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Dementia is not exclusively a problem of the developed world.

quote by Julie Bishop
Added by Lucian Velea
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I Fall in love with Dementia?

"I Fall in love with Dementia? "

…"It is very sad world
Those who fall in love with
'Dementia'

Without knowing the past medical record
I was unfortunate to fall in love with?

How will I ever divorce my sincere love?
Dementia she has no interest in me no more!
Totally lost taste in life?
Acting as a stranger in my life.

How do I forget my love?
And divorce my life from Dementia?
She was only my life when I ever met
Today I cry alone Dementia recognized me no more!

'I love you'
Seem no value by name Dementia to her
Was I not unfortunate to fall into loving nest?

Please tell his or her
I still love Dementia?
Till God part us apart between us.

It is not our mistake to fall in love with Dementia but
To search for clue myself how much actually I do
Love Dementia in life once beauties drive my lonely hearts.

Those who are in love with
Dementia please take care of
It inspire all nation beauty of Dementia
And will inspire with passion of love.

Neuropsychiatric Symptoms of Dementia
Activity of ritual five times a day contributes
Lose of memories bring into soul, mind and heart.

Practice of Ritual the Therapy of Biblical
Recitation of Holy Bible Quran help
Those who are righteous believer
In the name of Lord.

Behavioral and or Psychological symptom
Deteriorate Disease of any kind except death!
Wash away spiritually disease heal where it pain
Toward better health in human being life on earth.

[...] Read more

poem by Abdul Haye Amin
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Problems

Too many problems, oh why am I here?
I need to be me, cause youre all to clear
And I can see theres something wrong with you
Oh, what do you expect me to do?
At least I gotta know what I wanna be
Dont come to me if you need pity
Are you lonely, you got no-one
You got your body in suspension
Thats a problem, problem, problem
The problem is you
Eat your heart out on a plastic tray
You dont do what you want and you fade away
You work for me, youre working nine-to-five
Its too much fun of being alive
Im using my feet for my human machine
You work for me, living for the screen
Are you lonely, all needs catered
You got your brains dehydrated
Problem, problem, problem, the problem is you
Oh what what you gonna do, problem, problem
Problem, problem, problem, the problem is you
Well, what you gonna do with your problem
The problem is you, problem
I aint death trip, but I aint automatic
You work for me, just stay ecstatic
Dont you give me any orders
To people like me, there is no order
Bet you thought you had it all worked out
Bet you thought you knew what I was about
Bet you thought youd solved all your problems
But you are the problem
Problem, problem, problem, the problem is you
Oh, what you gonna do with your problem?
Ill leave it up to you, oh problem
The problem is you, you got a problem
Oh what you gonna do?
They know a doctor, gonna take you away
Thay take you away and they throw away the key
They dont want you and they dont want me
You got a problem the problem is you
Problem, well, what you gonna do?
Problem, have you got a problem?
Problem, well you got a problem
Problem (x17)

song performed by Megadeth
Added by Lucian Velea
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Exclusively Aloof

You dip in your evils.
While others choose to sneak,
On those who sleep.

You dip in your evils.
While others choose to sneak,
On those who sleep.

There are sneaks and evil people...
Creeping up on people.

But I find that I am,
Exclusively elusive.
And I find that I can be exclusively aloof.
Yes I find that I can be exclusively elusive,
Caring less I'm in the loop.
As you and other people,
Can choose those things you do.

You dip in your evils.
While others choose to sneak,
On those who sleep.

But I find that I am,
Exclusively elusive.
And I find that I can be exclusively aloof.
Caring less I'm in the loop.
As you and other people,
Can choose those things you do.

There are sneaks and evil people.
Creeping up on people.
And I find that I can be exclusively aloof.
Caring less I'm in the loop.
As you and other people,
Can choose those things you do.

Yes I find that I can be exclusively elusive,
And I find that I can be exclusively aloof.
Caring less I'm in the loop.
As you and other people,
Can choose those things you do.

You dip in your evils.
And I find that I am exclusively aloof.
Others creep on people.
Yet I find that I can be exclusively elusive,
Caring less I'm in the loop.
As you and other people,
Choose that what you do.

poem by Lawrence S. Pertillar
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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

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The Big Problem....

There is this BIG PROBLEM
WE decided not to talk about it
We think that that problem must solve itself
Auto-resolution

So day and night the problem stays there
Like a drunkard in the room
Vomiting
To every nook of the house
The house
That smells like fucking
Shit

But that problem is never considered a problem
There is a room for it to stay
And it can stay
It cannot consume us
It has no mouth and so it has no teeth
It has no tongue it cannot say a word
It stays there like a piece of art
And we begin to appreciate it
Like a piece of rock
Unchanged in the middle of the living room
We eat lunch there
They prepare nice dinners
We drink red wine
We munch chocolates
And sweet berries
The problem stays but it cannot nag us
Because we can pretend
That it is a brother
That we cannot junk but only love
And keep as part of the
Company

There is still this problem
And it did not solve itself
We live by this problem and this problem lives with us
Symbiosis

And so now
What is the problem? Is this a problem after all these years?
It is not anymore
We have learned that it is not a problem anymore
We die soon
And it shall perhaps disappear
Shall it weep over our departure?
That is its problem.

poem by Ric S. Bastasa
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Confessio Amantis. Prologus

Torpor, ebes sensus, scola parua labor minimusque
Causant quo minimus ipse minora canam:
Qua tamen Engisti lingua canit Insula Bruti
Anglica Carmente metra iuuante loquar.
Ossibus ergo carens que conterit ossa loquelis
Absit, et interpres stet procul oro malus.

Of hem that writen ous tofore
The bokes duelle, and we therfore
Ben tawht of that was write tho:
Forthi good is that we also
In oure tyme among ous hiere
Do wryte of newe som matiere,
Essampled of these olde wyse
So that it myhte in such a wyse,
Whan we ben dede and elleswhere,
Beleve to the worldes eere
In tyme comende after this.
Bot for men sein, and soth it is,
That who that al of wisdom writ
It dulleth ofte a mannes wit
To him that schal it aldai rede,
For thilke cause, if that ye rede,
I wolde go the middel weie
And wryte a bok betwen the tweie,
Somwhat of lust, somewhat of lore,
That of the lasse or of the more
Som man mai lyke of that I wryte:
And for that fewe men endite
In oure englissh, I thenke make
A bok for Engelondes sake,
The yer sextenthe of kyng Richard.
What schal befalle hierafterward
God wot, for now upon this tyde
Men se the world on every syde
In sondry wyse so diversed,
That it welnyh stant al reversed,
As forto speke of tyme ago.
The cause whi it changeth so
It needeth nought to specifie,
The thing so open is at ije
That every man it mai beholde:
And natheles be daies olde,
Whan that the bokes weren levere,
Wrytinge was beloved evere
Of hem that weren vertuous;
For hier in erthe amonges ous,
If noman write hou that it stode,
The pris of hem that weren goode

[...] Read more

poem by John Gower
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Problem Child

(roy orbison)
Roy orbison (sun, 1957)
Well my heartbeat is running wild
Because of you my problem child
Oh-oh baby, don't be running wild
Well cool off baby, don't be a problem child
Well don't you see this shakin' spree
Is bound to be the death of me
Oh baby, don't be running wild
Well cool off baby, don't be a problem child
Well my heartbeat is runnin' wild
Because of you my problem child
Oh baby, don't be running wild
Control yourself, don't be a problem child
Well don't you see this shakin' spree
Is bound to be the death of me
Oh baby, don't be running wild
Well cool off baby, don't be a problem child
Well then i'm gone, that's all she wrote
You'll sing this same song note for note
Oh baby, don't be running wild
Control yourself, you're a problem child
Ooh, problem child
Yeah, problem child
Well, problem child
Yeah, problem child
Oh baby,you're a problem child
Slow down girl, down
Slow down girl, down
Down girl, down
Slow down girl, down......

song performed by Roy Orbison
Added by Lucian Velea
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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

[...] Read more

poem by Wilfrid Scawen Blunt
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XI. Guido

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Bishop Blougram's Apology

No more wine? then we'll push back chairs and talk.
A final glass for me, though: cool, i' faith!
We ought to have our Abbey back, you see.
It's different, preaching in basilicas,
And doing duty in some masterpiece
Like this of brother Pugin's, bless his heart!
I doubt if they're half baked, those chalk rosettes,
Ciphers and stucco-twiddlings everywhere;
It's just like breathing in a lime-kiln: eh?
These hot long ceremonies of our church
Cost us a little—oh, they pay the price,
You take me—amply pay it! Now, we'll talk.

So, you despise me, Mr. Gigadibs.
No deprecation—nay, I beg you, sir!
Beside 't is our engagement: don't you know,
I promised, if you'd watch a dinner out,
We'd see truth dawn together?—truth that peeps
Over the glasses' edge when dinner's done,
And body gets its sop and holds its noise
And leaves soul free a little. Now's the time:
Truth's break of day! You do despise me then.
And if I say, "despise me"—never fear!
1 know you do not in a certain sense—
Not in my arm-chair, for example: here,
I well imagine you respect my place
(Status, entourage, worldly circumstance)
Quite to its value—very much indeed:
—Are up to the protesting eyes of you
In pride at being seated here for once—
You'll turn it to such capital account!
When somebody, through years and years to come,
Hints of the bishop—names me—that's enough:
"Blougram? I knew him"—(into it you slide)
"Dined with him once, a Corpus Christi Day,
All alone, we two; he's a clever man:
And after dinner—why, the wine you know—
Oh, there was wine, and good!—what with the wine . . .
'Faith, we began upon all sorts of talk!
He's no bad fellow, Blougram; he had seen
Something of mine he relished, some review:
He's quite above their humbug in his heart,
Half-said as much, indeed—the thing's his trade.
I warrant, Blougram's sceptical at times:
How otherwise? I liked him, I confess!"
Che che, my dear sir, as we say at Rome,
Don't you protest now! It's fair give and take;
You have had your turn and spoken your home-truths:
The hand's mine now, and here you follow suit.

[...] Read more

poem by Robert Browning from Men and Women (1855)
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The Dialogue: Time tested knowledge -Globilization is the ladder

Time –Ladder

My words of inspiration
Will always begin by time
They say time is money
I am thinking of time sitting with my best friend
Then I came to recognize that time is friend who is caring
He is sharing me with his past experiences about life
Hear is the beginning:
My friend: Do you see that we are now failing to do the things in the way that our past forefathers were doing
Me: Yes but why
My friend: This is because we are failing to use the time in a more sunssict manner
Me: what do you mean?
My friend: Have you noticed how naughty the pupils are during the class.
Me: yes
My friend: That is because they tend to take all of things that are being said by the lectures fro granted.
Me: Why is that happening
My: That is not only because the students do not looked to attend the lectures, but that is because they think they will be able to catch up the notes either on the book or on the internet.
Me: Oh yes, But not all of us who are having the similar abilities to grasp exactly what the lectures are saying, doesn’t that cause others to fail.

My friend: That affect everybody.

Me: How

My friend: Do you know what? Time is very important. Most of students – tends to blame the lectures when they have failed. The University is another level of education. There is no one who will push as in the high schools. You need to go and search the information for them.
Me: Besides that my friend: Most of lectures have experience. They have devoted their times in doing their studies. Besides that, most of lectures are very old. For us as the students it is very difficult to develop knowledge about something we have never seen. Do you ever red Ferranti – the sociolology book part about Industrial Revolutions?

Me: Do you mean that Industries evolutes in Europe that any other world?

My friend: That is good but can you think of how the Industrial Revolution tests our time-knowledge?

Me: I think of the time when the animals were being domesticated. I red that book from Diamond Larry. Those animals were then used as transport for goods. Two or three Horse carriages followed on one another. But they may have seen how heavy the goods are. They developed the wheels so that the weight is reduced. That was fine. However the roads were built because of too much bumps on the lands. They have therefore conquered the knowledge of making the trains. Note that the trains mimic the movement of horse carriages. Thereafter, everything followed. That includes cars, aero planes and even telegrams. What we are talking about today is time-distance friction – which means that our world is totally shrinking. That is literally because it does not refer to the actual shrinking of world. It refers to the time that we are now using to travel from one place to another. So you can see that what ever that is happening is traced from the past experience.
My friend: Wow my friend you have killed it? (We shack the hands)

Me: So we cannot only talk about the lectures but we can make our new statement of change.

My friend: Yes my friend you are clever, because you see that this world is changing. It is also said that in our modern societies some societies are failing to change because they are still stick to the superstitions of the past. In terms of culture do you think how can we change culture in the way that will be time- tested?

Me: I like when you say time –tested knowledge. Do you know what? If we can just switch off the knowledge and hysterical notes of writings about anything, including math, science and even culture there is no point to disagree that we shall not have developed in the way that the modern world development is taking place. I don’t like your term change and I suggest that you will use transform in the future. As you have had of how the industrial development was developed and then transformed. We need to study the ways in which the things were being done in the past in other to be able to transfer our modern word in a very smoothest way.

My friend: those words are now clear. You make me remember something. During the case of the ANC president Jackop Zuma. Well you know the rape case and -

Me: Can guess what you want to say. You are talking about the groups of women’s protection, who claimed that the girl did not cry or screamed because she was extremely terrified.

My friend: Yes and the judge said “that is not acceptable. A lady might otherwise have raped dead. No matter how terrifying the thing is, when we see something that terrifies us we tend to scream or be in the state of death. The statement that the women’s protection is trying raise has therefore no interaction in the universe”

Me: The judges are professionally trained; they are the people who are saying things based on the laws that were invented by based on the past experience. It does happen that Law is changed.But again I do not like to use the word change I will prefer to use the word transform. The transformations of laws are usually caused by the transformations of the modern societies. We are highly globalized and we have no point to oppose that. So in other to make the smooth transformation of our laws we need to see what was it cause and aims and what makes it fail to fit with the modern societies.

My friend: Yes you are speaking like lawyer now.

[...] Read more

poem by Mthokozisi Ntokozo Maphumulo
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No Problem

(r. palmer)
I think the two of us
Should visit paradise
Wed be so calm inside
Id be your alibi
I want to be the one
That shares in all your dreams
Always be there for you
To staisfy your needs
Thered be no problem - even if you just need someone to talk to
Ill be there to listen any time of day
Theres no problem you cant tell me about it
Oh baby I could make you happy more than any other man
Someone to rely on and
Care for you
I could keep you warm
Protect you from all harm
Id be right by your side
To keep you satisfied
No problem - even if you just need someone to talk to
Ill be there to listen any time of day
Thered be no problem if you tell me about it
Oh baby I could make you happy more than any other man
Someone to rely on and
Care for you girl
No problem
No problem
I think the two of us
Should visit paradise
Youd be so calm inside
Id be your alibi
You could get in my heart
And we could take a ride
We could go all the way
Or just to paradise
No problem
No problem
No problem
No problem

song performed by Robert Palmer
Added by Lucian Velea
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Problem Solver

If we stuck by the rules,
To ensure they're obeyed...
I can be,
A problem solver.
You can be,
A problem solver.
We could all be problem solvers,
If we got to be involved.

I can be,
A problem solver.
You can be,
A problem solver.
We could all be problem solvers,
If we got to be involved.

Troubles would diminish...
If we all got now involved.
Anguishing would disappear...
If it was not thought a job,
To be labored then be robbed!

Troubles would diminish...
If we all got now involved.
Anguishing would disappear...
If it was not thought a job,
To be labored then be robbed!

If we stuck by the rules,
To ensure they're obeyed...
Oh I can be,
A problem solver.
You can be,
A problem solver.
We could all be problem solvers,
If we got to be involved.

Troubles would diminish...
If we all got now involved.
Anguishing would disappear...
If it was not thought a job!
We could all be problem solvers,
If we got to be involved.

poem by Lawrence S. Pertillar
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Who Is The Real Problem?

i am the real problem
i Do not have anything to do with my Life, it has only lonelines as the real cause of its misery.

i am the real problem
i Have figured out the real issue
Of the problem and
it is not capable of exact
Definition,

That seemingly is a problem apparently
Appearing to me as life but there is
No life in it
The right to call it life
Cannot be true, this is just to be frank about it.

I refer to the expertise of sorceress
She put some aluminates in cinders
And she figures out the illuminated forms of my
Problem,

a snake is the illuminated form of my misery

There is a snake in my house
Or
could be in my office or could be in my world.

The real problem is i
Do not believe the sorceress
And I am left with nothing to do but figure out the real
Problem in my dreams

Planes taking off and exploding in mid air
Rivers rising flooding and making a town disappear
Bamboo poles with lots of coconut oil rubbed on its sides and I cannot climb
My way of jumping into murky rivers filled with goldfishes floating dead
A brook filled with feces and I am there swimming
A snake chasing me and I cannot run as fast as I can
and it bites me
And I

Wake up
profusely sweating and trembling

i get a glass of water and
ThankGod that everything is simply
a bad dream

The real problem really is,
On the other hand,
I waking up

[...] Read more

poem by Ric S. Bastasa
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What's In It For Me?

THE WORLD WHERE PEOPLE HAVE TIME FOR TWITTER AND FACEBOOK, BUT NONE FOR THEMSELVES OR OTHERS,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE HAVE A HUNDRED 'FRIENDS' ON FACEBOOK,
BUT NOT EVEN TEN IN REAL LIFE
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE EMOTE WITH EMOTICONS BUT NOT WITH THEIR FACES,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE PREFER TO WRITE 'LOL' RATHER THAN ACTUALLY LAUGHING OUT LOUD,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE LOVE THEIR COMPUTER MORE THAN THEIR FRIENDS,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE LIVE THEIR LIVES MORE ONLINE THAN OFF IT,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE CAN SPOT THE ERROR IN SOMEONE'S TYPING BUT CANNOT SPOT A TEAR IN A FRIEND'S EYE,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE CAN GROW ANY CROP ONLINE BUT CANNOT EVEN PICK UP A SPADE IN REAL LIFE,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE RELISH THE FOOD AT MCDONALDS AND DOMINOS, BUT CRIB OVER HOME COOKED FOOD,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE ARE READY TO KILL FOR A FEW SHREDS OF PAPER,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE KILL IN THE NAME OF RELIGION,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE A MAN IS READY TO KILL HIS BROTHER OVER PROPERTY AND MONEY,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE THE VALUE OF MONEY IS MORE THAN THE VALUE OF LIFE,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE LIVING A LIFE IS TOUGHER THAN KILLING A LIFE,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE IT'S EASIER TO EARN MONEY BY CHEATING THAN BY WORKING HONESTLY,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE THE VALUE OF A GIFT IS THROUGH ITS PRICE AND NOT ITS EMOTIONS,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE THE MEASURE OF A MAN IS THROUGH HIS CAR AND HOUSE RATHER THAN HIS CHARACTER,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE LOVE THEIR POSSESSIONS MORE THAN THEIR FRIENDS AND PARENTS,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE THINGS ARE LOVED AND PEOPLE ARE USED,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD WHERE PEOPLE DO ANYTHING FOR A BETTER PAY BUT NOTHING FOR A BETTER CONSCIENCE,
EVEN IF I WIN THIS WORLD WHAT'S IN IT FOR ME?
THE WORLD IS BAD AND I KNOW THAT BUT SILL IF I WIN THIS WORLD,
WHAT'S IN IT FOR ME?

poem by Deepak Hariharan
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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) .

Back to Contents

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poem by Nyein Way
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Quatrains Of Life

What has my youth been that I love it thus,
Sad youth, to all but one grown tedious,
Stale as the news which last week wearied us,
Or a tired actor's tale told to an empty house?

What did it bring me that I loved it, even
With joy before it and that dream of Heaven,
Boyhood's first rapture of requited bliss,
What did it give? What ever has it given?

'Let me recount the value of my days,
Call up each witness, mete out blame and praise,
Set life itself before me as it was,
And--for I love it--list to what it says.

Oh, I will judge it fairly. Each old pleasure
Shared with dead lips shall stand a separate treasure.
Each untold grief, which now seems lesser pain,
Shall here be weighed and argued of at leisure.

I will not mark mere follies. These would make
The count too large and in the telling take
More tears than I can spare from seemlier themes
To cure its laughter when my heart should ache.

Only the griefs which are essential things,
The bitter fruit which all experience brings;
Nor only of crossed pleasures, but the creed
Men learn who deal with nations and with kings.

All shall be counted fairly, griefs and joys,
Solely distinguishing 'twixt mirth and noise,
The thing which was and that which falsely seemed,
Pleasure and vanity, man's bliss and boy's.

So I shall learn the reason of my trust
In this poor life, these particles of dust
Made sentient for a little while with tears,
Till the great ``may--be'' ends for me in ``must.''

My childhood? Ah, my childhood! What of it
Stripped of all fancy, bare of all conceit?
Where is the infancy the poets sang?
Which was the true and which the counterfeit?

I see it now, alas, with eyes unsealed,
That age of innocence too well revealed.
The flowers I gathered--for I gathered flowers--
Were not more vain than I in that far field.

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poem by Wilfrid Scawen Blunt
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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My Problem Is You

To love and get away before the walls have arisen
Youve got to be free
But to go on attempting to break into the prison
Youd have to be me
I wait for the sun to rise over the mountain
I wait for your touch
I wait for your angels to carry me home
But I wait too much
Waiting for you
I have no problem telling right from wrong
Fiction from whats true
No problem telling the dream from the dawn
My problem is you
Waiting here for you
I wanted to live in the realm of the senses
Youve got to know how
And for some kinds of pleasure there are no defenses
I know that now
Our love is a crackling ladder of lightning
Our love is a fire
Our love is a wave moving deep in an ocean
Of need and desire
Waiting for you
I have no problem with this crooked world
I play the cards I drew
No problem with the changes life has hurled
My problem is you
Waiting here for you
I need your wonder and I need your light
I need your tender touch to heal the night
I need you laughing and I need you free
And I need to lock you away deep inside of me
Waiting for you
I have no problem telling right from wrong
The way some people do
I know exactly where these arms belong
My problem is you
Waiting here for you

song performed by Jackson Browne
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Melanie

Me-he-he-helanie
What can the problem be
Sweet me-he-he-he-helanie
Why wont you go out with me
She lived across the street on the fifteenth floor of the gilmore building
I saw her in the shower reaching for some soap
I knew she had to be the girl for me
And to think I probably never would have found her
If I hadnt bought that telescope
Oh, me-he-he-helanie
What can the problem be
Sweet me-he-he-he-helanie
Why wont you go out with me
I just cant understand it
Why wont you return my phone calls
Are you still mad I gave a mohawk to your cat
If youd just say the word
Im certain that our love would last forever and ever
Or are you too dumb to realize that
Me-he-he-helanie
What can the problem be
Sweet me-he-he-he-helanie
Why wont you go out with me
How can you ignore me when you know that I cant live without you
I have to go through your garbage just to learn more about you
Melanie, ooh
Oh sweet me-he-he-helanie
Why wont you go out with me
You werent impressed when I tattooed your name across my forehead
You wouldnt listen when I promised to be true
I couldnt stand it so I jumped out from the sixteenth story window
Right above you
Now I may be dead but I still love you
Me-he-he-helanie
What can the problem be
Sweet me-he-he-he-helanie
Why wont you go out with me
Me-he-he-helanie
What can the problem be
Sweet me-he-he-he-helanie
Why wont you go out with me
Im singin me-he-he-helanie
What can the problem be
Sweet, sweet me-he-he-he-helanie
Why wont you go out with me
Im singin me-he-he-helanie
What can the problem be
Sweet me-he-he-he-helanie
Why wont you go out with me
Im singin me-he-he-helanie

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song performed by Weird Al Yankovic
Added by Lucian Velea
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