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The Commission has five commissioners from each side, plus three alternates, so all together sixteen members, people who are independent from the two governments, who have a lot of integrity, professional competence, and who have credibility in their respective countries.

quote by Jose Ramos Horta
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Christeen Sixteen

She's got me dizzy, she sees me through to the end
She's got me in her hands and there's no use in pretending
Christine sixteen, Christine sixteen
She drives me crazy, I want to give her all I've got
And she's hot every day and night, there is no doubt about it
Christine sixteen, Christine sixteen
"I don't usually say things like this to girls your age, but when I saw you
coming out of the school that day, that day I knew, I knew, I've got to have
you, I've got to have you."
She's' been around, but she's young and clean
I've got to have her, can't live without her, whoo no
Christine sixteen, Christine sixteen
Christine, Christine, sixteen, sixteen
Christine, yeah, yeah
So clean, Christine, sixteen, sixteen
Christine, yeah, Christine, yeah, yeah
Christine, Christine, sixteen, sixteen
Christine, yeah, Christine, yeah, yeah
Christine, Christine, sixteen, sixteen
Christine, yeah, yeah, yeah, yeah
Christine, Christine, sixteen, sixteen
Christine, yeah, yeah, yeah
Christine, Christine, sixteen, sixteen
Christine, yeah, yeah, yeah
Christine, Christine, sixteen, sixteen, Christine, yeah, yeah
Christine, Christine, sixteen, sixteen
Christine, yeah, yeah, yeah

song performed by Kiss
Added by Lucian Velea
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Christine Sixteen

Shes got me dizzy, she sees me through to the end
Shes got me in her hands and theres no use in pretending
Christine sixteen, christine sixteen
She drives me crazy, I want to give her all Ive got
And shes hot every day and night, there is no doubt about it
Christine sixteen, christine sixteen
I dont usually say things like this to girls your age, but when I saw you
Coming out of the school that day, that day I knew, I knew, Ive got to have
You, Ive got to have you.
Shes been around, but shes young and clean
Ive got to have her, cant live without her, whoo no
Christine sixteen, christine sixteen
Christine, christine, sixteen, sixteen
Christine, yeah, yeah
So clean, christine, sixteen, sixteen
Christine, yeah, christine, yeah, yeah
Christine, christine, sixteen, sixteen
Christine, yeah, christine, yeah, yeah
Christine, christine, sixteen, sixteen
Christine, yeah, yeah, yeah, yeah
Christine, christine, sixteen, sixteen
Christine, yeah, yeah, yeah
Christine, christine, sixteen, sixteen
Christine, yeah, yeah, yeah
Christine, christine, sixteen, sixteen, christine, yeah, yeah
Christine, christine, sixteen, sixteen
Christine, yeah, yeah, yeah

song performed by Kiss
Added by Lucian Velea
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Sweet Sixteen

Ill do anything
For my sweet sixteen,
And Ill do anything
For little run away child
Gave my heart an engagement ring.
She took evrything.
Evrything I gave her,
Oh sweet sixteen.
Built a moon
For a rocking chair.
I never guessed it would
Rock her far from here
Oh, oh, oh, oh.
Someones built a candy castle
For my sweet sixteen.
Someones built a candy brain
And filled it in.
Well Ill do anything
For my sweet sixteen
Oh Ill do anything
For little runaway child
Well, memories will burn you.
Memories grow older as people can
They just get colder
Like sweet sixteen
Oh, I see its clear
Baby, that you are
All through here
Oh, oh, oh, oh.
Someones built a candy castle
For my sweet sixteen,
Someones built a candy house
To house her in.
Someones built a candy castle
For my sweet sixteen.
Someones built a candy brain
And filled it in.
And I do anything
For my sweet sixteen
Oh, I do anything
For little run away girl.
Yeah, sad and lonely and blue.
Yeah, gettin over you.
How, how do you think it feels
Yeah to get up in the morning, get over you.
Up in the morning, get over you.
Wipe away the tears, get over you,
Get over, get over...
My sweet sixteen
Oh runaway child

[...] Read more

song performed by Billy Idol
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Adrienne Vittadini

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[...] Read more

poem by Caasder Fronds
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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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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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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

[...] Read more

poem by Gert Strydom
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Soccer Rollback

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[...] Read more

poem by Rwetewrt Erwtwer
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Death Of The Middle Class

Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass

ROTMS

By Andrew Gavin Marshall - Global Research

We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.

At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.

In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.

In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:

'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'

In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.

In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.

When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.

It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.

In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.

In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.

The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.

To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.

In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.

At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.

Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.

No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.

So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.

In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.

Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .

poem by Ray Lucero
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A Dog's Life

Sixteen years, now almost seventeen,
I've played at stick and ball, stayed seldom still
until good master's call would whistle shrill
to lead me back - no need to smack. Sight keen.

Sixteen years tail's wagged as faithful friend,
as boon companion, running round fun years.
His mother passed away, I shared the tears
that fountained forth and never seemed to end.

Sixteen years round each revolving moon
from hearth and home I pick up slightest sound,
ears prick, eyes bright, in sight I'm always found
to hold my ground, though often play buffoon.

Sixteen years, come rain or shine, we walk
twice, sometimes thrice a day, I sense each smell
around the house, tell friends from rascals well,
and after dinner hear the table talk.

Sixteen years from pet to family,
from playful pat to priceless kith and kin,
I vet as threat who'd twins' affections win,
can smell a rat or chase cat up a tree.

Sixteen years I've watched the children grow,
suffered unruly hands that now caress,
I guard them still, still at the same address,
as I will willing till my turn to go.

Sixteen years saw summers shedding hair,
saw autumns' colours charm birds from the trees,
saw winter whiteness whose bare branches' frieze
prepared for springs unbounded, weather fair.

Sixteen years, milk - nap - home-made pap brew,
from toothless start, heart full, until depart,
toothless, heart filled beyond all man may chart,
life's cycle spins till ready to renew.

Sixteen years that gambolled life away,
with water, beef and bone, I've played at will.
Scents seem less sharp today, and soon I will
make my last bow - still in thrill dreams I play!
Revised 6 August 2007 Previous Title Sixteen Years

(5 January 1992)

poem by Jonathan Robin
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Vida's Game Of Chess

TRANSLATED

ARMIES of box that sportively engage
And mimic real battles in their rage,
Pleased I recount; how, smit with glory's charms,
Two mighty Monarchs met in adverse arms,
Sable and white; assist me to explore,
Ye Serian Nymphs, what ne'er was sung before.
No path appears: yet resolute I stray
Where youth undaunted bids me force my way.
O'er rocks and cliffs while I the task pursue,
Guide me, ye Nymphs, with your unerring clue.
For you the rise of this diversion know,
You first were pleased in Italy to show
This studious sport; from Scacchis was its name,
The pleasing record of your Sister's fame.

When Jove through Ethiopia's parch'd extent
To grace the nuptials of old Ocean went,
Each god was there; and mirth and joy around
To shores remote diffused their happy sound.
Then when their hunger and their thirst no more
Claim'd their attention, and the feast was o'er;
Ocean with pastime to divert the thought,
Commands a painted table to be brought.
Sixty-four spaces fill the chequer'd square;
Eight in each rank eight equal limits share.
Alike their form, but different are their dyes,
They fade alternate, and alternate rise,
White after black; such various stains as those
The shelving backs of tortoises disclose.
Then to the gods that mute and wondering sate,
You see (says he) the field prepared for fate.
Here will the little armies please your sight,
With adverse colours hurrying to the fight:
On which so oft, with silent sweet surprise,
The Nymphs and Nereids used to feast their eyes,
And all the neighbours of the hoary deep,
When calm the sea, and winds were lull'd asleep
But see, the mimic heroes tread the board;
He said, and straightway from an urn he pour'd
The sculptured box, that neatly seem'd to ape
The graceful figure of a human shape:--
Equal the strength and number of each foe,
Sixteen appear'd like jet, sixteen like snow.
As their shape varies various is the name,
Different their posts, nor is their strength the same.
There might you see two Kings with equal pride
Gird on their arms, their Consorts by their side;
Here the Foot-warriors glowing after fame,

[...] Read more

poem by Oliver Goldsmith
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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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Sixteen

Youve been a juvenile
With a dolphin smile
With no elbow room
Youve had in your little backyard
Portected by big walls
You didnt dare look over
cause youve been too small
Now youre finally sixteen
And youre feelin old
But they wont believe
That you got a soul
cause youre only sixteen
And youre feeling real
But you cant seem to cup a feel
Why do they have to force us
Through this metamorphose
Little butterfly
No matter how you try
Youll be segregated
Youre gonna be closed off
Youre callow and youre green
cause youre caught between
Youre only sixteen
Try to cross the line
But your little wings are interwined
Youre only sixteen
And youre such a tease
And theres nothing you can do
That can really please
These children
Theyre not really bad most of them
Theyre just products
Of rotten neighborhoods
And bad family situations
You know you cant forsake it
So sit back and take it
You see youre just not ripe
So dont try and fight that
Youre only sixteen
You wanna catch a peek
But they look at you
Like youre such a freak
Well youre only sixteen
With a lot to say
But they wont give you
The time of day
Youre only sixteen!
Youre only sixteen!!
Youre just sixteen!!!
You poor little thing

song performed by Gwen Stefani
Added by Lucian Velea
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Youll Never Be 16 Again

Orbison/dees
Look out now, love has done you wrong
You can be weak, you can be strong
But if you go on you cant look back, dont look back
For youll never be sixteen again
It might be easy to stop and cry
And let the rest of the world roll by
But if you run for the golden sun, run now, run
For youll never be sixteen again
Oh no, youll never be sixteen again, youll never be sixteen again
No no no no, dont be lonely, therell always be new romance
Yeah yeah yeah yeah, love is only a win, lose or draw game of chance
And youll never be sixteen again
Remember the rainbow always follows the rain
True love may be just around the bend
So make time your friend, hearts take time to mend
And youll never be sixteen again, someday you wont regret, and youll forget
Ah, but youll never be sixteen again
Oh no, youll never be sixteen again, oh no, youll never be sixteen again

song performed by Roy Orbison
Added by Lucian Velea
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Thanks A Lot, Mom

Thanks a Lot, Mom

Thanks a lot, Mom.
Thanks for loving me to no end.
Thanks for being my loving mother.
Thanks for being my thoughtful friend.
Thanks a lot, Mom.
Thanks for feeding me and giving me a home.
Thanks for clothing me and holding me tight.
Thanks for caring when I felt alone.
Thanks a lot, Mom.
Thanks for always making me smile.
Thanks for giving me the extra push.
Thanks for going that extra mile.
Thanks a lot, Mom.
Thanks for living with no regrets.
Thanks for being the life of the party.
Thanks for going all in on bets.
Thanks a lot, Mom.
Thanks for being my inspiration.
Thanks for helping me with my homework.
Thanks for giving me motivation.
Thanks a lot, Mom.
Thanks for treating me with respect.
Thanks for knowing I'm growing up.
Thanks for knowing what to expect.
Thanks a lot, Mom.
Thanks for kicking me while I was down.
Thanks for telling me I'm a liar.
Thanks for knowing what comes around.
Thanks a lot, Mom.
Thanks for giving me my many scars.
Thanks for making me feel at home.
Thanks for breaking my aching heart.
Thanks a lot, Mom.
Thanks for taking away my friends.
Thanks for taking away my family.
Thanks for not having to pretend.
Thanks a lot, Mom.
Thanks for kicking me out of my home.
Thanks for calling me cheap and attention-seeking.
Thanks for putting me out on my own.
Thanks a lot, Mom.
Thanks for ripping away my Brett.
Thanks for saying you don't remember.
Thanks for saying I should forget.
Thanks a lot, Mom.
Thanks for believing your husband over your kid.
Thanks for rewarding him for a crime.
Thanks for punishing me for what he did.

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poem by Rebecca Paul
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

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poem by Byron from Don Juan (1824)
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Dulcimer Stomp / The Other Side

Aerosmith
Dulcimer Stomp/The Other Side
come on
lovin' you has got to be
(take me to the other side)
like the devil and the deep blue sea
(take me to the other side)
forget about your foolish pride
(take me to the other side)
oh take me to the other side
(take me to the other side)
my mama told me there'd be days like this
and man she wasn't foolin'
'cause I just can't believe the way you kiss
uh huh
you opened up your mouth with baited breath
you said you'd never leave me
you love me, you hate me, I tried to take the loss
you're cryin' me a river but I got to get across
lovin' you has got to be
(take me to the other side)
like the devil and the deep blue sea
(take me to the other side)
forget about your foolish pride
(take me to the other side)
oh take me to the other side
(take me to the other side)
I'm lookin' for another kind of love
oh lordy how I need it
the kind that likes to leap without a shove
oh honey, best believe it
to save a lot of time and foolish pride
I'll say what's on my mind, girl
you loved me, you hate me, you cut me down to size
you blinded me with love and yeah it opened up my eyes
lovin' you has got to be
(take me to the other side)
like the devil and the deep blue sea
(take me to the other side)
my conscience got to be my guide
(take me to the other side)
oh honey take me, take take take take take ow
take me to the other side
I'm lookin' for another kind of love
oh lordy how I need it
the kind that likes to leap without a shove
honey, you best believe it
now I ain't one for sayin' long goodbyes
I hope all is forgiven
you loved me, you hate me, I used to be your lover

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song performed by Aerosmith
Added by Lucian Velea
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Sixty to Sixteen

If I were young as you, Sixteen,
And you were old as I,
I would not be as I have been,
You would not be so shy—
We should not watch with careless mien
The golden days go by,
If I were young as you, Sixteen,
And you were old as I.

The years of youth are yours, Sixteen;
Such years of old had I,
But time has set his seal between
Dark eyebrow and dark eye.
Sere grow the leaves that once were green,
The song turns to a sigh:
Ah! very young are you, Sixteen,
And very old am I.

Red bloom-times come and go, Sixteen,
With snow-soft feet, but I
Shall be no more as I have been
In times of bloom gone by;
For dimmer grows the pleasant scene
Beneath the pleasant sky;
The world is growing old, Sixteen—
The weary world and I.

Ah, would that once again, Sixteen,
A kissing mouth had I;
The days would gaily go, I ween,
Though death should stand anigh,
If springtime’s green were evergreen,
If Love would never die,
And I were young as you, Sixteen,
And you were old as I.

poem by Victor James Daley
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Crouchin’ On The Outside

One two three four five six seven eight hey baby you're a little too late
I'm standin' on the outside lookin' in at you on the inside
Lookin' out at me on the outside lookin' in
Through the window of my madness at a place I never been
And you say you understand just what my trouble's all about
But you're sitting on the inside playing on the win side
While I'm freezing on the outside in the what's-it-all-about side
Lookin' in at you on the inside looking out

One two three four five six seven eight hey Jim let's talk about hate
I'm walkin' on the white side lookin' 'round at you on the brown side
Lookin' back at him on the black side lookin' down
And we're mouthin' words of freedom but we don't make any sound
And we clasp our hands in brotherhood and then go wash our hands
While you're stayin' on the brown side on the go-ahead-and-put-me-down side
While I'm standin' on the white side on the got-me-way-up-tight side
Lookin' back at him on the black side lookin' back

One two three four five six seven eight hey Claude don't bother to wait
You're cruisin' on the gay side lookin' straight at me on the straight side
Lookin' way at you on the gay side lookin' straight
And you're screamin' from the rooftops bout the pleasures that won't wait
And your closet's full of queenly gowns for extra special dates
And you're campin' on the gay side on the c'mon-out-and-play side
While I'm over on the trick side on the got-to-find-a-chick side
Lookin' way at you on the gay side lookin' straight
One two four seven nine eight twelve fifteen nineteen eighteen ninety-nine twenty-four else
[ sax ]
One two three four five six seven eight hey Miss hallucinate
You're boppin' on the hip side laughin' at me on the flip side
Chasin' after you on the hip side losin' my grip
And you're walkin' on a tightrope and you're tryin' not to slip
And you say you found out where it's at and give it all a try
So you're groovin' on the hip side in the come-and-take-a-trip side
I'm movin' on the square side in the show-me-when-and-where side
Chasin' after you on the hip side lookin' high
Lookin' at you on the hip side lookin' out yeah
Lookin' at you on the flip side lookin' back

poem by Sheldon Allan Silverstein
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Diminishing Of Integrity

A diminishing of integrity,
Now gone.
A diminishing of equality,
Now gone.
And...
A quality of life once wished,
To value and exist to admit...
Is,
A deficit of dreams,
That seem to demean...
With no purpose or meaning.

A diminishing of integrity,
Now gone.
A diminishing of equality,
Now gone.
With a deficit of dreams,
That seem to demean...
With no purpose or meaning.

A diminishing of integrity,
Now gone.
With a deficit of dreams,
That seem to demean...
With no purpose or meaning.

A diminishing of integrity,
Now gone.
And seems to demean,
With no purpose or meaning.

A diminishing of integrity,
Now gone.
With no purpose or meaning.

A diminishing of integrity,
Now gone.
A diminishing of integrity,
Now gone.
A diminishing of integrity,
Now gone.
Now gone.
Now gone.
A diminishing of integrity,
Now gone.
Gone!
Gone!

poem by Lawrence S. Pertillar
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