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If you think you're too small to have an impact, try going to bed with a mosquito in the room.

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Mosquito

Un mosquito
Cest un moustique en colre
Un mosquito
Pique et pique et pique dans la chair
Un mosquito
a pond ses oeufs dans nous rivires
Un mosquito
a vit au milieu de ses frres... un mosquito
Un mosquito
a rve loin de nos rizires
Un mosquito
a prfre la chaleur
Un mosquito
a frappe la tte la premire
Un mosquito
a boit du sang chaud ordinaire... un mosquito
Et a cloque chaud
Mosquito
Chez les modestes et les beaux
Mosquito
a pique chaud
Mosquito
Chez les bonzs, les plots
Un mosquito
Cest un moustique qui galre
Un mosquito
Pique et pique et pique dans ta chair
Un mosquito
Cest un mchant hlicoptre
Un mosquito
a vit du sang chaud des baigneurs... un mosquito
Et a cloque chaud
Mosquito
Chez les gentils les salauds
Mosquito
Et a pique chaud
Mosquito
Mme le chiens et les oiseaux
Mosquito
Et a cloque chaud
Mosquito
Chez les modestes et les beaux
Mosquito
a pique chaud
Mosquito
Chez les bronzs, les plots
Mosquito
Et a cloque chaud
Mosquito
Chez les gentils les salauds

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Luggage Canada

b ean bag stoer
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bean bag shells shotgun

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Handles Bermuda

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No Me Moleste Mosquito

No me moleste mosquito!
no me moleste mosquito..
no me moleste mosquito..
Why don't you go home?
no me moleste mosquito..
let me eat my burrito..
no me moleste mosquito..
Why don't you go home?
no me moleste mosquito..
no me moleste mosquito..
no me moleste mosquito..
Why don't you go home?
no me moleste mosquito..
just let me eat my burrito!
no me moleste mosquito..
Why don't you go home??

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Muscoviet Musquito

I must write a letter to you
I must make myself clear
It is spot on time, right on cue
I am a clam, somebody said to me
Its obscene, there must be a motive behind
Its obscure. there must be someone behind
A muscovite mosquito, a muscovite mosquito
A muscovite mosquito, a muscovite mosquito
A vivid image anyway
Someone said, youre a clam,
Consider this !
Mmm, listen oh, listen to me, youre far
A thousand miles away from here
I am here, I am here in this ooze through country
Trampled down by mega people
A dispute will never end
A retrospection ,it sounds obscene
A disconnection,
A final balance sheet for muscovite mosquito
For muscovite mosquito
For muscovite mosquito, it sound obscene
It sound so obscure, for muscovite mosquito
My final balance sheet is gone...... for
Muscovite mosquito, muscovite mosquito
Its spot on time, right on cue
You missed the chance, somebody vexedly said
Its obscene, there must be motives behind
Its obscure, there must be someone behind

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Bed Bed Bed

The day is done
The sun is down
The curtains have been drawn
And darkness has descended over everything in town
The covers have been turned and I've got my pajamas on
I've had my fun
I've stretched and yawned and all is said and done
I'm going to bed
Bed bed bed bed bed
I've done so many things today
There's nothing left to do
I ate three meals, I rode my bike, I hung out with my friends
I did my chores, I watched TV, I practiced the guitar
I brushed my teeth, I read my book, and then I sat around
I'm going to bed
Bed bed bed bed bed
Moo
Moo
Moo
Moo
Oh it's pointless staying up for even twenty seconds more
When everything has happened and there's nothing else in store
The thing is now to lay my head down, close my eyes, and snore
And so to bed directly I go
The day is done
The sun is down
The curtains have been drawn
And darkness has descended over everything in town
The covers have been turned and I've got my pajamas on
I've had my fun
I've stretched and yawned and all is said and done
I'm going to bed
Bed bed bed bed bed
Bed
Bed bed bed bed bed
I'm going to bed
Bed bed bed bed bed bed bed bed bed

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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;


Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

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Headroom

I need headroom,
Got to have headroom,
Some place to rest my head.
I'm gettin' taller,
Thinkin's gettin' smaller,
Time is winnin' out instead.
Well, I heard it on the news,
They're selling everything they can.
And the American flag
Is manufactured in Japan.
They're fightin' battles in the stars,
They're pourin' billions into Mars.
And layin' right there at my feet,
There're people sleepin' in the street.
Give me room, room, room, room, room, room.
Well, I'm livin' on the farm,
Where chemistry has lost its charm.
And every dusty wind that blows,
Is burnin' big holes in my clothes.
They're burnin' big holes in the sky,
Makin' people wonder why
With all our land and sea and space,
Progress is wreckin' every place.
Give me room, room, room, room, room, room.
Well, if you want an assen-ell,
The government will wish you well,
And if you steal a million bucks,
The government will wish you luck.
And they might even give you more,
If you're makin' things for war.
But if you're poor and stealin' cars,
You'll spend your life behind the bars.
Give me room, room, room, room, room, room.
They're talkin' ethics on the hill,
They're talkin' union at the mill,
They're talkin' justice at the farm,
They're talkin' safety in the car.
They're talkin' murder in the states,
They're talkin' cash to get a fix.
They're talkin' virus in the bed,
I'm talkin' room to rest my head.
Give me room, room, room, room, room, room.
I need headroom,
Got to have headroom,
Some place to rest my head.

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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.


II.

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Tamar

I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.

The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,

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Homer

The Odyssey: Book 23

Euryclea now went upstairs laughing to tell her mistress that her
dear husband had come home. Her aged knees became young again and
her feet were nimble for joy as she went up to her mistress and bent
over her head to speak to her. "Wake up Penelope, my dear child,"
she exclaimed, "and see with your own eyes something that you have
been wanting this long time past. Ulysses has at last indeed come home
again, and has killed the suitors who were giving so much trouble in
his house, eating up his estate and ill-treating his son."
"My good nurse," answered Penelope, "you must be mad. The gods
sometimes send some very sensible people out of their minds, and
make foolish people become sensible. This is what they must have
been doing to you; for you always used to be a reasonable person.
Why should you thus mock me when I have trouble enough already-
talking such nonsense, and waking me up out of a sweet sleep that
had taken possession of my eyes and closed them? I have never slept so
soundly from the day my poor husband went to that city with the
ill-omened name. Go back again into the women's room; if it had been
any one else, who had woke me up to bring me such absurd news I should
have sent her away with a severe scolding. As it is, your age shall
protect you."
"My dear child," answered Euryclea, "I am not mocking you. It is
quite true as I tell you that Ulysses is come home again. He was the
stranger whom they all kept on treating so badly in the cloister.
Telemachus knew all the time that he was come back, but kept his
father's secret that he might have his revenge on all these wicked
people.
Then Penelope sprang up from her couch, threw her arms round
Euryclea, and wept for joy. "But my dear nurse," said she, "explain
this to me; if he has really come home as you say, how did he manage
to overcome the wicked suitors single handed, seeing what a number
of them there always were?"
"I was not there," answered Euryclea, "and do not know; I only heard
them groaning while they were being killed. We sat crouching and
huddled up in a corner of the women's room with the doors closed, till
your son came to fetch me because his father sent him. Then I found
Ulysses standing over the corpses that were lying on the ground all
round him, one on top of the other. You would have enjoyed it if you
could have seen him standing there all bespattered with blood and
filth, and looking just like a lion. But the corpses are now all piled
up in the gatehouse that is in the outer court, and Ulysses has lit
a great fire to purify the house with sulphur. He has sent me to
call you, so come with me that you may both be happy together after
all; for now at last the desire of your heart has been fulfilled; your
husband is come home to find both wife and son alive and well, and
to take his revenge in his own house on the suitors who behaved so
badly to him."
"'My dear nurse," said Penelope, "do not exult too confidently
over all this. You know how delighted every one would be to see
Ulysses come home- more particularly myself, and the son who has
been born to both of us; but what you tell me cannot be really true.

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Thurso’s Landing

I
The coast-road was being straightened and repaired again,
A group of men labored at the steep curve
Where it falls from the north to Mill Creek. They scattered and hid
Behind cut banks, except one blond young man
Who stooped over the rock and strolled away smiling
As if he shared a secret joke with the dynamite;
It waited until he had passed back of a boulder,
Then split its rock cage; a yellowish torrent
Of fragments rose up the air and the echoes bumped
From mountain to mountain. The men returned slowly
And took up their dropped tools, while a banner of dust
Waved over the gorge on the northwest wind, very high
Above the heads of the forest.
Some distance west of the road,
On the promontory above the triangle
Of glittering ocean that fills the gorge-mouth,
A woman and a lame man from the farm below
Had been watching, and turned to go down the hill. The young
woman looked back,
Widening her violet eyes under the shade of her hand. 'I think
they'll blast again in a minute.'
And the man: 'I wish they'd let the poor old road be. I don't
like improvements.' 'Why not?' 'They bring in the world;
We're well without it.' His lameness gave him some look of age
but he was young too; tall and thin-faced,
With a high wavering nose. 'Isn't he amusing,' she said, 'that
boy Rick Armstrong, the dynamite man,
How slowly he walks away after he lights the fuse. He loves to
show off. Reave likes him, too,'
She added; and they clambered down the path in the rock-face,
little dark specks
Between the great headland rock and the bright blue sea.

II
The road-workers had made their camp
North of this headland, where the sea-cliff was broken down and
sloped to a cove. The violet-eyed woman's husband,
Reave Thurso, rode down the slope to the camp in the gorgeous
autumn sundown, his hired man Johnny Luna
Riding behind him. The road-men had just quit work and four
or five were bathing in the purple surf-edge,
The others talked by the tents; blue smoke fragrant with food
and oak-wood drifted from the cabin stove-pipe
And slowly went fainting up the vast hill.
Thurso drew rein by
a group of men at a tent door
And frowned at them without speaking, square-shouldered and
heavy-jawed, too heavy with strength for so young a man,
He chose one of the men with his eyes. 'You're Danny Woodruff,

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Head Room

Ive never been kissed before
Its been on my list before
A flick of the wrist before would do
But when you get down to it
Its got a good sound to it
Dont meddle around with it
cos its far too wet to woo
When mummy and daddy play
They tell me to go away
But by hanging around
I can learn all the rules
Now I got the technique
Im away
Develop a taste for it
A time and a place for it
Although on the face of it, its a crime
Ive nibbled the cheese of it
The birds and the bees of it
Are weak at the knees
>from making honey
Every time
Im throwing my toys away
Im leaving the boys to play
With the boys
Gimme girls
And its time I was breaking away
Just gimme some head room
Just a little bitta head room
I need some leg room
Just a little bitta leg room
I see myself oh lord
I see a mess
Im making a meal of it
Im breaking the seal of it
Im getting the feel of what to do
Its got a good ring to it
Im getting a thing for it
And if theres a sting in it
Ill have met my waterloo
My mummy and daddy said
Youre liable to wind up dead
Oo, theyve been shooting me a line
Maybe it doesnt exist at all
Oo, Ive been towing the line
Now Im hook line and sinkered
Ive never been kissed before
Its been on my list before
A flick of the wrist before would do
But when you get down to it
Its got a good sound to it

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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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You Came

You Came

I remained before you came
After your arrival I remain also
Ballie bloomed before you came
Crow used to cawing at dawn
The barking dog used to embrace me
As soon as I reached to it
Some feature after your arrival
But amongst this something differ
What is that something?
I asked it to a street boy-
He replied, how can I answer-
This footpath was bedroom of my grand father
That was before 1947
Grand father could not sleep because of British mosquito
My father’s expression was same
He was destroyed due to Pakistani mosquito
And what’s about-
The mosquito grew up socking blood of me
Grand father and father- Will let me off?
But I have heard, If this government
May come for next term-
Government will give us mosquito curtain each.
In the previous periods none gave this commitment.
If really I get the mosquito curtain
Then, like my life
Answer of your `something’ will get.
--0--

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Small Talk

Its not the chapters he reads when youre feeling low down
Its not the touch of his skin when you kiss him goodnight
Its not the money he spends when you want to buy a daydream
And not that miracle smile that makes the sky bright
Its not the way his hands behave
When youve turned out the light
Its the small, small small talk that makes it all happen
Small, small small talk that makes you want to fly, yes it does
Its not the way he believes in you like a religion
Its not the thrill that you get when hes holding you tight
Its not the way his eyes persuade
You to stay the night
Its the small, small small talk that makes it all happen (just like that)
Small, small small talk that makes you feel like flying, yes it does
Information, heart and soul, a whisper, a word
Confessions that have to be heard
Small small talk
Come on now, come on now
Come on - you make it rock so heavenly
Come on now, come on now
Come on - you seem to talk so heavenly
Big words...
Small talk...
Its not the way his eyes persuade
You to stay the night
Its the small, small small talk that makes it all happen
Small, small small talk that makes you feel like flying, yes it does

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Small Town

Well I was born in a small town
And I live in a small town
Probly die in a small town
Oh, those small communities
All my friends are so small town
My parents live in the same small town
My job is so small town
Provides little opportunity
Educated in a small town
Taught the fear of jesus in a small town
Used to daydream in that small town
Another boring romantic thats me
But Ive seen it all in a small town
Had myself a ball in a small town
Married an l.a. doll and brought her to this small town
Now shes small town just like me
No I cannot forget where it is that I come from
I cannot forget the people who love me
Yeah, I can be myself here in this small town
And people let me be just what I want to be
Got nothing against a big town
Still hayseed enough to say
Look whos in the big town
But my bed is in a small town
Oh, and thats good enough for me
Well I was born in a small town
And I can breathe in a small town
Gonna die in this small town
And thats probly where theyll bury me

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George Meredith

The Nuptials Of Attila

I

Flat as to an eagle's eye,
Earth hung under Attila.
Sign for carnage gave he none.
In the peace of his disdain,
Sun and rain, and rain and sun,
Cherished men to wax again,
Crawl, and in their manner die.
On his people stood a frost.
Like the charger cut in stone,
Rearing stiff, the warrior host,
Which had life from him alone,
Craved the trumpet's eager note,
As the bridled earth the Spring.
Rusty was the trumpet's throat.
He let chief and prophet rave;
Venturous earth around him string
Threads of grass and slender rye,
Wave them, and untrampled wave.
O for the time when God did cry,
Eye and have, my Attila!

II

Scorn of conquest filled like sleep
Him that drank of havoc deep
When the Green Cat pawed the globe:
When the horsemen from his bow
Shot in sheaves and made the foe
Crimson fringes of a robe,
Trailed o'er towns and fields in woe;
When they streaked the rivers red,
When the saddle was the bed.
Attila, my Attila!

III

He breathed peace and pulled a flower.
Eye and have, my Attila!
This was the damsel Ildico,
Rich in bloom until that hour:
Shyer than the forest doe
Twinkling slim through branches green.
Yet the shyest shall be seen.
Make the bed for Attila!

IV

Seen of Attila, desired,

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Room Service

Im feelin low, no place to go
And Im a-thinking that Im gonna scream
Because a hotel all alone is not a
Rock and roll stars dream
But just when Im about to shut the light and go to bed
A lady calls and asks if Im too tired or if Im just to dead for
Room service, baby I could use a meal
Room service, you do what you feel
Room service, I take the pleasure with the pain
I cant say no
My planes delayed and Im afraid
Theyre gonna keep me waiting here till nine
Then a stewardess in a tight blue dress says
I got the time
But just as Im about to take my coat and get my fly
She says oh please, shes on her knees
And one more time before I leave I get some
Room service, baby I could use a meal
Room service, you do what you feel
Room service, I take the pleasure with the pain
I cant say no, no
In my home town, Im hangin round
With all the ladies treatin me real good
A sweet sixteen lookin hot and mean says
I wish you would
But just as Im about to tell her yes, I think I can
I see her dad, hes getting mad
All the time he knows that Im in need of
Room service, baby I could use a meal
Room service, you do what you feel
Room service, I take the pleasure with the pain
I cant say no
Room service, baby I could use a meal
Room service, you do what you feel
Room service, I take the pleasure with the pain
I cant say no, I cant say no
Room service, baby I could use a meal
Room service, you do what you feel
Room service, you take the pleasure with the pain
I cant say no
Room service, well maybe baby, room service

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Homer

The Odyssey: Book 19

Ulysses was left in the cloister, pondering on the means whereby
with Minerva's help he might be able to kill the suitors. Presently he
said to Telemachus, "Telemachus, we must get the armour together and
take it down inside. Make some excuse when the suitors ask you why you
have removed it. Say that you have taken it to be out of the way of
the smoke, inasmuch as it is no longer what it was when Ulysses went
away, but has become soiled and begrimed with soot. Add to this more
particularly that you are afraid Jove may set them on to quarrel
over their wine, and that they may do each other some harm which may
disgrace both banquet and wooing, for the sight of arms sometimes
tempts people to use them."
Telemachus approved of what his father had said, so he called
nurse Euryclea and said, "Nurse, shut the women up in their room,
while I take the armour that my father left behind him down into the
store room. No one looks after it now my father is gone, and it has
got all smirched with soot during my own boyhood. I want to take it
down where the smoke cannot reach it."
"I wish, child," answered Euryclea, "that you would take the
management of the house into your own hands altogether, and look after
all the property yourself. But who is to go with you and light you
to the store room? The maids would have so, but you would not let
them.
"The stranger," said Telemachus, "shall show me a light; when people
eat my bread they must earn it, no matter where they come from."
Euryclea did as she was told, and bolted the women inside their
room. Then Ulysses and his son made all haste to take the helmets,
shields, and spears inside; and Minerva went before them with a gold
lamp in her hand that shed a soft and brilliant radiance, whereon
Telemachus said, "Father, my eyes behold a great marvel: the walls,
with the rafters, crossbeams, and the supports on which they rest
are all aglow as with a flaming fire. Surely there is some god here
who has come down from heaven."
"Hush," answered Ulysses, "hold your peace and ask no questions, for
this is the manner of the gods. Get you to your bed, and leave me here
to talk with your mother and the maids. Your mother in her grief
will ask me all sorts of questions."
On this Telemachus went by torch-light to the other side of the
inner court, to the room in which he always slept. There he lay in his
bed till morning, while Ulysses was left in the cloister pondering
on the means whereby with Minerva's help he might be able to kill
the suitors.
Then Penelope came down from her room looking like Venus or Diana,
and they set her a seat inlaid with scrolls of silver and ivory near
the fire in her accustomed place. It had been made by Icmalius and had
a footstool all in one piece with the seat itself; and it was
covered with a thick fleece: on this she now sat, and the maids came
from the women's room to join her. They set about removing the
tables at which the wicked suitors had been dining, and took away
the bread that was left, with the cups from which they had drunk. They
emptied the embers out of the braziers, and heaped much wood upon them

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