 1933, the artist Josef Albers
moved to the USA, where he worked at
Black Mountain College and at Yale University.
[...] Read more
poem by Paul Hartal
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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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A Poem Sacred to the Memory of Sir Isaac Newton
Shall the great soul of Newton quit this earth,
To mingle with his stars; and every muse,
Astonish'd into silence, shun the weight
Of honours due to his illustrious name?
But what can man?--Even now the sons of light,
In strains high-warbled to seraphic lyre,
Hail his arrival on the coast of bliss.
Yet am not I deterr'd, though high the theme,
And sung to harps of angels, for with you,
Ethereal flames! ambitious, I aspire
In Nature's general symphony to join.
And what new wonders can ye show your guest!
Who, while on this dim spot, where mortals toil
Clouded in dust, from motion's simple laws,
Could trace the secret hand of Providence,
Wide-working through this universal frame.
Have ye not listen'd while he bound the suns
And planets to their spheres! th' unequal task
Of humankind till then. Oft had they roll'd
O'er erring man the year, and oft disgrac'd
The pride of schools, before their course was known
Full in its causes and effects to him,
All-piercing sage! who sat not down and dream'd
Romantic schemes, defended by the din
Of specious words, and tyranny of names;
But, bidding his amazing mind attend,
And with heroic patience years on years
Deep-searching, saw at last the system dawn,
And shine, of all his race, on him alone.
What were his raptures then! how pure! how strong!
And what the triumphs of old Greece and Rome,
By his diminish'd, but the pride of boys
In some small fray victorious! when instead
Of shatter'd parcels of this earth usurp'd
By violence unmanly, and sore deeds
Of cruelty and blood, Nature herself
Stood all subdu'd by him, and open laid
Her every latent glory to his view.
All intellectual eye, our solar-round
First gazing through, he by the blended power
Of gravitation and projection saw
The whole in silent harmony revolve.
From unassisted vision hid, the moons
To cheer remoter planets numerous pour'd,
By him in all their mingled tracts were seen.
He also fix'd the wandering Queen of Night,
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poem by James Thomson
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Experiment with truth, now with instrument
Experiment with truth,
Now with instrument
A TV programme is
Presently being aired
Where telling truths
Will help a person
Win rupees to the tune of a crore
Truth is here defined
As telling what is there
In the thought
Truth is sharing your thought,
Which most of us
Will not like to do
As many of us
Nurse bad, wild and ugly thoughts
This programme
With the award it projects
Induces people to come out
With what they thought, think and will think
At a specific a past, present and
Probable possible future event
An instrument, they call it polygraph
Detects whether what is said is true or otherwise
As it is capable of
Recording changes in
Blood pressure,
Pulse rate,
Electrocardiogram
And similar other
Changes in circulatory and nervous systems
That occur
When a person misrepresents
His thought
This programme is held
In the presence of persons
Involved in the participant’s life
All look fine till the time
When the truth shared by the person
Revolves around him/her and
Does not surface the actual thought process
With regard to the relationships
With others,
And especially those who are on the stage
And witnessing the event
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poem by Bashyam Narayanan
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The Freeview User Manual
Blah, blah, blah, blah... Batteries in.
Switch on... Scan for Freeview channels...
No channels found. Plug in aerial.
Scan for Freeview channels again...
Found 3 channels. Are you kidding me?
Page 12. Try a signal booster...
Later that afternoon...
Another £20 that's cost me!
Plug in aerial. Find a spare cable.
Fit cable to Freeview box...
Scan again... Channels in the wrong order.
Page 13. Top of page: Delete channels.
Page 13. Try manual scan...
Finally...100 channels.
Later that evening...
30 channels disappeared. Flipping thing!
Remove aerial. Autoscan. No channels.
Reconnect aerial. Pause for some whiskey...
Rescan channels. Ah... Click Save channels!
Check EPG. What's the EPG?
Page 205. Technical Terms Explained.
Later the next morning...
Page 16. How to record a programme...
OK, why's the first 5 minutes not there?
Page 17. Missing segments in recordings?
Page 18. Using Timeshift rewind playback.
Press rewind button and again, again and again.
Pause at chosen start point for manual recording.
Press record then start button.
Fast forward to end of programme...
Rewind to end of programme...
Fast forward to end of programme...
Press record and stop button.
Where's the stop button?
Page 4. Remote control buttons guide.
Press the stop button...
Later that afternoon... in the shop...
Hi, I've brought this Freeview thing back.
What's wrong with it, mate?
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poem by Denis Martindale
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Trying To Express
Trying to express a more immediate intimacy
with the life of the mind
without attributing a form to madness
might just be another way
of looking for comic relief
from the actual facts
of the tragic folly that confronts us
like a world that won't tolerate any mask
you want to put on it for long
to lie about the atrocity of your irrelevance
and pretend you don't know
what you're looking at.
I dream I suffer the same
corpuscular purpose as a paramecium.
I wake up from these desert mirages
and it's true.
OK it's true.
Next.
Because nothing in life is an endgame.
And despite the full stop like an empty cup
at the end of a thought
with the lifespan of a punctuation mark
my cup runneth over like the new moon
and everything is drunk on the lunacy of its light.
It's not the content of life that matters
as much as the way space bends
to accommodate it.
It's not the wine
it's the emptiness of the cup
that shapes the forms of our knowing
so that they can be grasped
by our eyes and hands
as separate things in the world.
Mind is a poet a potter a painter a parent a prophet
that will not be bound by its own works
or the laws of the defenceless who expound them.
Look out into space
and the furthest you will ever see
is a face in the mirror that's older than matter.
Space is a vehicle of transformation
that doesn't go anywhere
because anywhere it goes
its wheels are centered
in the still points of themselves
as we are to our navels.
And all lifelines
straight or otherwise
are emanations of its radiance.
Order and logic and reason
are the dry wishbones of the fearful
[...] Read more
poem by Patrick White
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Liberating Opposing Regime Injustices
gravitational thoughts
key themes
life enduring philosophies
last longer than mere moments
living sequences
in 9.83 or 9.87 moments
cost of living fleeting
cannot stand against echoes
rock of ages splitting
as test of time upholds
humanities need to oppose disasters
oppressive new world orders
which strive to steal heart beats
souls sanctified in struggles
liberating opposing regime injustices
inflicted upon domino cultures
countries as tyrants
strutting try to impose their wills
iron cuff imprisonments
upon victim populations
while freedom crusaders
sow soft rage freedom words
to undermine despotic rulers
seeds sown wind of time changes
gravitational thoughts
key spirit of the age themes
life enduring philosophies
Inspired by the poem ‘Gravitational thoughts' by Miroslava Odalovic.
poem by Terence George Craddock
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~ Newton ~ Einstein ~ Marx ~ Derrida ~
~ Newton ~ Einstein ~ Marx ~ Derrida ~
Ms. Nivedita
UK
June 6,2010
Bunkum to burn
Edit ill learn. ~ [A]
Creation ~ Destruction
Learn ~ Relearn. ~ [B]
Unlearn
Profiles learn. ~ [C]
Deconstruction
Reconstruction
In maze of confusion. ~ [D]
Bunk pseudo learn. ~ [E]
Paradigm shift of
En-Learn
Anchor to U-Turn
Is it Perfect Learn? ~ [F]
Half learn
Quasi-Queasy learn
Obscures cognition. ~ [G]
Wises confirm
To learn
Be not stern. ~ [H]
Pundits affirm
Verity learn
Else are
Hazy learn. ~ [I]
Neurotic Newton: Quips Learn Knowledge Is Vast
Enigmatic Einstein: Puzzling What You Learn Is Relative But
Materialist Marx: Thesis Antithesis Synthesis Is But Dialectical Tact
Delver Derrida: Deconstruction Is New Fuzzy Fact. ~ [J]
Wander I what
Do I accept but? ~ [K]
Burn in Learn
It’s my culmination! ~ [L]
[...] Read more
poem by Ms. Nivedita Bagchi Spc. Uk.
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Einstein and Society
Much of what Einstein had to say
remains unexplained
100 years later,
in terms of impact his ideas have on society.
First, we need to comprehend
he sought
to explain everything.
We know the familiar E=mc2;
what does it really mean?
Astounding at the time
but now common place;
the idea states that energy and matter interrelate;
and matter can be changed to energy and vice versa.
What's not understood well
by many is
that matter
in being transformed to energy
has a exponential multiplier.
For example a ball dropped from two feet
lands with 10 times the force of a ball
dropped from one foot.
Why?
Dense Uranium 235 has many many electrons
and matter released into energy has a mulitiplier effect
with interactive transmutation
and in the end
gives us the Atomic Bomb
which of course
draws us one step nearer the end.
But note,
the other little understood fact here-;
An atomic explosion is not matter expanding
but space itself multiplying!
Not stretching-growing;
New Space!
But how is this?
Space, hence, time is malleable.
Einstein Two;
If space itself expands then what about light?
This is where Einstein started.
[...] Read more
poem by Lonnie Hicks
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Social Netowrking Of Robots
end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
end of world video
end of world war 1 effects
end of world vision
end of world songs
end of world war 2
end of world war 1
end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
end of world war iii
end of wrestling match signal
end of worlds
end of worldwar 2
end of world war i
end of world war two
end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
end of world war two date
end of wow
end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
end of ww1 treaty of vers
end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11
[...] Read more
poem by Rwetewrt Erwtwer
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Louis' Theory
The freedom of the mind is like,
The freedom of a speech;
But on the table is a bowl of cherries to Archipelagos!
I have the freedom of my theory to all mankind.
Oh freedom!
Of a philosophical conundrums to share with you;
For my theory is for ages in times like war without peace!
From the freedom of a philosophical point of view,
Like the summer and winter when lovers do meet;
But i do have my mind on you always.
I am like a wanted person with an unknown identity,
I write and many dop not understand;
But like the freedom of a philosophical theory,
I have my visions to the wider threshold across the line of a battle.
Oh freedom!
To boost up my ego;
Like a rainbow shell on my theory,
But this is part of my joy at peace on this earth.
Like the way of life to all mankind,
I am to fulfil a dream on this philosophical ideas;
But the 'Louis' Theory' is all about numbers!
And the secret code is '6-5-6'.
This deals with the ages of man's life on this earth,
Like the tales of the Gurkhas in Ghana;
But, '6-5-6' has a lot to tell and explain.
poem by Edward Kofi Louis
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Answer Answered
So many things
you thought were fantasy
I knew were fact.
So many things
you think are fact
are as yet unproven.
You seek to understand
all that you would know.
You learn absolute truths
in your quest for wisdom.
Do you not know
absolute truths
may fall;
become mear spectres
apparitions of perceived reality
that never was?
(Scientific Muses In Contemplation)
Scientifically, microscopically, focused,
cold grey light probing proof discovery.
Rendering past esteemed dusty theories.
Now void useless; obsolete fictions. Laughable dictions.
Haunting fragments, preconceived normality,
unhinged by startling winds, forcing Ferris Wheel change.
Haunting fragments of normality
unhinged by bellows winds of rekindled time.
Theories hypothesizes kaleidoscopes
are but, slippery stepping stones.
To time variant future.
Paving rocky road, to acquired knowledge.
Theory leads forwards sideways; in
circles to technological nowheres?
Mutant seeds born of space
watered to grow or die.
Vaguely seen in shamrock crystals;
transforming objective existence.
Yet in themselves, theories
may say signify, nothing?
Conceived as real
in perceptions of present.
The interpretations, of onrushing
morrow, so seldom apparent.
Upon the morrow,
[...] Read more
poem by Terence George Craddock
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Implanted Tragedies
What could be possibly said,
About that which is observed and denied?
When those are exposed to treason imposed...
And yet wish to protect this deception they chose.
It is best to shut and keep one's mouth closed.
Or defamation of character becomes a campaign toast.
But either way...
A stepping on one's toes is desrespectfully displayed.
What could be possibly said,
About what is there and on our streets?
With no direct discussion concerning what disgusts,
Other than what fibered diet is suitable for a regular flush...
That can not be beaten with a cleansing complete.
Without negativity thrusted with more trust,
That erupts!
People feed on corruption as if being fed a treat.
What could be possibly said,
To those addicted to be lead.
And be fed delusions they fight,
To keep in their heads in darkness,
As if glued to ensure this remains inside,
Snug fitting with a tightness instead.
While those who express they could care less,
Yet complain...
Seem to have a desire to inspire this,
As missions to claimed.
Leaving one to wonder,
Why many read the obituaries...
With a priority to see if their names are there.
Or someone they knew,
But never approached to speak to.
By the same folks who declare a devotion,
To communal unity with an ongoing hypocrisy.
What could be possibly said,
About these implanted tragedies.
Without negativity thrusted with more trust,
That erupts!
People feed on corruption as if being fed a treat.
What could be possibly said,
To awaken the dead?
Absolutely nothing!
poem by Lawrence S. Pertillar
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Behind the Poem: Game Theory
Now that people are becoming more aware of my poetic efforts, interests are being expressed regarding the background of my poetry - in addition, to my spiritual muse. Back in the Spring of 1980, I graduated from the University of Southern Maine with a B.A. in Mathematics. I chose this discipline because it was my favorite subject in school. This poem is the first and only piece (to date) , where I apply this learned knowledge.
Back in February of 2007, I found a poetry contest - its challenge was to compose a poem using mathematical terminology. And of course, it still had to make sense. After mulling over the idea for a short while, I recalled the topic of 'Game Theory'. Game Theory is a branch of applied math - its application is focused on the Social Sciences, most notably economics, as well as: Computer Science, Political Science, Biology, Engineering and International Relations. The primary purpose behind Game Theory is to capture behavior in strategic situations, whereby an individual's success is determined by choices that depend on the choices of others. Game Theory was initially developed to analyze competitions, in which one person does better at the expense of another. This concept is also known as a 'Zero Sum Game'. Most traditional applications attempt to find equilibria within this ideal. In an equilibrium, each player looks to adopt a stable strategy to gain positive results.
Growing up under the influence of the Church, I learned how Mankind lost his authority over the Earth. Satan, having been thrown out of heaven with a third of the angels, now pitted himself against God. He believes that he can defeat God by killing and dominating His creation of Man. So from a spiritual perspective, we must learn to make choices and live with the eventual outcome. God's desire is for all of us to live successful Christian lives - for we are 'blessed to be a blessing to others'; therefore, we must be able to recognize and overcome the pitfalls of our earthly journey - by applying Jehovah's spiritual principles to everyday living. One of our greatest gifts is the ability to choose - so chose wisely, for there will always be some consequence that's not always readily evident.
Learn more about me and my poetry at:
http: //www.squidoo.com/book-isbn-1419650513/
poem by Joseph James Breunig 3rd
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Jubilate Agno: Fragment B, Part 2
LET PETER rejoice with the MOON FISH who keeps up the life in the waters by night.
Let Andrew rejoice with the Whale, who is array'd in beauteous blue and is a combination of bulk and activity.
Let James rejoice with the Skuttle-Fish, who foils his foe by the effusion of his ink.
Let John rejoice with Nautilus who spreads his sail and plies his oar, and the Lord is his pilot.
Let Philip rejoice with Boca, which is a fish that can speak.
Let Bartholomew rejoice with the Eel, who is pure in proportion to where he is found and how he is used.
Let Thomas rejoice with the Sword-Fish, whose aim is perpetual and strength insuperable.
Let Matthew rejoice with Uranoscopus, whose eyes are lifted up to God.
Let James the less, rejoice with the Haddock, who brought the piece of money for the Lord and Peter.
Let Jude bless with the Bream, who is of melancholy from his depth and serenity.
Let Simon rejoice with the Sprat, who is pure and innumerable.
Let Matthias rejoice with the Flying-Fish, who has a part with the birds, and is sublimity in his conceit.
Let Stephen rejoice with Remora -- The Lord remove all obstacles to his glory.
Let Paul rejoice with the Scale, who is pleasant and faithful!, like God's good ENGLISHMAN.
Let Agrippa, which is Agricola, rejoice with Elops, who is a choice fish.
Let Joseph rejoice with the Turbut, whose capture makes the poor fisher-man sing.
Let Mary rejoice with the Maid -- blessed be the name of the immaculate CONCEPTION.
Let John, the Baptist, rejoice with the Salmon -- blessed be the name of the Lord Jesus for infant Baptism.
Let Mark rejoice with the Mullet, who is John Dore, God be gracious to him and his family.
Let Barnabus rejoice with the Herring -- God be gracious to the Lord's fishery.
Let Cleopas rejoice with the Mackerel, who cometh in a shoal after a leader.
Let Abiud of the Lord's line rejoice with Murex, who is good and of a precious tincture.
Let Eliakim rejoice with the Shad, who is contemned in his abundance.
Let Azor rejoice with the Flounder, who is both of the sea and of the river,
Let Sadoc rejoice with the Bleak, who playeth upon the surface in the Sun.
[...] Read more
poem by Christopher Smart
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Visit Malaysia Year - Newton Food Court (State of Malacca)
Newton
every stall splashes its best
on the wall
Newton
Malacca's new age
hawkers
Here at Malacca Newton foodcourt is one of the model hawker's
food outlet. There are sections for Chinese, Indian and Malay food.
The Chinese cuisine can be found at the fore, the Indian at the side and the Malay at the back of the food court. Each hawker stall has his own space to showcase his food including in the form of large pictures on the wall. You see at the back of every stall, large tasteful fare such as satay, popiah, chi cheong fun, herbal soups, porridge, fried oysters, char koey tiaw among others. There are some 30 Chinese stalls,10 Malay and eight Indian stalls. The environment is clean with wooden tables and chairs, and large Chinese lanterns hanging from the ceiling. There are sections where one can dine open air styled.
poem by John Tiong Chunghoo
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Poem: The Dark Heretic
In diligent search of God
was the dark heretic,
a master of the natural world
and our father of modern physics.
In defiance of the Church
stood Sir Isaac Newton alone,
cloistered in his office, clinging…
To personal beliefs, of his own.
Interest in “The End Times”
was his lifelong, secret mission -
His papers were intentionally hidden,
from recognizing the gravity of his situation.
In the study of Divine Prophesy,
Newton poured incessantly over The Word,
convinced that his Doomsday calculations were…
Godly insights - that he alone had learned.
Indeed, we are seeing natural disasters and earthquakes;
however, God stated that “no man shall know the date”.
So in 2060, will Newton have the last laugh,
regarding his expected demise of all human fate?
Learn more about me and my poetry at:
http: //www.squidoo.com/book-isbn-1419650513/
poem by Joseph James Breunig 3rd
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Easteregg
Easteregg
I am the featherless man
who's reading Newton in the sky
if you'll try you know you can
and in the end you'll fly.
On everyone lies magic
but while we're carrying our load
we're letting in the tragic
that long and winding road.
The wind is whurling trough your hair
some letters covered in disguise
you might have; missed a fairy there
your nose bitten by tiny mice.
You'll never know how
the ships sailed in without a breeze
if amor's never used a bow
away that romance in a sneeze.
The pages turn and reach the end
i hope that ripe enough you've found
you might have -turned into your friend-
fallen into Newton's basket on the ground.
Then faith ye have and you will trust
that you can be that easterthought,
ashes to ashes, dust to dust
a life of golden you have wrought.
I am the featherless man
who's reading Newton in the sky
if you'll try you know you can
and in the end you'll fly.
Madrason 10-04-2009
poem by Madrason writer
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