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We worked to develop our own operations to advance U.S. counterterrorism objectives by penetrating terrorist safe havens and collecting intelligence that would inform policy and enable our own operations.

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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

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Safe In New York City

(young - young)
Hello baby gimme your hand
Check out the high spots the lay of the land
You dont need a rocket or a big limousine
Come on over baby and Ill make you obscene
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
All over the city and down to the dives
Dont mess with this place itll eat you alive
Got lip smackin honey to soak up the jam
On top of the world ma ready to slam
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
Movin all over like a jumpin bean
Take a look at that thing in the tight ass jeans
Comin your way now you may be in luck
Dont you fret boy shes ready to buck
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
New york, new york, new york
I feel safe in a cage in new york city
2000, j. albert & son, pty.

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Safe

[verse 1]
Here I am alone with You
Quietly I talk to You
You said the truth would set me free
So here I am surrendering
(pre-chorus)
I know I can let your promise be my hope
And I know until You take me home
[chorus]
I'm safe (I'm safe), safe 'cause You love me
Safe (I'm safe), safe all because Your name
Has power to calm the ocean
When everything changes I'm safe
[verse 2]
My heart is overflowing
With peace beyond all knowing
This love is deep, it shelters me
And I'm safe within Your reach
(pre-chorus)
I know I can let your promise be my hope
And I know until You take me home
[chorus]
I'm safe (I'm safe), safe 'cause You love me
Safe (I'm safe), safe all because Your name
Has power to calm the ocean
When everything changes I'm safe
[bridge]
Though the odds are stacked against me
Though I'm running out of time
My heart is breaking
But I know You are mine
So I let You see into me as
You hold me in Your hand
My heart is on my sleeve
I'm safe because You understand
You understand
[chorus]
I'm safe (I'm safe), safe 'cause You love me
Safe (I'm safe), safe all because Your name
Has power to calm the ocean
When everything changes I'm safe

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Quote the raven

quote the raven terrorist more
killed 3000 people
quote the raven terrorist more
next time kill a million people
quote the raven terrorist more

blow up planes on both shores
quote the raven terrorist more
women and children of usa feel the scorn
quote the raven terrorist more

shopping and laughing in a mall boom
quote the raven terrorist more
ride a bus take a train not going to get there
quote the raven terrorist more

wont stop till the west is like sun
people who are diffrent all done
not our beliefs our way of life
then burn in the fires of hell you live a dammed life
but allah has a surprize for you in your so called after life
that you will be just dead, you dont get to live another life
so go ahead kill all of us if you must
we are all going to heaven that you can trust
quote the raven terrorist more

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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

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Benefits of 1995 Fish Trash Policy

policy no policy
policy of indifference
policy of stupidity

now reaps rewards

use “trash fish”
policy as animal feeds
and in fish farming means

bycatch
is increasingly
financially

attractive to fishers
fishers of world oceans
policy bad policy

1995 one study
showed 27 million tonnes
of fish being discarded

every year but
2005 an investigation found
figure had dropped

to recorded
only 7 million tones
good news

no amount
of bycatch
did dropp not

just deleted
from records
off hot books

policy of greed

a Bermuda Triangle mystery?
a mystery of 20 million tonnes
20 million tonnes of missing fish?

20 million tonnes
were being sold
but control without

what hope in fisheries
of achieving sustainability

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Cheek

When PHARAOH chased the chosen Jew, and perished in the sea,
Things seemed to hint at failure in the PHARAOH policy.
For 'tis written that the Opposition leader had his way;
But we've never been enlightened on what PHARAOH had to say.
But probably before the wave came over him he swore:
'This is the naval policy I've always battled for!'
And continued to enlarge upon his policy's success,
Till a mouthful of the salt Red Sea cut short his brief address.


For there's nothing like a cool, calm cheek;
And there's wisdom in a big bold bluff.
If you find you've made a blunder,
And your policy goes under,
You've a chance if you can bellow loud enough.
That's the time you need a brass-bound cheek;
When your theory to smithereens is blown,
Seize the other fellow's notion
In the subsequent commotion
And declare, by all the gods, it is your own.


When BRUTUS punctured CAESAR in his quaint old Pagan way,
A lot of folk were almost sure that BRUTUS won the day.
'Twas the popular opinion, and was backed by solid facts;
But we are not told what CAESAR thought about these ancient acts.
For it was not 'Et tu BRUTE' that he murmured as he fell,
But 'I'm charmed to see my policy is carried out so well.'
And if we are allowed to make a sporting sort of guess,
He's skiting still in Hades of that policy's success.

For there's nothing like a hard-boiled cheek;
And there's virtue in assurance when its strong;
In claiming a11 the credit,
And declaring that you said it
Would occur just as it happened all along.
No, there's nothing like a steel-shod cheek;
And there's something in a tall, tough skite
Should it be the white you back,
And the winner turn out black,
Buck up, and say you meant a blackish white.


0, ye proud and haughty Britons, quondam rulers of the waves,
Have you ever once reflected why it is ye are not slaves?
Nay, the glorious foundation Britain's freedom stands upon
Is the firm and fearless policy of glorious King JOHN!
For when the Barons waited on him, asking him to sign
The grand old Magna Charta, did he hesitate and whine?
No! Spake that grand old monarch, with a rather bitter smile:-

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George Meredith

Napoleon

I

Cannon his name,
Cannon his voice, he came.
Who heard of him heard shaken hills,
An earth at quake, to quiet stamped;
Who looked on him beheld the will of wills,
The driver of wild flocks where lions ramped:
Beheld War's liveries flee him, like lumped grass
Nid-nod to ground beneath the cuffing storm;
While laurelled over his Imperial form,
Forth from her bearded tube of lacquey brass,
Reverberant notes and long blew volant Fame.
Incarnate Victory, Power manifest,
Infernal or God-given to mankind,
On the quenched volcano's cusp did he take stand,
A conquering army's height above the land,
Which calls that army offspring of its breast,
And sees it mid the starry camps enshrined;
His eye the cannon's flame,
The cannon's cave his mind.

II

To weld the nation in a name of dread,
And scatter carrion flies off wounds unhealed,
The Necessitated came, as comes from out
Electric ebon lightning's javelin-head,
Threatening agitation in the revealed
Founts of our being; terrible with doubt,
With radiance restorative. At one stride
Athwart the Law he stood for sovereign sway.
That Soliform made featureless beside
His brilliancy who neighboured: vapour they;
Vapour what postured statues barred his tread.
On high in amphitheatre field on field,
Italian, Egyptian, Austrian,
Far heard and of the carnage discord clear,
Bells of his escalading triumphs pealed
In crashes on a choral chant severe,
Heraldic of the authentic Charlemagne,
Globe, sceptre, sword, to enfold, to rule, to smite,
Make unity of the mass,
Coherent or refractory, by his might.

Forth from her bearded tube of lacquey brass,
Fame blew, and tuned the jangles, bent the knees
Rebellious or submissive; his decrees
Were thunder in those heavens and compelled:
Such as disordered earth, eclipsed of stars,

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The Poet Sajid Khan's Background.

Our Background

We have figured out what is wisdom and how it can be created on a mass scale.

Wisdom is the wealth of intelligence and just like wealth, wisdom is
nothing on its own! Just like wealth has to be in something else like
gold, real estate, stocks, bank balance etc. Again wisdom is like a
house. A house is the sum of its parts. A house is nothing without its
building blocks. Similarly wisdom is nothing without/but its building
blocks. The building block of wisdom is selflessness. By creating
selflessness we create wisdom.

We have quantified the mind and now emotions can be measured. We are
founders of Wisdom Day, Pure Happiness Seminars, 'Who am I' seminars,
'Third Eye' seminars. We have developed the idea of 'WisdomLand',
'Brain Power Clubs', 'Shy Power Club' and The Wisdom Express. We even
have wisdom toys.

The world is at a loss of how to solve the economic mess. We have the
answers. The human self runs on two wheels. One is intelligence and
the other is emotional-intelligence/wisdom. For intelligence we have
hundreds of subjects and for emotional-intelligence/wisdom we have
zero subjects. As a result we educate only half our brains. Naturally
the wheel of emotional intelligence is punctured. And every time we
try to fix this education mess we go back to improving intelligence
education. Leaving emotional intelligence as punctured as ever;
resulting in developing imperfect minds and imperfect brains for over
80% of the population.

Michael Gazzaniga the foremost expert on the brain and mind concludes
in his latest best seller, for a call to arms. “Understanding how to
develop a vocabulary for these layered interactions (between the left
and right brain and between brain and mind) , for me, ” he writes,
“constitutes the scientific problem of the century.” This is exactly
the problem we recognized 40 years ago and we have now solved.

We have figured out the difference between brain and mind. The
education mess is due to the fact man has cutting edge education to
educate the mind and has no idea how to educate the brain. In simple
terms one can say that we keep our homes clean; we keep our cars and
our offices spic and span and when it comes to our own brains and
minds we keep them dirty; full of defective memories/knowledge. We
have developed education for cleaning up the brain.

We have invented this whole new wisdom industry that will generate
wisdom education, creation of text books, with exercises and lessons,
training for teachers and parents, and 'pure happiness' counselors
etc., wisdom coaching for adults, groups and countries, toys that
teach wisdom, wisdom computer games, comic books, children stories,
sitcoms, TV talk shows, movies etc.; and Wisdom Theme Parks, Wisdom

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Weary Of The World, And With Heaven Most Dear

Farewell, world, farewell
As thrall here I’m weary and no more will dwell,
The manifold burdens that on me have lain,
I wrest them now from me and do them disdain,
I wrench myself free, though am wearied withal:
’Tis vanity all,
’Tis vanity all.

And what everywhere
Does this world embellish with visage so fair?
’Tis all merely shadows and baubles of glass,
’Tis all merely bubbles and clattering brass,
’Tis all but thin ice, filth and mischief withal:
’Tis vanity all,
’Tis vanity all.

My years what are they?
That furtively dwindle and sidle away?
And what are my worries? My thought-troubled mind?
My joy or my sorrow? My fancies so blind?
And what do my work, moil and toil all recall?
’Tis vanity all,
’Tis vanity all.

Oh riches and gold,
You false earthly idol so bright to behold,
You are though among the deceits the world brings
That wax, wane and alter with all other things.
You are but vain glory whate’er may befall:
’Tis vanity all,
’Tis vanity all.

Ah, honour – ’tis what?
Your crowns and your laurels proclaim what you’re not,
And envy consumes you and sits on your back,
You lack peace of mind and are prone to attack!
You stumble where others contrive not to fall:
’Tis vanity all,
’Tis vanity all.

Ah, favour and grace
That mist-like enfold us, are gone without trace.
You fickle infl ator that puffs up the mind,
You thousand-eyed creature that e’en so are blind,
When viewed ’gainst the sun one can see that you pall:
’Tis vanity all,
’Tis vanity all.

Ah, friendship and trust,
That veers vanes to happiness with every gust!

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Seamless war

Every soldier is a willing terrorist
Waiting only for the order to come
To pull the trigger on someone
And throw granites at another one.

Every terrorist is a forced soldier
Waiting to annihilates the suppression
And free the people of their love
From the wilderness in the civilization.

What matters here is both kills
One claims to kill to defense
Another claim to kill to free
At the end both become the losers
And innocent people gather tears in their eyes.

Guns and granites is no peace matters
Once they are touched forever follows the fear
Every second each one dies in freezing heat
That boils the heart and soul and conscience.

Rights is what the terrorist is fighting for
Might is what the soldier is given
When the soldier dies, he dies and gains
When a terrorist dies, he dies in vain
Yet each has the essential supports
The soldier’s essence is to defend
While the terrorist break the fence.

Be it in defense
Or a wave in defiance
The earth is wet again and again
With the blood of human agony
And again the people gather tears in their eyes.
That which lives so far
Through the many wars
Are not man and his will
But the guns that kill.
Open the eyes my brothers
The soldier and the terrorist,
We can’t cup the water in both palms
And walk a hundred miles to quench the dying souls
Its next to our feet, we shall bow and lift the humanity.


©cyclopseven. All rights reserved 031207.

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The Pleasures of Imagination: Book The Third

What wonder therefore, since the indearing ties
Of passion link the universal kind
Of man so close, what wonder if to search
This common nature through the various change
Of sex, and age, and fortune, and the frame
Of each peculiar, draw the busy mind
With unresisted charms? The spacious west,
And all the teeming regions of the south
Hold not a quarry, to the curious flight
Of knowledge, half so tempting or so fair,
As man to man. Nor only where the smiles
Of love invite; nor only where the applause
Of cordial honour turns the attentive eye
On virtue's graceful deeds. For since the course
Of things external acts in different ways
On human apprehensions, as the hand
Of nature temper'd to a different frame.
Peculiar minds; so haply where the powers
Of fancy neither lessen nor enlarge
The images of things, but paint in all
Their genuine hues, the features which they wore
In nature; there opinion will be true,
And action right. For action treads the path
In which opinion says he follows good,
Or flies from evil; and opinion gives
Report of good or evil, as the scene
Was drawn by fancy, lovely or deform'd:
Thus her report can never there be true
Where fancy cheats the intellectual eye,
With glaring colours and distorted lines.
Is there a man, who at the sound of death
Sees ghastly shapes of terror conjur'd up,
And black before him; nought but death-bed groans
And fearful prayers, and plunging from the brink
Of light and being, down the gloomy air,
An unknown depth? Alas! in such a mind,
If no bright forms of excellence attend
The image of his country; nor the pomp
Of sacred senates, nor the guardian voice
Of justice on her throne, nor aught that wakes
The conscious bosom with a patriot's flame;
Will not opinion tell him, that to die,
Or stand the hazard, is a greater ill
Than to betray his country? And in act
Will he not chuse to be a wretch and live?
Here vice begins then. From the inchanting cup
Which fancy holds to all, the unwary thirst
Of youth oft swallows a Circæan draught,
That sheds a baleful tincture o'er the eye
Of reason, till no longer he discerns,

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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

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Closet Man

(foster / mercury / gerrard)
Your secrets safe inside me
Closet man
Safe under lock and key
Understand
What youre thinkin is important
Isnt really so, youll see
But your secrets absolutely safe with me
Your lovers songs and nights
Turn into tears
Your tattoos and your muscles
Disappear
And the ring that I once gave you
Now, youre wearin in your ear
But your secrets absolutely safe my dear
Oh, your secrets safe with me
Oh, your secrets safe right here with me
Oh, your secrets safe with me
Oh, your secrets safe right here with me
You know, its all right to go on and live your life
So, come out into the light
Closet man
Theres nothing new at all under the sun
Youve got company
Youre not the only one
Why, its older than religion
And, quite honestly, more fun
But your secrets absolutely safe my dear, dont worry
Oh, your secrets safe with me
Oh, your secrets safe right here with me
Oh, your secrets safe with me
Oh, your secrets safe right here with me
You know, its all right to go on and live your life
So, come out into the light
Closet man, yeah
You know, its all right to go on and live your life
So, come out into the light
Closet man
You know, its all right to go on and live your life
So, come out into the light
Closet man

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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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A Map Of Culture

Culture


Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?



What is Culture?


I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

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Months Of 9/11 Intelligence Warnings Ignored?

Oil Date Summer 2001
Pakistani ISI Chief General Ahmad orders an aide
to wire transfer $100,000 to al-Qaeda FBI suspect
suicide hijackings 9/11 lead terrorist Mohammed
Atta but this transfer was later in India disclosed
then confirmed by the FBI General Ahmad resigned....

Oil Date August 11 or 12,2001 (Vreeland Spills The Beans)
Delmart 'Mike' Vreeland US Navy Lt. O-3 jailed in
Toronto on U.S. fraud charges claims to be an officer
in U.S. Naval intelligence ONI suddenly writes details
of the pending WTC attacks and seals them in an
envelope which he gives to Canadian authorities...

mystery man Vreeland locked up securely in a Canadian
jail since December 6,2000 verbally fails to warn jailers
Vreeland's letter specifically listed high profile targets
including The White House, The World Trade Center,
The Pentagon, The Sears Towers, Royal Bank in Toronto...

and Canadian parliament building in Ottawa but this
chilling sentence followed the target list 'Let one happen.
Stop the rest! ! ! ' the envelope was opened September 14th?

Oil Date August 2001 (FBI Uncovers Hijacking Plot)
FBI arrests Islamic militant linked to bin Laden in Boston
'French intelligence sources confirm that the man is a key
member of bin Laden's network and the FBI learns that he
has been taking flying lessons' the man has in possession
technical information on Boeing aircraft and flight manuals...

Oil Date August 2001 (CIA Receives Hijack Warnings)
Russian intelligence notifies the CIA 25 terrorist pilots
were specifically training for suicide missions reported
in Russian press news stories translated by a retired CIA
officer who forwards this data to the FTW the Russian
President Vladimir Putin orders Russian intelligence to...

warn 'in the strongest possible terms' the government
of the US of imminent attacks on airports government
buildings MS-NBC interview with Putin September 15th?

Oil Date August/September 2001
Dow Jones Industrial Average drops nearly 900
points in three weeks prior to 9/11 attack
meaning a major stock market crash is imminent?

Oil Date September 3-10,2001 (US Imminent Attack)
'a caller to a Cayman Islands radio talk show gave several
warnings of an imminent attack on the U.S. by bin Laden

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A Safe Man

A SAFE MAN
WITH A SAFE SMILE
SEEMED SO SAFE TO THE TOUCH
A SAFE MAN AS TO WHOM I I SAW AS MY FATHER
SO SAFE OR SO I THOUGHT
MY SAFE MAN
MY SAFE FATHER
NOT SO SAFE
MY SAFE FATHER WHOM DID THINGS THAT MADE ME FEEL INDANGERD
ON THAT NIGHT HE STOLE MY DIGNITY &+ MY SELF WORTH
MY SAFE MAN
MY SAFE FATHER
NOT SO SAFE

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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.

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Mr. Dana, of the New York Sun

Thar showed up out'n Denver in the spring uv '81
A man who'd worked with Dana on the Noo York Sun.
His name wuz Cantell Whoppers, 'nd he wuz a sight ter view
Ez he walked inter the orfice 'nd inquired fer work ter do.
Thar warn't no places vacant then,--fer be it understood,
That wuz the time when talent flourished at that altitood;
But thar the stranger lingered, tellin' Raymond 'nd the rest
Uv what perdigious wonders he could do when at his best,
Till finally he stated (quite by chance) that he hed done
A heap uv work with Dana on the Noo York Sun.

Wall, that wuz quite another thing; we owned that ary cuss
Who'd worked f'r Mr. Dana must be good enough fer us!
And so we tuk the stranger's word 'nd nipped him while we could,
For if we didn't take him we knew John Arkins would;
And Cooper, too, wuz mouzin' round fer enterprise 'nd brains,
Whenever them commodities blew in across the plains.
At any rate we nailed him, which made ol' Cooper swear
And Arkins tear out handfuls uv his copious curly hair;
But we set back and cackled, 'nd bed a power uv fun
With our man who'd worked with Dana on the Noo York Sun.

It made our eyes hang on our cheeks 'nd lower jaws ter drop,
Ter hear that feller tellin' how ol' Dana run his shop:
It seems that Dana wuz the biggest man you ever saw,--
He lived on human bein's, 'nd preferred to eat 'em raw!
If he hed Democratic drugs ter take, before he took 'em,
As good old allopathic laws prescribe, he allus shook 'em.
The man that could set down 'nd write like Dany never grew,
And the sum of human knowledge wuzn't half what Dana knew;
The consequence appeared to be that nearly every one
Concurred with Mr. Dana of the Noo York Sun.

This feller, Cantell Whoppers, never brought an item in,--
He spent his time at Perrin's shakin' poker dice f'r gin.
Whatever the assignment, he wuz allus sure to shirk,
He wuz very long on likker and all-fired short on work!
If any other cuss had played the tricks he dared ter play,
The daisies would be bloomin' over his remains to-day;
But somehow folks respected him and stood him to the last,
Considerin' his superior connections in the past.
So, when he bilked at poker, not a sucker drew a gun
On the man who 'd worked with Dana on the Noo York Sun.

Wall, Dana came ter Denver in the fall uv '83.
A very different party from the man we thought ter see,--
A nice 'nd clean old gentleman, so dignerfied 'nd calm,
You bet yer life he never did no human bein' harm!
A certain hearty manner 'nd a fulness uv the vest
Betokened that his sperrits 'nd his victuals wuz the best;

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