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Providence School of Art students used to sneak into P Funk concerts.

quote by Bernie Worrell
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You're Not From Brighton

Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used, funk as we used to
You're not from Brighton
You're not from Brighton
You're not from Brighton
You're, you're, you're, you're
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Said check baby, check baby
Check baby, check said
Check baby, check baby
Check one two
Check baby, check baby
Check baby, check said
Check check baby
Check check one two
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two
Said check one two, check one two
Check one two, check one two

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song performed by Fatboy Slim
Added by Lucian Velea
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Rockafeller Skank

Intro
DJ: WBCN who's this?
Brad: Hey this is Brad (this is Brad this is)
DJ: Now uh who's your favorite artist, who
do you want to hear?
Brad: Well m my favorite artist right now is
Fatboy Slim, that guy kicks ass.
DJ: How tremendous is Fatboy Slim?
Brad: The band of the 90's, if you want to call
it a band because it's a one man name.
DJ: Wow...fatboy, and you want to hear that
new fatboy song?
Brad: Absolutely.
DJ: Which one?
Brad: The um funk soul brother check it out.
DJ: Sing it, I don't know which one.
Brad: Right about now, the funk soul brother
check it out now, the funk soul brother.
Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother, Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother, Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother, Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother, Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother, Right About Now
The Funk Soul Brother, Right About Now
'bout now
'bout now
'bout now
Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother, Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother, Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother, Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother
Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother, Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother
Right About Now
The Funk Soul Brother, Check It Out Now
The Funk Soul Brother, Right About Now

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song performed by Fatboy Slim
Added by Lucian Velea
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The Rockafeller Skank

Intro
Dj: wbcn whos this?
Brad: hey this is brad (this is brad this is)
Dj: now uh whos your favorite artist, who
Do you want to hear?
Brad: well m my favorite artist right now is
Fatboy slim, that guy kicks ass.
Dj: how tremendous is fatboy slim?
Brad: the band of the 90s, if you want to call
It a band because its a one man name.
Dj: wow...fatboy, and you want to hear that
New fatboy song?
Brad: absolutely.
Dj: which one?
Brad: the um funk soul brother check it out.
Dj: sing it, I dont know which one.
Brad: right about now, the funk soul brother
Check it out now, the funk soul brother.
Right about now
The funk soul brother, check it out now
The funk soul brother, right about now
The funk soul brother, check it out now
The funk soul brother, right about now
The funk soul brother, check it out now
The funk soul brother, right about now
The funk soul brother, check it out now
The funk soul brother, right about now
The funk soul brother, check it out now
The funk soul brother, right about now
The funk soul brother, right about now
bout now
bout now
bout now
Right about now
The funk soul brother, check it out now
The funk soul brother, right about now
The funk soul brother, check it out now
The funk soul brother, right about now
The funk soul brother, check it out now
The funk soul brother, right about now
The funk soul brother, check it out now
The funk soul brother
Right about now
The funk soul brother, check it out now
The funk soul brother, right about now
The funk soul brother, check it out now
The funk soul brother
Right about now
The funk soul brother, check it out now
The funk soul brother, right about now

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song performed by Fatboy Slim
Added by Lucian Velea
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

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poem by Innocent Masina Nkhonyo
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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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Sneak a Little Lick

Don't...just...
Fuzzy up and cuddle on a peach.
Or sneak up peeping,
When you should be eating!
Every single piece of it!

You can...
Leap up and down behind the scenes.
Screaming about your future,
And...
Destiny!

But don't...
Sneak a little lick,
Then leave.
Don't you,
Sneak a little lick,
Then leave!
Don't,
Sneak a little lick.
Sneak a little lick.
Sneak a little lick,
Then leave!

Leap up and down behind the scenes.
Screaming about your future,
And destiny!

If that's your wish...
To pick it up to ditch!
But,
Don't you...
Sneak a little lick,
Then leave.
Don't you,
Sneak a little lick,
Then leave!
Don't,
Sneak a little lick.
Sneak a little lick.
Sneak a little lick,
Then leave!

Don't...just...
Fuzzy up and cuddle on a peach.
Or sneak up peeping,
When you should be eating!

Don't you...
Sneak a little lick,

[...] Read more

poem by Lawrence S. Pertillar
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Buick Mackane

Buick, Buick Mackane will ya,
Buick Mackane will ya be my girl?
Oh, be my girl
Rainy lady
Queen of the rock will ya
Queen of the rock will ya help me roll?
Help me roll.
Spoken: 'See my soul'
Sire, Sire,
you're just a sexual goddess
you're just a sexual goddess
Be my brain in,
Oh, in the rain
Buick, Buick Mackane will ya,
Buick Mackane will ya be my girl?
Oh, be my girl
I don't know what to do
I'm gonna
funk, funk, funk, funk you
funk You, I said
I don't know what to do
I'm gonna
funk, funk, funk, funk you
funk You, I said
I don't know what to do
I'm gonna
Funk, funk, funk, funk You, funk You

song performed by Guns N' Roses
Added by Lucian Velea
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Renegades Of Funk

No matter how hard you try, you cant stop us now
No matter how hard you try, you cant stop us now
Since the prehistoric ages and the days of ancient greece
Right down through the middle ages
Planet earth kept going through changes
And then no renaissance came, and times continued to change
Nothing stayed the same, but there were always renegades
Like chief sitting bull, tom paine
Dr. martin luther king, malcom x
They were renegades of their time and age
So many renegades
Were the renegades of funk
Were the renegades of funk
Were the renegades of funk
Were the renegades of funk
From a different solar system many many galaxies away
We are the force of another creation
A new musical revelation
And were on this musical mission to help the others listen
And groove from land to land singin electronic chants like
Zulu nation
Revelations
Destroy our nations
Destroy our nations
Destroy our nations
Destroy our nations
Destroy our nations
Destroy our nations
Now renegades are the people with their own philosophies
They change the course of history
Everyday people like you and me
Were the renegades were the people
With our own philosophies
We change the course of history
Everyday people like you and me
Cmon
Were the renegades of funk
Were the renegades of funk
Were the renegades of funk
Were the renegades of funk
Poppin, sockin, rockin puttin a side of hip-hop
Because where were goin there aint no stoppin
Poppin, sockin, puttin a side of hip-hop
Because where were goin there aint no stoppin
Poppin, sockin, rockin puttin a side of hip-hop
cause were poppin, sockin, rockin puttin a side of hip-hop
Poppin, sockin, rockin puttin a side of hip-hop
Were the renegades of funk
Were the renegades of funk
Were the renegades of funk

[...] Read more

song performed by Rage Against The Machine
Added by Lucian Velea
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Slam Dunk The Funk

Slam Dunk The Funk
Five
(5ive)
Five bad boys with the power to rock you
Blowing your mind so you gotta get into
Five, whatcha waiting four if you wanna
Three (three)
Two (two)
One let's do it
Do you wanna get freaky
when the five of us make one
You gotta push the good vibe on
If you really wanna feel it
Got da flava in my song
But I really need to know
Do you wanna get down
Do you wanna get funky
Do you wanna get down
Get on down
[Chorus:]
Slam dunk da funk, put it up
(If you got that feeling)
Slam dunk da funk, put it up
(If you got that feeling)
Slam dunk da funk, put it up
(If you got that feeling)
Slam dunk da funk
(put it up)
You gotta shoot, pass, slam baby time to set it off
I'll be up, up away, above the rim and hook a shot
Ally oop, baby, whoop, there it is and now I gotcha
Three seconds left, it's just enuff for me to rock ya
Now check it, how I flip it rock a beat 'cause
I get with it and everybody wants to be the man
with a hey, yippee yo yippee four quarter slam
everybody grab a party and just get on down
Do you wanna get down
Do you wanna get funky
Do you wanna get down
Get on down
[Chorus:]
Slam dunk da funk, put it up
(If you got that feeling)
Slam dunk da funk, put it up
(If you got that feeling)
Slam dunk da funk, put it up
(If you got that feeling)
Slam dunk da funk
(put it up)
You wanna know what hits you like a fork lift truck

[...] Read more

song performed by Five
Added by Lucian Velea
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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
end of world video
end of world war 1 effects
end of world vision
end of world songs
end of world war 2
end of world war 1
end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
end of world war iii
end of wrestling match signal
end of worlds
end of worldwar 2
end of world war i
end of world war two
end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
end of world war two date
end of wow
end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
end of ww1 treaty of vers
end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

[...] Read more

poem by Rwetewrt Erwtwer
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Stop Funk'n With My Head

Muir-Trujillo-Dunn
Hey hey hey somebody's always funk'n with your head
No matter where you go you know you just can't stop people
from funk'n with your head
I was hanging around wasn't making no sound then you
come on down but you say that thing to me
With your runny nose and your out-of-date clothes and you still are
playing with G.I. Joes so stay away from me
Chorus:
So why you fu why you fu fu funk'n why you funk'n with my head
Hey hey hey somebody's always funk'n with my head
No matter where I go I know
I just can't stop people from funk'n with my head
You got your attitude and you're getting crude and you're
thinking you're rude
But you just ain't got she with me
And you ain't got a clue and you smell like pu and you can't even
Walk with your size 20 shoes so step away from me
Chorus
Funk it up
Can't you hear what I just said stop that funk'n with my head
Hey hey hey somebody's always funk'n with my head
No matter where I go I know
I just can't stop people from funk'n with my head
Hey hey hey hey hey hey hey watch the funk'n with my head
Don't matter what you know don't matter what you show doesn't matter
Where you come or where you're gonna go when you're funk'n with my head
Chorus

song performed by Infectious Grooves
Added by Lucian Velea
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One Two, One Two

[kool keith]
One two one two, one two one two
One two one two, one two one two!
One two one two, one two one two!
I just step and i rap rap
Move and you clap clap
Dance and wiggle, and little feets go tap tap
Over and switch switch, change my pitch pitch
You can get down down, rock with my sound sound
As i rock freak a rhyme, blow up the town town
Mc's in the back, double trouble can learn learn
As i start to burn burn, mc's wait your turn turn
Look at me black black, don't come to me wack wack
I chew em like gum, eat your crew like a snack pack
Walk and i flex flex, check and i stop stop
Beat em on down down, suckers i rock rock
Cling on, swing on, walk and you step step
Pick up your pep pep, build up my rep rep
Move and get smacked smacked, i'm tellin you black black
I told you again, i'm clockin fat knots
("i'm the freaker, the one who freaks the funk" -- cypress hill)
One two one two, one two one two
One two one two, one two one two
("i'm the freaker, the one who freaks the funk")
One two one two, one two one two
Continue i flow flow, not stiff and i blow blow
X'll get raw raw, and travel on tour tour
Mc's they get crushed crushed, stomped in the dust dust
Mack-10 tec, every rhyme goes bust bust
Out on the west west, facing your chest chest
Let me go rock rock, people just clock clock
Girls they wet, damp panties and jock jock
Move and i swing swing, to riker's and sing-sing
Knock on your brain, picture bell go ding ding
Mc's that flow flow, i think they all so-so
Like g.i., g.i., kiddie toy named joe joe
Rappers are doodoo doodoo, deep as a voodoo voodoo
Come and don't play play, watch what i say say
Pick up your mic, i'm clockin fat knots
("i'm the freaker, the one who freaks the funk")
One two one two, one two one two
One two one two, one two one two
X'll get wreck wreck, breakin your neck neck
Your brain is the seed, like a bird i go peck peck
Don't call me no jeff-jeff, keith no sweat sweat
You can be dog dog, cat and my pet pet
As i go woo woo, yo b i'm so smooth smooth
Rhymin like wild bill, strong and i feel feel
Suckers ain't jack jack, jumpin on zapp zapp
Thinkin they funk funk, soft and they punk punk

[...] Read more

song performed by Ultramagnetic Mc's
Added by Lucian Velea
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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

[...] Read more

poem by Samuel Butler
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Funk

When your marrer bone seems 'oller,
And you're glad you ain't no taller,
And you're all a-shakin' like you 'ad the chills;
When your skin creeps like a pullet's,
And you're duckin' all the bullets,
And you're green as gorgonzola round the gills;
When your legs seem made of jelly,
And you're squeamish in the belly,
And you want to turn about and do a bunk:
For Gawd's sake, kid, don't show it!
Don't let your mateys know it --
You're just sufferin' from funk, funk, funk.

Of course there's no denyin'
That it ain't so easy tryin'
To grin and grip your rifle by the butt,
When the 'ole world rips asunder,
And you sees yer pal go under,
As a bunch of shrapnel sprays 'im on the nut;
I admit it's 'ard contrivin'
When you 'ears the shells arrivin',
To discover you're a bloomin' bit o' spunk;
But, my lad, you've got to do it,
And your God will see you through it,
For wot 'E 'ates is funk, funk, funk.

So stand up, son; look gritty,
And just 'um a lively ditty,
And only be afraid to be afraid;
Just 'old yer rifle steady,
And 'ave yer bay'nit ready,
For that's the way good soldier-men is made.
And if you 'as to die,
As it sometimes 'appens, why,
Far better die a 'ero than a skunk;
A-doin' of yer bit,
And so -- to 'ell with it,
There ain't no bloomin' funk, funk, funk.

poem by Robert William Service
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Burn The School Down

She said
I lost my best friend last week at school
He got shot
Someone thought that he was part of something that
He was not
Now I'm watching all the cheerleaders show just how sad they are
When my friend used to come 'round
They used to laugh and egg his car
Now I'm gonna do my part as a concerned citizen
I think we should burn the school down
And start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
Education for the nation
Kids retaliate on each station
Expectation, violation
Pressure increased in each generation
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
'Cause now what I want to know
Will the eyes inside the back of your mind let it go?
Now all I want to know
Will the eyes inside the back of your mind let it go?
She says
I want to feel more comfort in my own skin
But everyone around me makes me feel like
I'm worth less than them
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
'Cause now what I want to know

[...] Read more

song performed by Zebrahead
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

[...] Read more

poem by Talile Ali
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Domino College

By: jimmy buffett, dan fogelberg
1986
Found myself a matchbook
Beside some hotel bed
Opened it up and looked inside
And this is what it said
Chorus:
Get on back to school
Domino college, back to school
Boneyard full of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back to school, going back, back to school)
Fly down to miami
Get yourself a boat
Fill it full of suntan oil
And rent yourself a goat
Aint no registration
Aint no student loan
You may not learn to read or write
But you will surely learn to roll dem bones
Chorus:
Get on back to school
Domino college, back to school
Boneyard full of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back to school, going back, back to school)
They dont rap your knuckles
If you cut the class
They just track you through the jungle boy
Then they kick your ass
Its a different kind of domino theory
They teach you down in butler town
If you lose you buy the booze
And then the student body all falls down
Chorus:
They cant get back to school
Domino college, back to school
Fountain of knowledge
W-w-w-orking vacation in a third world nation
Back to school (going back, back to school)
Get on back
Make your parents hate you
Be a big disgrace
Act just like a domino
And fall on your face
Chorus:
You cant get back to school
Domino college, back to school
Fountain of knowledge
There aint no graduation from this kind of education

[...] Read more

song performed by Jimmy Buffett
Added by Lucian Velea
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Poppa Large

I get in shape and do my physical fitness
Your head's numb, so your brains a miss this
Pick 'em up, eat 'em up, pick 'em up, beat 'em up
Pick 'em up pimplehead, pick 'em up picky
I roll wit globs and i come real sticky
Ripping the mic, i plug it up in your ears
Crazed and brewer. i'm coming out like beers
Like rheingold, miller, coors, and buds
I'm a eat 'em wit popcorn and treat 'em like suds you duds
Coming out the wick wack, wicky, wickable wack
Black jack, that's a fact, writing exact behind your back
The funk rhyme to master, blaster
Kicking up in a brainstorm, rainstorm
Rap storm, rap form
Rap time, rap rhyme
Rap class, i'm here to fail and to pass
To continue, from the more, hype tip
I roll and rock, rock and roll
Jazz and pop, rhythm and blues
Dance and fusion, pain confusion
Look at the lights, what a night on the town
I'm poppa large, big shot on the east coast(4x)
Now i'm back to funk, freak the funk
Hype the funk, swipe the funk and all that junk
I get busy on 'em, communicate wit the world
Man, woman, a baby boy and a girl
Poppa large looking out the pawn shop
Taking stroud while your face and arms drop
Stop, look, learn to read, learn to write
Learn to talk, learn to walk
And watch your step though, i'm hype and ripe though
Kleptomaniac, my rhyme is psycho
A ricky ricardo, a guy lombardo
Sporting a ragtop, an el dorado
Step into hollywood, i'm screening the boulevards
The rhymes is gain type, i'm ready to pull it's card
Jack or ace, king or queen, call me the deuce
I'm pouring la juice
Hitting the top, feeling the rim
Getting a trim, i never rhyme like them
On and on, on and on, on and on
Until the break of dawn
I go overtime, rock the mic in nighttime
Daytime, switching off to primetime
Specifically, strolling back in the west time
Rock the funk wit the mic in the east rhyme
Hype and dope, hype the frame, the mic is smoking
Yo, i ain't joking
Rhyme to kill, rhyme to murder, rhyme to stomp
Rhyme to ill, rhyme to romp

[...] Read more

song performed by Ultramagnetic Mc's
Added by Lucian Velea
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In The Art Class

I look around this joyful room,
Amongst the peaceful teens
This is perhaps the only class
Where students are not machines

In the art class they’ll smile
In the art class they’ll yell
In the art class they‘ll be kind
And not raise a hell

Many teachers wonder why this is so
Many teachers wonder where the secret lies
The secret to peaceful teens, which enjoy their work
The secret to the students without depressed cries

The students wonder how they could not get it
How they could not understand
How the teachers don’t realise
That in the art room there are no demands

In the maths class there are complications
In the English room there is language
But in the art room there is only creativity
It is that which students which to salvage

The art teacher is simple and kind
The art teacher doesn’t lecture or scream
The art teacher doesn’t force them to be equal
And make a most horrendous scene

No, in the art class they are not equal
But the differences they admire
They have a writer, a painter and a sculptor
And they have freedom to aspire

Freedom is what the students wish
The students wish to be treated like people
In the art class they are treated as such
In other classes they are believed incapable

The students will always be at peace in the art room
There will be no fights, no pain, and no scorn
The other teachers will wonder what the secret is
But their attempts to find out will always be forlorn

poem by Lenore Lee
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A School Is So Not Cool

School Is Not So Cool

School, School, School,
A school is not cool
We're here 5 days a week
8 hours a day.
School, School, School,
A school is not cool.
People laugh when we fall
we just have to make a call.
School, School, School
A school is not cool.
We have to work hard to get good grades
I'm not going to do it no more
I do it every day.
We can’t go on the grass
We can’t bother another class
We can’t save spots at lunch
We have to go as a bunch.
We have 3 minutes in the hall
I'm always late what a ball.
We have to pay attention
if not we get detention.
School, School, School,
A school is not cool.
They have too many rules
they play us as fools
if we get A's
the parents jump Hip Hip Hooray.
If we get F's
we tell them we need to take a rest.
We always have homework
we never have class work
they have to many rules
they need to take it cool.
School, School, School,
A school is so not cool!

poem by Fahed Sharaf
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