The software patent problem is not limited to Mono. Software patents affect everyone writing software today.
quote by Miguel de Icaza
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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
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Eureka Rings A Bell
“Eureka! ” moments sometimes may result
from outright theft, with Graham Bell the worst
example. For he traveled to consult
the patent of Elisha Gray, the first
to find a way to speak by telephone,
and aided by a drunken patent clerk,
got credit for the patent which alone
should have been Gray’s, who did the major work
before the son of the professor Bernard Shaw
would use as Henry Higgins’ model stole
his great invention and used patent law
to take not part of credit but the whole.
Could it be that Archimedes, too,
stole from a competitor the math
enabling him to figure out what you
and I’ve been told he found out in his bath?
Marjorie Kehe reviews The Telephone Gambit, by Seth Shulman, in The Christian Science Monitor, January 9,2008:
How often does a detective story upend history? Probably about as often as a science and technology journalist pens a page-turner. But with this month's release of 'The Telephone Gambit' by Seth Shulman both these unlikely events are coming to pass at the same moment. This slender volume (252 pages, with notes and credits) is a work of nonfiction - although the strangeness of truth definitely overtakes fiction here as Shulman explains how he unraveled Alexander Graham Bell's claim to have invented the telephone. We may never be absolutely certain, but 'The Telephone Gambit' presents compelling evidence that Bell snuck a look at rival inventor Elisha Gray's patent application, stole a crucial element from it, and then lived an uncomfortable lie for the rest of his days. This is not the work of a muckraker. No one wanted to reach such a conclusion less than did Shulman, a longtime admirer of Bell's. But that's exactly why this book is such a good read. Shulman carefully spells out not only the steps he took to piece together his story, but also the reluctance he battled en route. Why would Bell - a man whose good character was noted by all who knew him - behave so dishonorably? How could he have stolen from a rival he had never met? And is it even possible that such a high-profile crime could have gone undetected for so long? The answers to these questions unspool neatly throughout Shulman's narrative but they read more like the stuff of thrillers than of the history of science. Figures in this real-life drama include (it would seem) an alcoholic patent clerk, some unscrupulous attorneys, and a beautiful young woman whom Bell yearned to marry. Shulman's first glimpse of the story came in 2004. He was enjoying a yearlong research fellowship at the Dibner Institute for the History of Science and Technology at the Massachusetts Institute of Technology. There, he was studying recently digitized reproductions of the private papers of Bell. Shulman was thrilled to be able to follow so close on the heels of his hero - yet puzzled by something he saw. Shulman knew the story of the invention of the telephone as well as anyone - or at least he thought he did. Alexander Graham Bell and Elisha Gray filed patent applications on the very same day in 1876. (Gray's was actually a 'caveat' - but it would have served the purpose of staking Gray's exclusive righ”The Telephone Gambit, ” by Seth Shulman in The Christian Science Monitor, January 0,2008: t to continue research in this area.) According to the official story, Bell filed a few hours earlier than Gray and so was awarded the patent. Then, the next month, he had the breakthrough moment we've all read about in the history books. (After spilling acid in his lab, Bell shouted, 'Watson, come here, I need you.' Watson, in another room, heard him through the device they were experimenting with and thus was born the telephone.) Or so we've always believed. But what troubled Shulman was that Bell's 'eureka moment' depended on an element that had been completely missing from Bell's research until only two days earlier. Then, this crucial link suddenly appeared in Bell's journal in a sketch remarkably similar to a drawing found in Gray's patent application. In the days just before this sketch appeared, Bell had not been working in his lab. On the contrary, he'd been in Washington, filing his patent claim. I won't spoil the fun (and it is fun) by explaining exactly how Shulman proceeded and what he discovered as he worked backward from that point. Bell, he ended up concluding, was a great innovator who had made much progress toward the telephone, but he is not its creator. Instead, it seems, he was a talented, decent man, who lived with guilt ever after being pressured into an unseemly act of theft. Shulman does a neat job of painting, in rapid brush strokes, a portrait of the thrilling era of innovation in which Bell lived and also of the interesting circumstances of his life. (His speech professor father was the real-life model for the Henry Higgins of George Bernard Shaw's 'Pygmalion.') Shulman also manages to lace his work with just enough technology to tell his story without losing the interest of any low-tech readers. As a result, 'The Telephone Gambit' succeeds splendidly as an edge-of-your- seat historical tale. Yet it also manages to go somewhere deeper, leaving readers with intriguing questions about the ways in which truth may remain undiscovered, even when lying open in plain sight.
© 2008 Gershon Hepner 1/16/08
poem by Gershon Hepner
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Truth and the Devil
The devil unstoppably took pride in salaciously writing; the book of
obnoxious caste-creed and venomously penalizing hatred,
The devil unstoppably took pride in acrimoniously writing; the book of
indiscriminate bloodshed and disastrously traumatizing ruthlessness,
The devil unstoppably took pride in vengefully writing; the book of
tyrannical devastation and lecherously bellicose orphaning,
The devil unstoppably took pride in fretfully writing; the book of
vindictive war and satanically criminal holocausts,
The devil unstoppably took pride in maliciously writing; the book of
coldblooded barbarism and manipulatively bizarre malice,
The devil unstoppably took pride in forlornly writing; the book of
worthless
ghosts and mortuaries brutally anointed with fresh blood,
T The devil unstoppably took pride in indigently writing; the book of
nonchalant spuriousness and fecklessly insipid meaninglessness,
The devil unstoppably took pride in torturously writing; the book of
ominous
animosity and hedonistically pugnacious illwill,
The devil unstoppably took pride in dictatorially writing; the book of
licentious bawdiness and insanely threadbare nothingness,
The devil unstoppably took pride in heinously writing; the book of
lascivious poverty and baselessly crippling uncertainty,
The devil unstoppably took pride in savagely writing; the book of
despicable
defeat and lethally ballistic atrociousness,
The devil unstoppably took pride in raunchily writing; the book of
dolorous
delinquency and insidiously slandering betrayal,
The devil unstoppably took pride in preposterously writing; the book of
scurrilous lunatism and barbarously incarcerating fiendishness,
The devil unstoppably took pride in frigidly writing; the book of
jejune
mockery and impudently castigating brazenness,
The devil unstoppably took pride in heartlessly writing; the book of
ghastly
bloodshed and indefatigably bombarding politics,
[...] Read more
poem by Nikhil Parekh
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What Smith Knew About Farming
There wasn't two purtier farms in the state
Than the couple of which I'm about to relate;--
Jinin' each other--belongin' to Brown,
And jest at the edge of a flourishin' town.
Brown was a man, as I understand,
That allus had handled a good 'eal o' land,
And was sharp as a tack in drivin' a trade--
For that's the way most of his money was made.
And all the grounds and the orchards about
His two pet farms was all tricked out
With poppies and posies
And sweet-smellin' rosies;
And hundreds o' kinds
Of all sorts o' vines,
To tickle the most horticultural minds
And little dwarf trees not as thick as your wrist
With ripe apples on 'em as big as your fist:
And peaches,--Siberian crabs and pears,
And quinces--Well! ANY fruit ANY tree bears;
And th purtiest stream--jest a-swimmin' with fish,
And--JEST O'MOST EVERYTHING HEART COULD WISH!
The purtiest orch'rds--I wish you could see
How purty they was, fer I know it 'ud be
A regular treat!--but I'll go ahead with
My story! A man by the name o' Smith--
(A bad name to rhyme,
But I reckon that I'm
Not goin' back on a Smith! nary time!)
'At hadn't a soul of kin nor kith,
And more money than he knowed what to do with,--
So he comes a-ridin' along one day,
And HE says to Brown, in his offhand way--
Who was trainin' some newfangled vines round a bay-
Winder--'Howdy-do--look-a-here--say:
W hat'll you take fer this property here?--
I'm talkin' o' leavin' the city this year,
And I want to be
Where the air is free,
And I'll BUY this place, if it ain't too dear!'--
Well--they grumbled and jawed aroun'--
'I don't like to part with the place,' says Brown;
'Well,' says Smith, a-jerkin' his head,
'That house yonder--bricks painted red--
Jest like this'n--a PURTIER VIEW--
Who is it owns it?' 'That's mine too,'
Says Brown, as he winked at a hole in his shoe,
'But I'll tell you right here jest what I KIN do:--
If you'll pay the figgers I'll sell IT to you.,'
Smith went over and looked at the place--
Badgered with Brown, and argied the case--
[...] Read more
poem by James Whitcomb Riley
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Monobloc Poetry
man sits
on mono bloc
facing a woman
standing beside
a mono bloc
chair, man looks over
the window
woman leaves
mono bloc chair
solo mono bloc
on a monologue
monochromatic
point of view of
a mono bloc
chair overlooking
a window without
sun
night rain
fog and dog howl
mono bloc chair
poem by Ric S. Bastasa
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Old Spense
You've seen his place, I reckon, friend?
'Twas rather kind ov tryin'.
The way he made the dollars fly,
Such gimcrack things a-buyin'--
He spent a big share ov a fortin'
On pesky things that went a snortin'
And hollerin' over all the fields,
And ploughin' ev'ry furrow;
We sort ov felt discouraged, for
Spense wusn't one to borrow;
An' wus--the old chap wouldn't lend
A cent's wuth to his dearest friend!
Good land! the neighbours seed to wunst
Them snortin', screamin' notions
Wus jest enough tew drown the yearth
In wrath, like roarin' oceans,
'An' guess'd the Lord would give old Spense
Blue fits for fightin' Pruvidence!'
Spense wus thet harden'd; when the yearth
Wus like a bak'd pertater;
Instead ov prayin' hard fur rain,
He fetched an irrigator.
'The wicked flourish like green bays!'
Sed folks for comfort in them days.
I will allow his place was grand
With not a stump upon it,
The loam wus jest as rich an' black
Es school ma'am's velvet bunnit;
But tho' he flourish'd, folks all know'd
What spiritooal ear-marks he show'd.
Spense had a notion in his mind,
Ef some poor human grapples
With pesky worms thet eat his vines,
An' spile his summer apples,
It don't seem enny kind ov sense
Tew call that 'cheekin' Pruvidence!'
An' ef a chap on Sabbath sees
A thunder cloud a-strayin'
Above his fresh cut clover an'
Gets down tew steddy prayin',
An' tries tew shew the Lord's mistake,
Instead ov tacklin' tew his rake,
He ain't got enny kind ov show
[...] Read more
poem by Isabella Valancy Crawford
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When I wasn't breathing
When I wasn’t blissfully snoring; I was still inexhaustibly writing a
cistern of stupendously rhapsodic and gloriously majestic Immortal Love
Poetry,
When I wasn’t unsurpassably fantasizing; I was still inexhaustibly
writing a
garden of ingeniously magical and miraculously mitigating Immortal Love
Poetry,
When I wasn’t superbly adventuring; I was still inexhaustibly writing
an
ocean of bountifully resplendent and timelessly undefeated Immortal
Love
Poetry,
When I wasn’t scrumptiously relishing; I was still inexhaustibly
writing a
playground of optimistically enlightening and unbelievably royal
Immortal
Love Poetry,
When I wasn’t limitlessly triumphing; I was still inexhaustibly writing
a
cascade of beautifully panoramic and effulgently liberating Immortal
Love
Poetry,
When I wasn’t pricelessly smiling; I was still inexhaustibly writing a
lantern of unendingly vibrant and inscrutably tantalizing Immortal Love
Poetry,
When I wasn’t gloriously partying; I was still inexhaustibly writing a
paradise of eternally vivacious and pristinely redolent Immortal Love
Poetry,
When I wasn’t unassailably inspiring; I was still inexhaustibly writing
a
festoon of incredulously ameliorating and perpetually compassionate
Immortal
Love Poetry,
When I wasn’t magnanimously feasting; I was still inexhaustibly writing
a
cocoon of symbiotically philanthropic and ubiquitously coalescing
Immortal
Love Poetry,
When I wasn’t ebulliently fornicating; I was still inexhaustibly
writing a
mist of wonderfully reinvigorating and blessedly burgeoning Immortal
[...] Read more
poem by Nikhil Parekh
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Linux Concept(.SVCPD)
Name: Standardize Version Compatible Package Deployment.
Goals: 1. Make All Software On Linux Compatible By A Version Standard.
a: By this if you name something name_x.x.x.(1) and something else of the same version will not conflict with it. Only the number in the brackets will be important for this standardisation. Allow the software creators, programmers, and designers to state what stage the software is in. Why because I believe good organisation will produce better coding. Not just clean code, but clean files that call upon that code.
b: The inner compatibility is important an key. Why are Linux competing against each other? Why is it not a joint effort in it's entirety? Now I'm not speaking of their design or how something works by itself but with other and completely different software. Now imagine for a second if you wanted something that wasn't on you current os (Operating System) , but was on another Linux. Wouldn't it be nice if you could install their package. Without having to rebuilding the source to a package, compiling natively, or having to worry about if it will conflict with any of your currently installed files.
Now the third part of the version number name_x.x.2.x Let it describe the hardware it will work with. Let this number be tested and proven before it is given and if it not let the number clarify what hardware it is for and state it hasn't been completely tested yet. Thus the alpha betas what ever you want call them. Now the second number let it define a controlled listing of bugs/errors. And
let the very first number describe the current version of the modification in code or design.
Next let us add another number x.x.x.x -x
To describe any unavoidable conflicts in detail and to keep a listing of them of files in a specific version type.
Another thing I want from this packaging software.
Is the ability to covert packages between different types.
And upon conversion to.SVCPD I want it automatically generate this version number. I want to it access a database and return a number that describes everything I listed above. I want the user to see what will work, what won't, and explanation why other then just an error code. Or a compiler code. We need to make Linux more user friendly. But not in the eye candy sort of way. But instead in the usability way. Make it to where you can almost install any software on Linux within reason. I want to make it where the design of an operating system is more important then the window environment.
And it is already happening for alot operating systems already have multiple window environments installed.
Another goal is to have the software packaged in.SVCPD to no matter what software environment it is installed it calls upon files from that environment and has a gui interface of that environment. And it not to be necessary to install a different environment for it.
poem by Ace Of Black Hearts
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Affirmations(2002-2004)
Today, I will get up before my alarm
Today, I won't close my eyes until dusk
Today, I will not get a speeding ticket
Today, I will count this day as a first
Today, I will enjoy the life that has been left to me
Today, I won't frown over the may-have-beens
Today, I won't cry over the should-have-beens
Today, I won't wonder about the could-have-beens
Today, I'll smile.......Today, I'll Laugh.... Today, I'll relax
Today, I won't feel alone because I don't see you
Today, I'll find something new that wasn't true of you
Today, I won't be afraid to look upon a new face
Today, I'll step up and take my place
Today, I won't think about what I've lost
Today, I'll look forward instead of behind
Today, I'll find some piece of mind
Today, I'll hope.... Today, I'll pray... Today, I'll believe
Today, I'll dream as if I always did
Today, I'll wish on a star the way I used to
Today, I'll reach for the heavens and sigh
Today, My heart will start to heal
Today, the biggest miracle is ME.
Today, Yesterday's problems ceased to be
Today, the rain has stopped and the sun has returned
Today, the breath of kindness is found in words
Today, I wonder.... Today, I am a child.
poem by Lillian B. Rose
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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.
[...] Read more
poem by Innocent Masina Nkhonyo
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Our strategy in dealing with patents in Mono is the same strategy that any other software developer would take. In the event of a patent claim, we will try to find prior art to the claim of the patent.
quote by Miguel de Icaza
Added by Lucian Velea
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Writing To
Writing to feel
Writing to heal
Writing to steal
Writing every emotion..
With such a white background.
It makes no sound
Even as the keys I pound.
Let my words have bite
Let from my words drip out meanings beyond meanings
Its something I try to be constantly be achieving.
Writing to feel
Writing to heal
Writing to steal
I want every heart and mind
Sucked in cause this is my world stage
No sense of the time.
Never to turn the page
Stuck in to a world oh so oh so fine
Writing to feel
Writing to heal
Writing to steal
Listen to her melody, as she sings.
Let chaos reign down from the skies
What will this day really bring?
Will the letter say good bye?
Will it mend everything?
Making everything better.
Destroying all the consequences
That exist in your world.
Welcome to the place I visit daily.
Inspirational maddness,
It attacks, attacks, and attacks.
With perfect sadness
I must let go once more.
And then the words hit the floor
Writing to feel
Writing to heal.
Writing to steal.
Becoming one with my soul.
Fighting for its one and only control.
Its mine, Its mine. Its mine.
In this reality it subsequently is not
A constant questioning of what?
Writing to feel
Writing to heal.
[...] Read more
poem by Ace Of Black Hearts
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I Am Music
Intro(timbaland):
Music-is what I live for
Music-is what Im here for
Music-is what I live for
Music-is what Im here for
Verse 1(timbaland):
Ill be with you on your way to work
When your car turns on youll probably hear me
You cant run youll come without me
Wanna deal cost you a hundred g
I am...i am
Chorus 1(beck):
Cause I am music
Im melodies and harmonies
Stereo and mono
Im the radio, the radio
I said I am the music
Im simply your beats
Tempos and drumrolls
Im in the radio the radio
Verse 2(static):
Ill meet you at a summer jam
Im with you p.m. or a.m.
I work out with you when youre at the gym
And when you clean the house Ill be in the den
Cause I am...........
Chorus 2(beck):
I am music
Melodies, harmonies
Mono, stereo song
I said I am the music
Simply your beats
Tempos, drumrolls, song
Verse 3(aaliyah):
You may find me at a shopping mall
Im not buying but Ill be for sale
Ill be your theme in one of your talent shows
You might even hear me at a resturaunt
Cause I am..............
Chorus 3(beck):
I am music
Melodies, harmonies
Mono, stereo song
Said I am music
Simply your beats
Tempos, drumrolls, song
Aaliyah
Oooohh
Yes I am
Heeey, heeey
[...] Read more
song performed by Aaliyah
Added by Lucian Velea
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They Know That They Don't Know
They know that they don't know!
And their opinions discloses the evidence.
Most of their knowledge has been obtained,
By innuendos and nonsense.
Leaving them exposed,
To an ignorance that shows.
They know that they don't know!
And any actions taken to comprehend...
Becomes entrapped by an inferiority,
Felt within them.
And that which escapes their understanding...
Is left out of their reach.
Although very close...
Are those answers they seek most.
But quick they fold their arms to their chests,
With stubborn hands to express...
Their choice not to hear,
What for them is best!
Declaring they wish not to listen...
Because facts distracts,
A consciousness they lack!
They know that they don't know.
But they want to gossip it.
They know that they don't know.
But they want to gossip it.
They know that they don't know.
But they want to gossip it...
And spread those rumors made to fit,
Those ears that are as limited!
They know that they don't know.
But they want to gossip it.
They know that they don't know.
But they want to gossip it.
They know that they don't know.
But they want to gossip it...
And spread those rumors made to fit,
Those ears that are as limited!
They know that they don't know,
With their minds closed.
They know that they don't know,
With their minds closed.
They know that they don't know,
With their minds closed.
And spread those rumors made to fit,
[...] Read more
poem by Lawrence S. Pertillar
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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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Opposites
The Half-Soled-Boots-With-Toecaps-Child
Walked out into the street
And splashed in all the pubbles till
She had such shocking feet
The Patent-Leather-Slipper-Child
Stayed quietly in the house
And sat upon the fender stool
As still as any mouse.
The Half-Soled-Boots-With-Toecaps-Child
Her hands were black as ink;
She would come running through the house
And begging for a drink.
The Patent-Leather-Slipper-Child
Her hands were white as snow;
She did not like to play around,
She only liked to sew.
The Half-Soled-Boots-With-Toecaps-Child
Lost hair ribbons galore;
She dropped them on the garden walks,
She dropped them on the floor.
The Patent-Leather-Slipper-Child
O thoughtful little girl!
She liked to walk quite soberly,
It kept her hair in curl.
The Half-Soled-Boots-With-Toecaps-Child
When she was glad or proud
Just flung her arms round Mother's neck
And kissed her very loud.
The Patent-Leather-Slipper-Child
Was shocked at such a sight,
She only offered you her cheek
At morning and at night.
O Half-Soled-Boots-With-Toecaps-Child
Your happy laughing face
Does like a scented Summer rose
Make sweet the dullest place.
O Patent-Leather-Slipper-Child
My dear, I'm well content
To have my daughter in my arms,
And not an ornament.
poem by Katherine Mansfield
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The Surgeon's Warning
The Doctor whispered to the Nurse
And the Surgeon knew what he said,
And he grew pale at the Doctor's tale
And trembled in his sick bed.
Now fetch me my brethren and fetch them with speed
The Surgeon affrighted said,
The Parson and the Undertaker,
Let them hasten or I shall be dead.
The Parson and the Undertaker
They hastily came complying,
And the Surgeon's Prentices ran up stairs
When they heard that their master was dying.
The Prentices all they entered the room
By one, by two, by three,
With a sly grin came Joseph in,
First of the company.
The Surgeon swore as they enter'd his door,
'Twas fearful his oaths to hear,--
Now send these scoundrels to the Devil,
For God's sake my brethren dear.
He foam'd at the mouth with the rage he felt
And he wrinkled his black eye-brow,
That rascal Joe would be at me I know,
But zounds let him spare me now.
Then out they sent the Prentices,
The fit it left him weak,
He look'd at his brothers with ghastly eyes,
And faintly struggled to speak.
All kinds of carcasses I have cut up,
And the judgment now must be--
But brothers I took care of you,
So pray take care of me!
I have made candles of infants fat
The Sextons have been my slaves,
I have bottled babes unborn, and dried
Hearts and livers from rifled graves.
And my Prentices now will surely come
And carve me bone from bone,
And I who have rifled the dead man's grave
Shall never have rest in my own.
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poem by Robert Southey
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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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Whos Been Writing On The Wall Again
Someone keeps on telling me how much he loves me so
Writes it on the wall outside so I will always know
Whos been writing on the wall again
Whos been writing on the wall again
Whos been writing on the wall again
Lori, I love you , lori, I love you
Evry evening I come home , its waiting there for me
Three little words, one little voice , someone I cant see
Whos been writing on the wall again
Whos been writing on the wall again
Whos been writing on the wall again
Lori , I love you , lori , I love you
Is he tall or is he small
I wonder what his game is
I wish hes write it on the wall
And tell me what his name is
I dont know if his hair is blonde or if his eyes are blue
But I know that when I meet him ,Im gonna love him too
Whos been writing on the wall again
Whos been writing on the wall again
Whos been writing on the wall again
Lori , I love you , lori , I love you
Is he tall or is he small
I wonder what his game is
I wish hed write it on the wall
And tell me what his name is
I dont know if his hair is blonde or if his eyes are blue
But I know that when meet him , Im gonna love him too
Whos been writing on the wall again
Whos been writing on the wall again
Whos been writing on the wall again
Lori , I love you , lori , I love you
Whos been writing on the wall again
Whos been writing on the wall again (fade)
song performed by Bee Gees
Added by Lucian Velea
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Something
I'm writing in hope for something with sweet melody,
A rhythm that can be felt,
A beauty that can be read.
With words flowing like water over rocks,
Steadily without fault or obstruction.
A liquid in its purest state.
I'm writing in hope for something with sweet remembrance,
Like the scent of falling rain,
Or the memorable sound of a mothers cooing voice.
Something so memorable,
The slightest reminder sends you back to the exact moment,
Replaying in unbroken pattern of mind.
I'm writing in hope for something spectacular to happen,
For my words to form a feeling so deep they hurt,
For each image to be as clear as these words on this paper.
I want you to feel what I feel,
A feeling of lonely discontent,
Sitting alone in my own my own world, writing away.
I am writing this in hope for something to stick with you,
A message or a meaning that I've hidden inside a syllable,
A voice of reason that you have kept from yourself,
Silenced with the voice of your shallow desires.
A dream that you once had forgotten,
Lost in the darkness of the night.
I am writing this in hope for something to be brought to light.
Maybe a buried thought that you wish you never had,
Or an inner conflict that you hadn't noticed but feel tearing apart your skin,
Even an aspiration you promised to live up to but left to die.
Something so lost in the world of your mind,
Swallowed by deep chasms of thought and memory.
I am writing this in hope of telling a story.
The story of a world that can only be imagined in a dark room,
Hidden from the world and apart from anything else.
The story of a broken heart of a shortened life,
The story of the silent cries of a lost soul reaching for sanity.
My own story, perhaps, or even yours, is this your story?
I am writing in hope of making your thoughts and feelings dance,
A slow and steady music in the background,
Propelling your eyes left to right and back again.
Following the steps of each word,
The flow off each line and stanza.
An endless waltz with the reader and the writer, will you dance with me?
I am writing in hope of making an impression on your mind,
[...] Read more
poem by Bethany Maxwell
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