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It is commonly agreed that children spend more hours per year watching television than in the classroom, and far less in actual conversation with their parents.

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Social Netowrking Of Robots

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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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Shes Actual Size

Words fail
Buildings tumble
The ground opens wide
Light beams down from heaven
She stands before my eyes
Shes actual size, but she seems much bigger to me
Squares may look distant in her rear view mirror but theyre actual size
As she drives away
Big men
Often tremble
As they step aside
I thought I was big once
She changed my mind
Shes actual size, but she seems much bigger to me.
Ive never known anybody like her, shes actual size
Nationwide, believe
Shes got
All the money
Money couldnt buy
Shes got something special
That someone left behind
Shes actual size, but she seems much bigger to me
Squares may look distant in her rear view mirror but theyre actual size
Actual size to her
Her face
Hangs in portrait
On the post office wall
Shes stuck in my heart now
Where my blood belongs
Shes actual size, but she seems much bigger to me
Ive never known anybody like her, shes actual size
Actual size, believe
Notes
Heres the best guess so far about the lyrics to larger than life. please give input. I need help with all of the reggae lyrics!
Shes actual size, but she seems much bigger to me
Words fail
Buildings tumble
The ground opens wide
Light beams down from heaven
She stands before my eyes
Shes actual size, but she seems much bigger to me
Squares may look distant in her rear view mirror but theyre actual size
As she drives away
Big men
Often tremble
As they step aside
I thought I was big once
She changed my mind
Shes actual size, but she seems much bigger to me
Ive never known anybody like her, shes actual size

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Watching Me Watching You

I sit by the cutting on the beaconsfield line.
Hes watching me watching the trains go by.
And they move so fast --- boy, they really fly.
Hes still watching me watching you watching the
Trains go by.
And the way he stares --- feel like locking my door
And pulling my phone from the wall.
His eyes, like lights from a laser, burn
Making my hair stand --- making the goose-bumps crawl.
Hes watching me watching you watching him
Watching me
Im watching you watching him watching me
Watching stares.
At the cocktail party with a bucks fizz in my hand
I feel him watching me watching the girls go by.
And they move so smooth without even trying.
Hes still watching me watching you watching the
Trains go by.
And the crowd thins and he moves up close but he doesnt speak.
I have to look the other way.
But curiosity gets the better part of me and I peek:
Got two drinks in his hand --- see his lips move ---
What the hells he trying to say.
Hes watching me watching you watching him
Watching me.
Im watching you watching him watching me
Watching stares.
Hes watching me watching you watching him
Watching me.
Hes watching me watching you watching
The trains go by.
Hes watching me watching you watching him
Watching me.
Hes watching me watching you watching him watching me.
Hes watching me watching you watching him watching me watching him watching.

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Telemaniaco / Tele Maniac

Un cavernícola golpea a su amada / A caveman hits his lover
y se la lleva de los pelos a la cueva / and it takes it to him from the hair to the cave
no se preocupe no ha pasado nada / don't worry it has not passed anything
el noticiero de las nueve lo comprueba / the news report of nine o'clock checks it

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV


Me siento bién definitivamente / I feel so good definitively
necesitaba esa dosis de novelas / I really needed that dosis of novels
ya he llorado por cuatro horas y media / I´ve been crying for four hours and a half
ahora cambio para ver una comedia / and now I´m change to see some comedy

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV


Los dibujitos animados son lo máximo / The cartoons are the maximum thing
me gusta verlos una y otra vez / I like to see them an and another time
luego con mis amigotes los imito / later with my pals I imitate them
y hacemos gala de nuestra inmadurez / and we make Gallic of our immaturity


Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV


Las heroínas buscando chicos malos / The heroines looking for bad boys
los chicos malos buscando diversión / the bad boys looking for amusement
los superhéroes volando por los cielos / the superheros flying for the skies
las chicas pierden sus ligas en el bronx / the girls lose their suspenders in the bronx


Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV


Cómo me aburro estudiando y trabajando / How I get bored studying and working
con mis papeles y con el profesor / with my papers and with the professor
tan solo quiero volver corriendo a casa / all I want is to return running home
para sentarme frente al televisor / to sit down in front of the television


Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

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Let The Children Speak

Time - way out of line
A whole nation waits outside
The rhythm of tomorrow
They can dance away their sorrows tonight
Lost - broken and scarred
Prisoner waits outside with his lone heart beating
Let the children, let the children
Let the children, let the children speak
Let the children - let the children speak
Aims - dangerous games
Their mother says one false move and we all get hurt
I feel this sense of power I feel it every hour tonight
Lets not get lazy tonight
Things could get crazy cos
One more kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Let the children, let the children
Let the children, let the children
Power to the powerless strength unto the weak
Let the children, let the children
Let the children, let the children speak
Im begging you now let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Lets not get lazy tonight
Things could get crazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Things could get crazy tonight
Lets not get lazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Im begging you now
Let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
The language of this world
Lets not get lazy cos
One false move and we all get hurt
Let the children, let the children

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What Parents When Old, Want From Their Children …

When you were small, a helpless kid,
Just imagine what parents did,
From feeding to keeping you clean –
A routine that had always been!

And now when parents are quite aged,
They feel like birds both that are caged;
Just give them half the love they gave;
Don’t lose your temper / misbehave!

When you were small and could not bathe,
Mom bathed you with towel to swathe,
And wiped you dry and combed your hair,
All your mischief, she had to bear!

When parents are now pretty old,
Or have a fever, catch a cold,
Should not the children care for them,
And treat them for each new problem?

When you were just a little child,
And parents scolded you so mild,
To show you what was wrong and right,
And chalk a future that was bright!

And now when parents have gone weak,
To walk, your assistance, they seek,
Oblige them with a heart all glad:
Old age is less happy, much sad!

When you were craving for good food,
Your mother cooked it as she should,
And heaved a sigh of great relief,
When you’d slept, in disbelief!

And now, when parents ask something,
Be kind and courteously do bring,
They cannot buy whatev’r they feel;
They cannot run or walk or kneel!

When you’d joined school for the first time,
And could not say even a rhyme,
Your mom had taught you how to write,
And sang a ‘lullaby’ at night!

And now when parents cannot read,
And reached a stage, they cannot feed,
Shouldn’t children help them with these chores,
And see that they don’t get bed-sores?

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The Classroom

you walk on by the classroom
day to day
but never think about
what’s in it
I know, I didn’t
not because you don’t care
cause it never entered your mined
you might wonder when you see the students
you might know that
they have to go to a “special”
classroom of there own

you might even know what’s
in the classroom
you don’t know what they
do in the classroom
the academics
the physical therapy
the carts and crafts
the culinary arts
most of all the life skills
sounds a lot like most of you classes
right
cause it is

so why not just stop on by
say hello to
the staff
the students
talk to one of the students for a while
they will teach you something
you’ll never learn anywhere else
the classroom will always be there
with students and staff
that will talk to you
watch them watch the students
you’ll learn a lot about life

let the classroom teach you something
let you teach the classroom,
that being “normal” is not
so different
teach that
please teach that
to the
classroom

for it will always be
just
a classroom with

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Patrick White

Why Do Children Of The Poor

Why do children of the poor die so readily?
By the age of five
they're already disarmed for life.
Is money a gene they're missing?
Or is their suffering
just a diminished immunity to the rest of us?
The gluttons of knowledge
discuss James Joyce in a loud voice
in well-lit universities.
With great nuance and finesse
they enumerate the seven kinds of ambiguity
and the mean diameter of the vowel O
in the context of neo-Chicago Aristotelianism
in the latter plays of Shakespeare
where the commas fall like worms
out of every page of his art
as if he couldn't punctuate
the death-rage in his heart
with the subtler points
of the neo-critical literati.
I think Shakespeare would have seen
the sterling irony
of debating proto-Nostratic linguistics
while living children all around him
can't read their names in their own mother-tongue.
If the same word for oak
was the word we used for door
when we all learned to speak the same language
milennia ago
it's not hard to imagine
given modern advances in communication
that the word for child
that we used way back then
is the root of the word we use for atrocity today.
Why do the children of the poor die so readily?
Nature or nurture?
Is it because the children of the rich
are taught that wealth is longevity
and the children of the poor
who can't read the fine print
bleed to death like expired medical plans?
Why do the rich think that the poor
are the reason their children suffer
and the best thing to do is make orphans of them
by sending the poor of one nation
to war against another
to keep the economy growing
and cut back on the unemployed
like deer culled from a budget in hunting season?
If you're a child born from this womb

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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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Watching For Pa

Three little forms in the twilight gray,
Searching the shadows across the way;
Two pair of black eyes, and one of blue --
Brimful of love, and of mischief too;
Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

May, with her placid and thoughtful brow,
Beaming with kindness and love just now;
Willie the youngest, in anguish did lay,
Stealing sly kisses from sister May,
Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

Nellie, with ringlets of sunny hue,
Cosily nested between the two;
Pressing her cheeks to the window pane,
Wishing the absent one home again.
Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

Now there are shouts from the window seat;
There is a patter of childish feet;
Gaily they rush through the lighted hall --
"Coming at last" is the joyful call.
Watching for Pa!
Watching for Pa!
Standing on the doorstep,
Watching for Pa!

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Byron

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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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.


Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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Green Spanish Eyes

Ah Consuela! Surveying vast vistas for visions of green Spanish eyes,
I discern them again where she left me back then, when we kissed as she parted, my friend.
So I'm daring to tread towards the klieg lights ahead, where I'll wait and I'll watch her ascend.

Ah Consuela! I'm watching, she teases the mirror with green Spanish eyes;
Her serape entangles her ebony bangles like lace on the sorcerer's looms,
And her capes of the night, she drapes tight to excite, and her fan is embellished with plumes.

Ah Consuela! I'm watching as spectators savour her green Spanish eyes;
Taming wild concertinas, the dark ballerina performs on the concert hall stage,
But she shies from the sound of ovation unbound like a timorous bird in a cage.

Ah Consuela! I'm watching, she quickens the pit with her green Spanish eyes,
As the cymbals shake, clashing, the floodlights wake, flashing, igniting the wild fireflies,
And the piccolo piper's inviting the vipers to coil in the cold caldron skies.

Ah Consuela! I'm watching the shimmering shadows in green Spanish eyes
As I rise from my chair and converge to the stair with a hesitant sip of my wine.
Though she doesn't deny me, she wanders right by me with neither a look nor a sign.

Ah Consuela! I'm watching, she waves to the stage with her green Spanish eyes,
(For her senses scoff, scorning the biblical warning of kisses of Judas that sting,
With her pierced ears defeating the echoes repeating) and smiles at the bluebird that sings.

Ah Consuela! I'm watching faint embers a' stir in her green Spanish eyes,
For a soft spoken stranger enveloping danger has captured the rhyme in the room
As he slips into sight through the scent of the night and the breath of her heavy perfume.

Ah Consuela! I'm watching, she gauges his guise through her green Spanish eyes
- From his gypsy-like mane, to his diamond stud cane, to the raven engraved on his vest -
For a faraway form, a tempestuous storm, lurks and heaves neath the cleav'e of her breasts.

Ah Consuela! I'm watching the caravels cruise in her green Spanish eyes;
With the castanets clacking upon the deck cracking, he whips 'round his cloak with a whiz
And without sacrificing, at mien so enticing, she floats with her face facing his.

Ah Consuela! I'm watching, the vertigo veiling her green Spanish eyes,
While the drumbeat pounds, droning, the rhythm sounds, moaning, of jungles Jamaican entwined
In the valleys concealing the vineyards revealing the vaults in the caves of her mind.

Ah Consuela! I'm watching, while carnivals call to her green Spanish eyes,
And with paused palpitations the tom-tom temptations come taunting her tremulous feet
With her toe tips a' tingle while jute boxes jingle for jesters that jive on the street.

Ah Consuela! I'm watching, she rides with the tides in her green Spanish eyes,
And her silhouette's travelling on ripples unravelling and shaking the shivering shores,
As she strides from the light to the taste of the night through the candlelit cabaret doors.

Ah Consuela! I'm watching, she dances till dawn with her green Spanish eyes,
With her movements adorning a trickle of morning as sipped by the mouth of the moon,

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The Anger Behind The Swing Of This Axe

With every swing of this well worn axe.
I'm thinking of you.
The anger burns right through.
Images flash across my brain.
It's like I'm watching the most hated reruns on television.
And no matter what I do they just keep playing.

I wish I never meant you.
I wish for something sweet instead of something so bitter.
I've been told the taste will fade.
Well I'm still waiting.

With every swing of this well worn axe.
I'm thinking of you.
The anger burns right through.
Images flash across my brain.
It's like I'm watching the most hated reruns on television.
And no matter what I do they just keep playing.

I wish I never meant you.
I wish for something sweet instead of something so bitter.
I've been told the taste will fade.
Well I'm still waiting..

I did everything right and it still went so wrong.
Perfection in the moment and now its gone.
If I only knew what I know now.
I would have ran for the hills.
Never looked back.
Like a ghost completely disappeared.
Across the hemisphere.
Above the highest atmosphere.
Mind you they are limitation I grant you.
But still I don't think it's that far of an exaggeration.

With every swing of this well worn axe.
I'm thinking of you.
The anger burns right through.
Images flash across my brain.
It's like I'm watching the most hated reruns on television.
And no matter what I do they just keep playing.

I wish I never meant you.
I wish for something sweet instead of something so bitter.
I've been told the taste will fade.
Well I'm still waiting.

With every swing of this well worn axe.
I'm thinking of you.
The anger burns right through.

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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

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Enoch Arden

Long lines of cliff breaking have left a chasm;
And in the chasm are foam and yellow sands;
Beyond, red roofs about a narrow wharf
In cluster; then a moulder'd church; and higher
A long street climbs to one tall-tower'd mill;
And high in heaven behind it a gray down
With Danish barrows; and a hazelwood,
By autumn nutters haunted, flourishes
Green in a cuplike hollow of the down.

Here on this beach a hundred years ago,
Three children of three houses, Annie Lee,
The prettiest little damsel in the port,
And Philip Ray the miller's only son,
And Enoch Arden, a rough sailor's lad
Made orphan by a winter shipwreck, play'd
Among the waste and lumber of the shore,
Hard coils of cordage, swarthy fishing-nets,
Anchors of rusty fluke, and boats updrawn,
And built their castles of dissolving sand
To watch them overflow'd, or following up
And flying the white breaker, daily left
The little footprint daily wash'd away.

A narrow cave ran in beneath the cliff:
In this the children play'd at keeping house.
Enoch was host one day, Philip the next,
While Annie still was mistress; but at times
Enoch would hold possession for a week:
`This is my house and this my little wife.'
`Mine too' said Philip `turn and turn about:'
When, if they quarrell'd, Enoch stronger-made
Was master: then would Philip, his blue eyes
All flooded with the helpless wrath of tears,
Shriek out `I hate you, Enoch,' and at this
The little wife would weep for company,
And pray them not to quarrel for her sake,
And say she would be little wife to both.

But when the dawn of rosy childhood past,
And the new warmth of life's ascending sun
Was felt by either, either fixt his heart
On that one girl; and Enoch spoke his love,
But Philip loved in silence; and the girl
Seem'd kinder unto Philip than to him;
But she loved Enoch; tho' she knew it not,
And would if ask'd deny it. Enoch set
A purpose evermore before his eyes,
To hoard all savings to the uttermost,
To purchase his own boat, and make a home

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Television Man

Im looking and Im dreaming for the first time
Im inside and Im outside at the same time
And everything is real
Do I like the way I feel?
When the world crashes in into my living room
Television man made me what I am
People like to put the television down
But we are just good friends
(Im a) television man
I knew a girl, she was a macho man
But its alright, I wasnt fooled for long
This is the place for me
Im the king, and youre the queen
Chorus
Take a walk in the beautiful garden
Everyone would like to say hello
It doesnt matter what you say
Come and take us away
The world crashes in, into my living room
The world crashes in, into my living room
The world crashes in, into my living room
The world crashes in, into my living room
And we are still good friends...(television man)
Im watching everything...(television man)
Television man...(television man)
Im watching everything...(television man)
Television man...and Im gonna say
We are still good friends...and Im trying to be
Watchin everything...and I gotta say
We are still good friends...you know the way it is
Television man...Ive got what you need
We are still good friends...i know the way you are
Television man...i know what youre tryin to be
Watchin everything...and I gotta say
Thats how the story ends.

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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

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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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