And indeed this theme has been at the centre of all my research since 1943, both because of its intrinsic fascination and my conviction that a knowledge of sequences could contribute much to our understanding of living matter.
quote by Frederick Sanger
Added by Lucian Velea
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Related quotes
Fascination
Got to use her
Every time I feel fascination
I just cant stand still, Ive got to use her
Every time I think of what you pulled me through, dear
Fascination moves sweeping near me
Still I take ya
(fascination) fascination
(sure nuff) fascination
(takes a part of me) takes a part of me
(can a heart-beat) can a heart-beat
(live in a fever) live in a fever?
(raging inside of me? )
(fascination) fascination
(oh, yeah) oh yeah
(takes a part of me) takes a part of me
(I cant help it) I cant help it
(Ive got to use her) got to use her
(every time, ooh)
Fascination comes around
(ooh-oo-ooh)
(fascination) your soul is calling
Like when Im walking
Seems that everywhere I turn
I hope youre waiting for me
I know that people think
That Im a little crazy
Ohh, better sex is fun
I think I like fascination
Still, tick
(fascination) fascination
(sure nuff) ohh
(takes a part of me) come on, come on, come on, come on, come on
(can a heart-beat) can a heart-beat
(live in a fever) live in a fever?
(raging inside of me? ) raging inside of me
(fascination) fascination
(oh, yeah) oh yeah
(takes a part of me) come on, come on, come on, come on
(I cant help it) I cant help it
(Ive got to use her) got to
(every time, ooh)
Fascination comes around (ahhhh)
(ooh-oo-ooh)
(fascination) sure nuff
(sure nuff) takes a part of me
(takes a part of me) can a heart-beat
(can a heart-beat) live in a fever?
(live in a fever) raging
(raging inside of me? ) mmmm
Fascination
[...] Read more
song performed by David Bowie
Added by Lucian Velea
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The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
[...] Read more
poem by Sir Francis Bacon
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Self Is Grand Mother Of All!
Knowledge is mother of fear,
minion of mother,
Understands what is fear,
Knowledge of pain,
Knowledge of failure,
knowledge of action and reaction
and when grown up,
becomes minion of fears!
Soul in the growing body,
knowledge becomes mother of fear,
May be pain of a fall,
Or a bite of ants or wasps,
knowledge of things around us is mother of fear!
Knowledge of own capabilities and inabilities,
Knowledge of bondage and faults,
Old age and death,
knowledge of pain
strain,
failure or insult,
knowledge of fall is mother of all fears!
Body, mind and intelligence,
When glows with knowledge of world,
Every thought and action,
Orbits around unknown fear,
Spinning or rotating around axis of fear,
its cute pet name is carefullness!
Paradoxically,
Fear is mother of all Knowledge,
Fear of fall,
Makes one carefull on walk,
Fear of consequences,
Makes one to think right,
act right or walk straight,
Fear is mother of all Knowledge,
Takes one above the plane,
or takes one to man of knowledge,
Make one polite and flexible,
fear of death makes one to think of eternal,
Fear of law, may be law of land,
Law of divine or law of nature is mother of knowledge,
Everyone is comes with lesson,
Either to teach or to learn,
Every fear of consequences is mother of all Knowledge divine!
Fear of flaws of own,
or flaws in human laws is mother of all Knowledge!
[...] Read more
poem by Ramdas Bhandarkar
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Soccer Under 20
soccer teams close to pa
soccer teams cartoons
soccer teams england
soccer teams aurora co age 11
soccer teams for ren jacksonville fl
soccer teams for girls in atlanta
soccer teams for ren
soccer teams aurora co
soccer teams fo age 11
soccer teams from europe
soccer teams for toddlers
soccer teams from spain
soccer teams girls massachusetts
soccer teams in alberta
soccer teams for women in massachusetts
soccer teams for women n massachusetts
soccer teams for the facup 2007
soccer teams for toddlers in california
soccer teams from colombia and argentina
soccer teams for winfield
soccer teams games in sarasota florida
soccer teams hotels brescia
soccer teams for s in delaware
soccer teams in allen texas
soccer teams for undder 14s girls
soccer teams in 1987 varsity
soccer teams from mexico
soccer teams for s
soccer teams for youth in newark
soccer teams in clifton new jersey
soccer teams in chaicago
soccer teams in brazil
soccer teams in around chicago
soccer teams in cocoa
soccer teams in central america
soccer teams in chamblee georgia
soccer teams in chula vista
soccer teams in carrollton tx
soccer teams in canada
soccer teams in central valley
soccer teams in charlotte nc
soccer teams in athens greece
soccer teams in charlotte
soccer teams in chile
soccer teams in argintina
soccer teams in arizona
soccer teams in argentina and chile
soccer teams in argentina
soccer teams in concord mass
soccer teams in dundee il
[...] Read more
poem by Rwetewrt Erwtwer
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Fascination
Fascination
I want u
Fascination
I want u, I do
Fascination chamber lands on the round that kills
The art u hoped 2 mirror like
Leaves blood upon the sill
The dream u keep dreaming, is better than the life u lead
The papers run out a day and 13 hours, b4 the weed, its so high
Fascination
Still I want u
Fascination
Still I want u, I do
The head u thought was rolling, is now reason 2 b bored
The rapper that gave that head will thank his manager b4 the lord
And the headache that u moan about feels much better than the treatment would
The pills gonna leave a side effect
Thatll take another pill 2 correct
And the whole thing is leaving u feeling less than good
And u still high
...nation
Fascination
Fascination
Fascination
Do u mind if I just watch u shake it
Shake it {4x}
...nation
I want u
Fascination
I want u, I do
The most vital thing u thought
Is the epitome of doom
U can wake-up in cold sweat
Cause 1 of them is in ure room
Singin on the tele
Making more bucks than sense
So called king gives birth 2 so called ... prince
A breakups bitter taste
Still here when the love is gone
And the breaks u wish 4
Finally comes among in song
Working it out
Work, work, work, working it out
Fascination
song performed by Prince
Added by Lucian Velea
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You Can Contribute A Verse
Contribute a verse, contribute a verse,
Who can contribute a verse?
Contribute a verse, contribute a verse,
You can contribute a verse.
You may be an underpaid lab’rer,
Streetsweeper or overworked nurse,
A migrant without any papers,
But you can contribute a verse.
You left school at sixteen with no GCSEs?
Did you graduate from Oxford with a First?
Makes no diff’rence, not one bit, for you both are fully fit,
Well-equipped to lay before the world a verse.
You may have no notes in your wallet,
You may have no coins in your purse,
No shoes on your feet, no breakfast to eat,
But you can contribute a verse.
Are you feeling sad and lonely,
In the depths of misery?
Do you feel this Life we’re living
Is not worth the entrance fee?
Are you sure that things will not get any better?
Quite persuaded they will go from bad to worse?
No great problem, drama, crisis, doesn’t matter,
As long as you can come up with a verse.
And it’s possible you’ve heard that our days upon this earth
Are not many, are not many, precious few.
We have hardly enough time to take in all of the sights,
Or do the things that we would like to do.
For we’ve barely crawled out of the cradle,
Then they cart us away in a hearse.
So, in the meantime don’t be idle:
Be sure to contribute a verse!
27/9/06
poem by Denys E. W. Jones
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We Can Create A Modern International Community
And I wonder when Congress will allow public nationwide schools...
in the United States to set aside time for children again to pray?
To pray for, or quietly reflect on behalf of, their once great Nation!
To pray for their nation during this proclaimed danger time...
of struggle against the forces of evil dark international terrorism!
But in the White House lurks a dark soul of 100% fetus murder!
Barack against murder international terrorism with Pro-Abortion Record!
Like Pharaoh in the time of the birth of Moses, like King Harold at the birth of Jesus, killing innocent children based on state law is ok in America today!
Why? How can this be? On 9th of March 2008 Barack proclaimed “We were once were, we are no longer a Christian nation, at least not just....”
No Ten Commandments, No God’s law displayed in government buildings!
15th April 2009 Barack proclaimed “We can create a modern international community that is respectful that is secure that is prosperous....
(in an aside to himself) and like Baal Worshippers we will support propagate
State Policies funding killing innocent children against the will of the majority of Americans and I Barack will use tax payer dollars to kill innocent unborn! We will fill White House high office with Pro Abortion all! Yes We Can!
Darth Vader will create a universal New World Order!
And in the on going baby killing sweepstakes infant killer Obama selects: -
Pro-Abortion Sen. Joe Biden as Obama’s vice-presidential running mate. Pro-Abortion Rep. Rahm Emanuel as Obama’s White House Chief of Staff.
Pro-Abortion former Sen. Tom Daschle as Obama’s Health and Human Services Secretary.
Former NARAL legal director Dawn Johnsen to serve as a member of Obama’s Department of Justice Review Team. Next appointed Assistant Attorney General for the Office of the Legal Counsel.
Betta check Obama’s rap sheet Pro-Abortion Record, for the rest of his all star elite baby killing machine selections.
'President Barack Obama's Pro-Abortion Record: A Pro-Life Compilation
Washington, DC (LifeNews.com) - The following is a compilation of bill signings, speeches, appointments and other actions that President Barack Obama has engaged in that have promoted abortion before and during his presidency. While Obama has promised to reduce abortions and some of his supporters believe that will happen, this long list proves his only agenda is promoting more abortions.
During the presidential election, Obama selected pro-abortion Sen. Joe Biden as his vice-presidential running mate.
Post-Election / Pre-Inauguration
November 5,2008 - Obama selects pro-abortion Rep. Rahm Emanuel as his White House Chief of Staff. Emanuel has a 0% pro-life voting record according to National Right to Life.
November 19,2008 - Obama picks pro-abortion former Sen. Tom Daschle as his Health and Human Services Secretary. Daschle has a long pro-abortion voting record according to National Right to Life.
November 20,2008 - Obama chooses former NARAL legal director Dawn Johnsen to serve as a member of his Department of Justice Review Team. Later, he finalizes her appointment as the Assistant Attorney General for the Office of the Legal Counsel in the Obama administration.
November 24,2008 - Obama appoints Ellen Moran, the former director of the pro-abortion group Emily's List as his White House communications director. Emily's List only supports candidates who favored taxpayer funded abortions and opposed a partial-birth abortion ban.
November 24,2008 - Obama puts former Emily's List board member Melody Barnes in place as his director of the Domestic Policy Council.
November 30,2008 - Obama named pro-abortion Sen. Hillary Clinton as the Secretary of State. Clinton has an unblemished pro-abortion voting record and has supported making unlimited abortions an international right.
December 10,2008 - Obama selects pro-abortion former Clinton administration official Jeanne Lambrew to become the deputy director of the White House Office of Health Reform. Planned Parenthood is 'excited' about the selection.
[...] Read more
poem by Terence George Craddock
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Book I - Part 07 - The Infinity Of The Universe
Now learn of what remains! More keenly hear!
And for myself, my mind is not deceived
How dark it is: But the large hope of praise
Hath strook with pointed thyrsus through my heart;
On the same hour hath strook into my breast
Sweet love of the Muses, wherewith now instinct,
I wander afield, thriving in sturdy thought,
Through unpathed haunts of the Pierides,
Trodden by step of none before. I joy
To come on undefiled fountains there,
To drain them deep; I joy to pluck new flowers,
To seek for this my head a signal crown
From regions where the Muses never yet
Have garlanded the temples of a man:
First, since I teach concerning mighty things,
And go right on to loose from round the mind
The tightened coils of dread religion;
Next, since, concerning themes so dark, I frame
Songs so pellucid, touching all throughout
Even with the Muses' charm- which, as 'twould seem,
Is not without a reasonable ground:
But as physicians, when they seek to give
Young boys the nauseous wormwood, first do touch
The brim around the cup with the sweet juice
And yellow of the boney, in order that
The thoughtless age of boyhood be cajoled
As far as the lips, and meanwhile swallow down
The wormwood's bitter draught, and, though befooled
Be yet not merely duped, but rather thus
Grow strong again with recreated health:
So now I too (since this my doctrine seems
In general somewhat woeful unto those
Who've had it not in hand, and since the crowd
Starts back from it in horror) have desired
To expound our doctrine unto thee in song
Soft-speaking and Pierian, and, as 'twere,
To touch it with sweet honey of the Muse-
If by such method haply I might hold
The mind of thee upon these lines of ours,
Till thou see through the nature of all things,
And how exists the interwoven frame.
But since I've taught that bodies of matter, made
Completely solid, hither and thither fly
Forevermore unconquered through all time,
Now come, and whether to the sum of them
There be a limit or be none, for thee
Let us unfold; likewise what has been found
To be the wide inane, or room, or space
Wherein all things soever do go on,
[...] Read more
poem by Lucretius
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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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The Teacher Of Wisdom
From his childhood he had been as one filled with the perfect
knowledge of God, and even while he was yet but a lad many of the
saints, as well as certain holy women who dwelt in the free city of
his birth, had been stirred to much wonder by the grave wisdom of
his answers.
And when his parents had given him the robe and the ring of manhood
he kissed them, and left them and went out into the world, that he
might speak to the world about God. For there were at that time
many in the world who either knew not God at all, or had but an
incomplete knowledge of Him, or worshipped the false gods who dwell
in groves and have no care of their worshippers.
And he set his face to the sun and journeyed, walking without
sandals, as he had seen the saints walk, and carrying at his girdle
a leathern wallet and a little water-bottle of burnt clay.
And as he walked along the highway he was full of the joy that
comes from the perfect knowledge of God, and he sang praises unto
God without ceasing; and after a time he reached a strange land in
which there were many cities.
And he passed through eleven cities. And some of these cities were
in valleys, and others were by the banks of great rivers, and
others were set on hills. And in each city he found a disciple who
loved him and followed him, and a great multitude also of people
followed him from each city, and the knowledge of God spread in the
whole land, and many of the rulers were converted, and the priests
of the temples in which there were idols found that half of their
gain was gone, and when they beat upon their drums at noon none, or
but a few, came with peacocks and with offerings of flesh as had
been the custom of the land before his coming.
Yet the more the people followed him, and the greater the number of
his disciples, the greater became his sorrow. And he knew not why
his sorrow was so great. For he spake ever about God, and out of
the fulness of that perfect knowledge of God which God had Himself
given to him.
And one evening he passed out of the eleventh city, which was a
city of Armenia, and his disciples and a great crowd of people
followed after him; and he went up on to a mountain and sat down on
a rock that was on the mountain, and his disciples stood round him,
and the multitude knelt in the valley.
And he bowed his head on his hands and wept, and said to his Soul,
'Why is it that I am full of sorrow and fear, and that each of my
disciples is an enemy that walks in the noonday?' And his Soul
answered him and said, 'God filled thee with the perfect knowledge
of Himself, and thou hast given this knowledge away to others. The
[...] Read more
poem by Oscar Wilde
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Physical Fascination
Hi!
I got to go, get aboard attack a love jet
Heaven and back
My- my-my-my-my-my-my
And I got to find a power station with a beat
I cant take no conversation
My-my-my-my-my-my-my
Looking for the inspiration
All succumb to the physical fascination
All succumb to the physical fascination
Hi!
Shake shake it up, this love divine
Youre out of touch, babe
Im going out of my mind
My-my-my-my-my-my-mind
Talk to me! why dont you talk to me?
Cmon and use your body language
And have yourself a good time
My-my- my-my-my-my-my
And radiate your sweet temptation
All succumb to the physical fascination
All succumb to the physical fascination
And radiate your sweet temptation
All succumb to the physical fascination
All succumb to the physical fascination
I said: all succumb to the physical fascination
And all surrender to the physical fascination
Yea yea yea yea
song performed by Roxette
Added by Lucian Velea
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As A Matter Of Fact
Written by s. garrett & d. boyette
Blow daddy, aww, yeah
Here we are, standing at the hard line
We made it last this long
The two of us, together since the first time
And I believe our love is still strong
Seems love has a funny way
Well, it can come or go or it can choose to stay
But love says what it has to say
(chorus)
Matter of fact (ooh, as a matter of fact)
I love you (oh, as a matter of fact)
And I love that you love me back
As a matter of fact (ooh, as a matter, a matter)
Some said we wouldnt make it this far
But they dont talk no more (no more)
The love we share is precious as a big star
And what we haves what others hope for
Seems love has a funny way
Well, it can come or go or it can choose to stay
But love says what it has to say
(chorus)
Matter of fact (ooh, as a matter of fact)
I need you (oh, as a matter of fact)
And Im glad that you need me back
As a matter of fact (ooh, as a matter, a matter)
Mm, matter of fact, yeah (ooh as a matter of fact)
I want you (yeah, as a matter of fact)
And I cant tell you more than that
As a matter of fact, (ooh, as a matter) yeah (matter)
Aww, blow, daddy
Musical interlude
Yeah, yeah, yeah
Seems love has a funny way
Well, it can come and go or it can choose to stay
But love says what it has to say
(repeat chorus)
Matter of fact (ooh, as a matter of fact)
I love you (oh, as a matter of fact)
Yeah and I love that you love me back
As a matter of fact (ooh, as a matter of fact)
Ooh, ooh, baby
Matter of fact (ooh, as a matter of fact)
I need you (yeah, as a matter of fact)
And Im glad that you need me right back
As a matter of fact
(ooh, as a matter) yeah (a matter)
song performed by Natalie Cole
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The Holocaust Files & Other Theme Poems
Theme: Love Poems (various forms of love,10 poems only)
*any theme category may be extended upon reader interest and requests
A Family Blessing
Changing Scene
For Our Loved Ones
Look Across Time
Memory Of A Lover
My Love
Single Red Ribbon
Snowpowder
Song Of My Love
True Love
The Holocaust Files: (32 poems) are a work in process and this reference will be removed upon completion. This is a collection of holocaust related poems to give voice to the 12 million killed, tortured and enslaved by the SS during World War II. The Poles, Romani and Slavic victims who are sometimes overlooked in brief reviews or marginalized, will hopefully have a poem as their voice by the completion of this project. The poems will ease into and out of the full extent of this horror, to contrast kaleidoscopic images of the holocaust in tribute to the slaughtered, and may provide a differing overview of Nazi Ideology to address succinct examples of how and why in historical perspective. (Historical optional background notes, have been added below some poems to assist in this purpose.)
The cruelty of topic material in some of the main poems may shock or offend innocent readers. Looking up pictorial images of these events is not advised for children.
The poems should be read in the order listed below: -
A Vibrant Life 18.5.2010
Appeasement For Adolf Hitler 15&16.10.2010
Indomitable Will To Survive 12.7.2010
Holocaust Latvia Begins 30.5.2012
Nazi Death Squads Enter Eastern Europe 29.5.2012
SS Single Shot Executioners 28.5.2012
Legal Genocide Committed On Industrial Scale 16.10.2010
Stone Cross Prologue 85 87
Stone Cross 85 87
Hitler's Holocaust Product Of A Demonic Mind 1987
When Satanic Power Ruled A Third Reich 1987
Blind Neo-Nazi Nationalism Hitler's New World Order 1987
How Evil Regenerates Perpetuates 1987
Nazi Evolution Vile Carbon Monoxide Gas To Zyklon-B 1987
Indictment Against Entire Nations 1987
An Image Of The Beast Rules
Fallen Nation Transformation 1987
Cartoon Caricature Of The Master Race 17.5.2010
The SS Who Will You Kill 17.5.2010
Classic Dance Steps 17.2.1989
Peaked Cap; Skull-And-Crossbones Badge 17&18.3.2010
A Moral Civilized World 17.3.2010
The Death Of Adolf Hitler's Personal Physican 17.5.2010
Dagmar Topf A Defence Of Family Ovens 17&18.3.2010
Not To Be Written 7.5.2010
Struck Down With A Thunderbolt 20.4.2010
Love Has Rewards Worth Attaining 19.5.2010
SS Demons 15.12.2010
How Did You Kill Me?
They Did It All Before You 18.5.2010
'Angel Of Death' A Demonic Nazi Doctor 9.3.2011
Proclaiming Retrofit New World Order 9&10.3.2011
[...] Read more
poem by Terence George Craddock
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Conversation
Though nature weigh our talents, and dispense
To every man his modicum of sense,
And Conversation in its better part
May be esteem'd a gift, and not an art,
Yet much depends, as in the tiller’s toil,
On culture, and the sowing of the soil.
Words learn'd by rote a parrot may rehearse,
But talking is not always to converse;
Not more distinct from harmony divine,
The constant creaking of a country sign.
As alphabets in ivory employ,
Hour after hour, the yet unletter’d boy,
Sorting and puzzling with a deal of glee
Those seeds of science call’d his a b c;
So language in the mouths of the adult,
Witness its insignificant result,
Too often proves an implement of play,
A toy to sport with, and pass time away.
Collect at evening what the day brought forth,
Compress the sum into its solid worth,
And if it weigh the importance of a fly,
The scales are false, or algebra a lie.
Sacred interpreter of human thought,
How few respect or use thee as they ought!
But all shall give account of every wrong,
Who dare dishonour or defile the tongue;
Who prostitute it in the cause of vice,
Or sell their glory at a market-price;
Who vote for hire, or point it with lampoon,
The dear-bought placeman, and the cheap buffoon.
There is a prurience in the speech of some,
Wrath stays him, or else God would strike them dumb;
His wise forbearance has their end in view,
They fill their measure and receive their due.
The heathen lawgivers of ancient days,
Names almost worthy of a Christian’s praise,
Would drive them forth from the resort of men,
And shut up every satyr in his den.
Oh, come not ye near innocence and truth,
Ye worms that eat into the bud of youth!
Infectious as impure, your blighting power
Taints in its rudiments the promised flower;
Its odour perish’d, and its charming hue,
Thenceforth ‘tis hateful, for it smells of you.
Not e’en the vigorous and headlong rage
Of adolescence, or a firmer age,
Affords a plea allowable or just
For making speech the pamperer of lust;
But when the breath of age commits the fault,
‘Tis nauseous as the vapour of a vault.
[...] Read more
poem by William Cowper
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The Loves of the Angels
'Twas when the world was in its prime,
When the fresh stars had just begun
Their race of glory and young Time
Told his first birth-days by the sun;
When in the light of Nature's dawn
Rejoicing, men and angels met
On the high hill and sunny lawn,-
Ere sorrow came or Sin had drawn
'Twixt man and heaven her curtain yet!
When earth lay nearer to the skies
Than in these days of crime and woe,
And mortals saw without surprise
In the mid-air angelic eyes
Gazing upon this world below.
Alas! that Passion should profane
Even then the morning of the earth!
That, sadder still, the fatal stain
Should fall on hearts of heavenly birth-
And that from Woman's love should fall
So dark a stain, most sad of all!
One evening, in that primal hour,
On a hill's side where hung the ray
Of sunset brightening rill and bower,
Three noble youths conversing lay;
And, as they lookt from time to time
To the far sky where Daylight furled
His radiant wing, their brows sublime
Bespoke them of that distant world-
Spirits who once in brotherhood
Of faith and bliss near ALLA stood,
And o'er whose cheeks full oft had blown
The wind that breathes from ALLA'S throne,
Creatures of light such as still play,
Like motes in sunshine, round the Lord,
And thro' their infinite array
Transmit each moment, night and day,
The echo of His luminous word!
Of Heaven they spoke and, still more oft,
Of the bright eyes that charmed them thence;
Till yielding gradual to the soft
And balmy evening's influence-
The silent breathing of the flowers-
The melting light that beamed above,
As on their first, fond, erring hours,-
Each told the story of his love,
The history of that hour unblest,
When like a bird from its high nest
[...] Read more
poem by Thomas Moore
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The Task: Book VI. -- The Winter Walk at Noon
There is in souls a sympathy with sounds;
And as the mind is pitch’d the ear is pleased
With melting airs, or martial, brisk, or grave:
Some chord in unison with what we hear
Is touch’d within us, and the heart replies.
How soft the music of those village bells,
Falling at intervals upon the ear
In cadence sweet, now dying all away,
Now pealing loud again, and louder still,
Clear and sonorous, as the gale comes on!
With easy force it opens all the cells
Where Memory slept. Wherever I have heard
A kindred melody, the scene recurs,
And with it all its pleasures and its pains.
Such comprehensive views the spirit takes,
That in a few short moments I retrace
(As in a map the voyager his course)
The windings of my way through many years.
Short as in retrospect the journey seems,
It seem’d not always short; the rugged path,
And prospect oft so dreary and forlorn,
Moved many a sigh at its disheartening length.
Yet, feeling present evils, while the past
Faintly impress the mind, or not at all,
How readily we wish time spent revoked,
That we might try the ground again, where once
(Through inexperience, as we now perceive)
We miss’d that happiness we might have found!
Some friend is gone, perhaps his son’s best friend,
A father, whose authority, in show
When most severe, and mustering all its force,
Was but the graver countenance of love:
Whose favour, like the clouds of spring, might lower,
And utter now and then an awful voice,
But had a blessing in its darkest frown,
Threatening at once and nourishing the plant.
We loved, but not enough, the gentle hand
That rear’d us. At a thoughtless age, allured
By every gilded folly, we renounced
His sheltering side, and wilfully forewent
That converse, which we now in vain regret.
How gladly would the man recall to life
The boy’s neglected sire! a mother too,
That softer friend, perhaps more gladly still,
Might he demand them at the gates of death.
Sorrow has, since they went, subdued and tamed
The playful humour; he could now endure
(Himself grown sober in the vale of tears)
And feel a parent’s presence no restraint.
But not to understand a treasure’s worth
[...] Read more
poem by William Cowper
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Doesnt Really Matter
Doesnt really matter
Hmm, he-he
Oh, hey
Doesnt matter (it doesnt matter)
Doesnt matter at all
Doesnt matter what your friends are telling you
Doesnt matter what my familys saying too
It just matters that Im in love with you
It only matters that you love me too
It doesnt matter if they wont accept you
Im accepting of you and the things you do
Just as long as its you
Nobody but you, baby, baby
My love for you, unconditional love too
Gotta get up, get up
Get up, get up, get up and show you that it
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre in love with me
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre nutty-nutty-nutty for me
(youre so kind)
Just what I asked for, youre so loving and kind
(and youre mine)
And I cant believe youre mine
Doesnt matter if youre feeling insecure
Doesnt matter if youre feeling so unsure
Cause Ill take away the doubt within your heart
And show that my love will never hurt or harm
Doesnt matter what the pain we go through
Doesnt matter if the moneys gone too
Just as long as Im with you
Nobody but you, baby, baby
Youre love for me, unconditional I see
Gotta get up, get up
Get up, get up, get up and show you that it
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre in love with me
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre nutty-nutty-nutty for me
(youre so kind)
Just what I asked for, youre so loving and kind
(and youre mine)
[...] Read more
song performed by Janet Jackson
Added by Lucian Velea
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Matterings
'All I want' she said' is to matter.'
'All I want' said the scientist 'is
to understand matter'.
'The problem of life' the philosopher said
'is figuring out what matters'
'The secret' the muse said 'to life
is figuring out what is to matter more
and to learn what matters less
The Lover said
'All that matters to me
is matters of the heart
and I did not matter to him enough.'
'What does it mean to matter
is an world of billions;
what tracings and scratchings
on the globe
can be identified
as mine engraved? ' said the nihilist.
'What if I matter to me and no one else? '
said the Lonely One
'We could all decide that we all matter
to one another in our community
and that would make mattering matter.'
said the preacher.
'Ideas matter' Plato said
'and they are the only thing real.'
'But alas' the writer said
'imagining is the only matter that matters
and besides what does mattering mean? '
Einstein thought all that mattered lived inside
the daydream and the thought experiment.
'What matters' the man of action said
'depends entirely upon circumstance'
What matters' she said 'is empathy
more even than love because the latter
is only inward looking toward The One:
empathy alone looks out to others.
[...] Read more
poem by Lonnie Hicks
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Paradise Lost: Book 09
No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:
If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring
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poem by John Milton
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Book Seventh [Residence in London]
SIX changeful years have vanished since I first
Poured out (saluted by that quickening breeze
Which met me issuing from the City's walls)
A glad preamble to this Verse: I sang
Aloud, with fervour irresistible
Of short-lived transport, like a torrent bursting,
From a black thunder-cloud, down Scafell's side
To rush and disappear. But soon broke forth
(So willed the Muse) a less impetuous stream,
That flowed awhile with unabating strength,
Then stopped for years; not audible again
Before last primrose-time. Beloved Friend!
The assurance which then cheered some heavy thoughts
On thy departure to a foreign land
Has failed; too slowly moves the promised work.
Through the whole summer have I been at rest,
Partly from voluntary holiday,
And part through outward hindrance. But I heard,
After the hour of sunset yester-even,
Sitting within doors between light and dark,
A choir of redbreasts gathered somewhere near
My threshold,--minstrels from the distant woods
Sent in on Winter's service, to announce,
With preparation artful and benign,
That the rough lord had left the surly North
On his accustomed journey. The delight,
Due to this timely notice, unawares
Smote me, and, listening, I in whispers said,
'Ye heartsome Choristers, ye and I will be
Associates, and, unscared by blustering winds,
Will chant together.' Thereafter, as the shades
Of twilight deepened, going forth, I spied
A glow-worm underneath a dusky plume
Or canopy of yet unwithered fern,
Clear-shining, like a hermit's taper seen
Through a thick forest. Silence touched me here
No less than sound had done before; the child
Of Summer, lingering, shining, by herself,
The voiceless worm on the unfrequented hills,
Seemed sent on the same errand with the choir
Of Winter that had warbled at my door,
And the whole year breathed tenderness and love.
The last night's genial feeling overflowed
Upon this morning, and my favourite grove,
Tossing in sunshine its dark boughs aloft,
As if to make the strong wind visible,
Wakes in me agitations like its own,
A spirit friendly to the Poet's task,
Which we will now resume with lively hope,
[...] Read more
poem by William Wordsworth
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