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I have been a Professor Emeritus since 1958, and have continued my scientific studies.

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Investigating Flora

'Twas in scientific circles
That the great Professor Brown
Had a world-wide reputation
As a writer of renown.
He had striven finer feelings
In our natures to implant
By his Treatise on the Morals
Of the Red-eyed Bulldog Ant.
He had hoisted an opponent
Who had trodden unawares
On his "Reasons for Bare Patches
On the Female Native Bears".
So they gave him an appointment
As instructor to a band
Of the most attractive females
To be gathered in the land.
'Twas a "Ladies' Science Circle" --
Just the latest social fad
For the Nicest People only,
And to make their rivals mad.
They were fond of "science rambles"
To the country from the town --
A parade of female beauty
In the leadership of Brown.
They would pick a place for luncheon
And catch beetles on their rugs;
The Professor called 'em "optera" --
They calld 'em "nasty bugs".
Well, the thing was bound to perish
For no lovely woman can
Feel the slightest interest
In a club without a Man --
The Professor hardly counted
He was crazy as a loon,
With a countenance suggestive
Of an elderly baboon.
But the breath of Fate blew on it
With a sharp and sudden blast,
And the "Ladies' Science Circle"
Is a memory of the past.

There were two-and-twenty members,
Mostly young and mostly fair,
Who had made a great excursion
To a place called Dontknowwhere,
At the crossing of Lost River,
On the road to No Man's Land.
There they met an old selector,
With a stockwhip in his hand,
And the sight of so much beauty

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Emeritus

Emeritus, merits, rites, meet, use, rest, it, is, me, sue, sum;
Claiming that you slept with her last night,
But i have a stipulated ban period on you! !
And as much as the impasse around you,
For, you failed to report the case ahead of time.

Emeritus, tree, set, term, terms, sit, merit, suite, rite, muse;
To the culture club! !
And like the members at the beach,
But possible to sit on the case because of the allegations!
For, you failed to report the case ahead of time.

Emeritus, meets, seem, user, rims, rim, trees, site, seer, us;
But you have to learn from your mistakes,
Because my money is now on the line! !
And, you are now claiming that you slept with her last night.

Emeritus, tire, tires, tries, metres, metre, met, see, stem;
Be like a lawyer by training and learn to do the right thing always,
For the impasse around you are much noted to us all!
But, you have to learn from your mistakes always in this life.

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Science is Unscientific

The Professor rose from his chair.
He moved the book to the middle
Of the table as he stood up.

"Now, listen! " he said in an amicable voice.
"Science prides itself in being factual,
objective, precise, unbiased, detached
and verifiable, free from introversion,
a way of knowing things without added colours
and portraying accurately the physical world
in its own light".

The Turtle was sipping his ginger ale.

"Oh, this description of science is nothing
but a myth", he said. "As I see it,
even the most magnificent accomplishments
of science involve emotions,
an individual sense of wonder and curiosity,
the psychological experience of the rapturous
and the mystical. Consequently,
a paradoxical and built in property
of science concerns
its own unscientific disposition.
And therefore, in my opinion,
science is thoroughly unscientific."

"Nonsense", the professor objected.
"If science were really unscientific,
as you claim, it could not produce
nuclear energy, airplanes, or computers.
And it could not put
astronauts on the moon".

"Well, I indeed never stop to wonder,
How is it possible that with so little knowledge
humans can accomplish so much? "
the Turtle said.

And then he added:
"But, you should not
confuse science with technology".


"I don't get your point", the Professor said,
"because you still did not provide me with
a good justification of your negative view
of science".

"Look! Science stands on very shaky

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Sestina Otiosa

Our great work, the Otia Merseiana,
Edited by learned Mister Sampson,
And supported by Professor Woodward,
Is financed by numerous Bogus Meetings
Hastily convened by Kuno Meyer
To impose upon the Man of Business.

All in vain! The accomplished Man of Business
Disapproves of Otia Merseiana,
Turns his back on Doctor Kuno Meyer;
Cannot be enticed by Mister Sampson,
To be present at the Bogus Meetings,
Though attended by Professor Woodward.

Little cares the staid Professor Woodward:
He, being something of a man of business,
Knows that not a hundred Bogus Meetings
To discuss the Otia Merseiana
Can involve himself and Mister Sampson
In the debts of Doctor Kuno Meyer.

So the poor deluded Kuno Meyer,
Unenlightened by Professor Woodward --
Whom, upon the word of Mister Sampson,
He believes to be a man of business
Fit to run the Otia Merseiana --
Keeps on calling endless Bogus Meetings.

Every week has now its Bogus Meetings,
Punctually convened by Kuno Meyer
In the name of Otia Merseiana:
Every other week Professor Woodward
Takes his place, and, as a man of business,
Audits the accounts with Mister Sampson.

He and impecunious Mister Sampson
Are the mainstay of the Bogus Meetings;
But the alienated Man of Business
Cannot be allured by Kuno Meyer
To attend and meet Professor Woodward,
Glory of the Otia Merseiana.

Kuno Meyer! Great Professor Woodward!
Bogus Meetings damn, for men of business,
Mister Sampson's Otia Merseiana.

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Surprise in Malaysia - A State Assembly under a Tree

a State Assembly
held under a raintree
this awakening that the seed
of democracy was sown
in the streets of Athens

The Perak State Assembly Speaker V Sivakumar (member of Pakatan Rakyat) yesterday (March 3,2009) held an emergency State Assembly under a tree in Ipoh, the State capital of Perak. They were disallowed into the State Assembly Hall. Perak was well known for its tin trade in the 19th and 20th century.
Pakatan Rakyat lost its governing mandate last month when three of its members defected to the State Barisan Nasional (BN) . The State Speaker however said the three had earlier resigned from the Party and therefore their constituencies. The BN therefore cannot form the new State Government. Pakatan Rakyat wants a fresh election to be held to determine the new government for the people of Perak.

The following by Clive S Kessler is Emeritus Professor of Sociology and Anthropology

DATUK Seri Azalina Othman Said has characterised the attempt of the Speaker to convene an emergency sitting of the Perak state assembly as 'uncivilised' and as recourse to the 'law of the jungle'.
Never in the country's history, she avers, has a state assembly sitting been convened under a tree. Perhaps she is right. But some further historical perspective is needed.
In 1789, when the King of France sought to forbid the so-called 'Third Estate' or representatives of the people from meeting to discuss urgent national business, they convened on a Paris tennis court.
This too was, at the time, unprecedented and surprising.
They passed their 'Tennis Court Oath' that they would not disperse, adjourn or relent until their right to convene and discuss important public matters as the people's legitimate representatives was acknowledged.
That, too, was presumably seen as an 'insult' to the ruler, King Louis XVI.
It was also the beginning, for better or worse, of the French Revolution and of the entire drama of modern representative democracy and popular sovereignty. Those who seek to invoke history should know history. It may often prove a double-edged sword.
-
Clive S Kessler is Emeritus Professor of Sociology and Anthropology at the School of Social Sciences and International Studies at the University of New South Wales in Sydney, Australia.

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Professor Nutbutters House Of Treats

Cmon kiddies gather round. whos your foremost friend in town?
From main to maple the name resounds, professor nutbutter.
Hes the one, the humble one, the barkley county prodigal son.
Here to serve only you, professor nutbutter.
At old nutbutters house of treats from jellied jams to sacks of
Sweets,
Theres creamy and nutatious spreads for all.
Chemist, master of entomology the professor for a modest fee
Will cure what ails you, guaranteed professor nutbutter.
Its alright, dont fear the worm.
Cmon kiddies dont be shy be youthful til the day you die.
The man the myth, the magic of professor nutbutter.
Hes the one the only one the meeklybville prodigal son.
Here to help us with ourselves, professor nutbutter
Its alright to fear the worm.
[its all right to fear the worm. the worm, the worm is our friend.
Um, but not all of the properties of the worm can be, uh, fully,
Fully, well, appreciated by the, uh, the human body itself, but, um
Its, its, its, its ok to, to fear the worm. um, i, myself, have
Had no, uh, problems with the worm but in a certain situation, uh, i
Would feel like, what, what, uh, ramifications, um, could occur? uh,
Theres, theres really no need to, uh, to fear much of anything, you
Know. fear of the, fear of the temptation is a, more, probably, more,
More, appropriate word in this particular scenario. um, the, uh,
Well, it, depends on what you want, I suppose. it really depends on,
On what you want.]

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Nuclear Is Safe? No They Lied To You

A list of non classified nuclear disasters
chalk one up for Chalk River Canada
rating 5 a “reactor shutoff rod failure,

combined with several operator errors,
led to a major power excursion of more
than double the reactor's rated output
at AECL's NRX reactor” then a big deal.1952

Entrant two Windscale Pile United Kingdom
rating 5 a “Release of radioactive material to
the environment following a fire in a reactor
core.” Toast a good year for nuclear disasters.1957

graphite core of a British nuclear “[weapons
programme] reactor at Windscale, Cumberland
(now Sellafield, Cumbria) caught fire, releasing
substantial amounts of radioactive contamination
into the surrounding area.” Radioactive fire.

A warm welcome to entrant three. Kyshtym
Russia rating 6 a “Significant release of
radioactive material to the environment
from explosion of a high activity waste tank.” 1957

Please all welcome contestant one back
Chalk River Canada (rating?) “Due to
inadequate cooling a damaged uranium
fuel rod caught fire and was torn in two.” 1958

Champagne pops cheer another good year
Vinč a Yugoslavia (rating?) “During
a subcritical counting experiment a power
buildup went undetected - six scientists
received high doses.” What detailed detail? 1958

Applause please for our first American entry
Santa Susana Field Laboratory US (rating?)
“Partial core meltdown.” Sounds serious.
Tick one deep operations public cover up.1959

Time to take a nice country waltz in a US county
Westinghouse Waltz Mill Westmoreland County
(rating?) a core melt accident in a test reactor? 1960

Looks like American is going for a hat trick
Charlestown US (rating?) “Error by a worker
at a United Nuclear Corporation fuel facility
led to an accidental criticality”. Human error? 1964

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Christmas-Eve

I.
OUT of the little chapel I burst
Into the fresh night air again.
I had waited a good five minutes first
In the doorway, to escape the rain
That drove in gusts down the common’s centre,
At the edge of which the chapel stands,
Before I plucked up heart to enter:
Heaven knows how many sorts of hands
Reached past me, groping for the latch
Of the inner door that hung on catch,
More obstinate the more they fumbled,
Till, giving way at last with a scold
Of the crazy hinge, in squeezed or tumbled
One sheep more to the rest in fold,
And left me irresolute, standing sentry
In the sheepfold’s lath-and-plaster entry,
Four feet long by two feet wide,
Partitioned off from the vast inside—
I blocked up half of it at least.
No remedy; the rain kept driving:
They eyed me much as some wild beast,
The congregation, still arriving,
Some of them by the mainroad, white
A long way past me into the night,
Skirting the common, then diverging;
Not a few suddenly emerging
From the common’s self thro’ the paling-gaps,—
—They house in the gravel-pits perhaps,
Where the road stops short with its safeguard border
Of lamps, as tired of such disorder;—
But the most turned in yet more abruptly
From a certain squalid knot of alleys,
Where the town’s bad blood once slept corruptly,
Which now the little chapel rallies
And leads into day again,—its priestliness
Lending itself to hide their beastliness
So cleverly (thanks in part to the mason),
And putting so cheery a whitewashed face on
Those neophytes too much in lack of it,
That, where you cross the common as I did,
And meet the party thus presided,
“Mount Zion,” with Love-lane at the back of it,
They front you as little disconcerted,
As, bound for the hills, her fate averted
And her wicked people made to mind him,
Lot might have marched with Gomorrah behind him.

II.
Well, from the road, the lanes or the common,

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Fire & Earth

Cave men! [You better hush!] Cave women! [Hush!] And the... [Hush!]
Troglodytes! [Gun shot.]
[Somebody's calling my name....]
[Brother J]
Ah, yeah! Ah, come on, come on, come on!
[Professor X] To the East, my brother, to the East!
[Brother J] Uh, to the East, my brother, to the East! Come on!
[X] To the East, my brother, to the East!
[J] To the East, my brother, to the East, yeah!
[X] To the East, my brother, to the East!
[J] To the East, my brother, to the East, my brother, to the East, my
brother, to the East, my brother, to the East, my brother, to the East!
[Professor X]
Yes! I'm that kind of nigga
The one you fear, be scared you can't figger
The one that has the finger on the trigger, boom!
In the cut of zoom
In the darkness, the halo, the moon!
Stepping ta' ya' real soon
Ah! Check the blackness!
Me before those enter the lightness!
Masturbating!
Masquerading!
And you call your self righteous?
Follow me!
A peripheral, missionary, and ark commit-ness
Having intercourse with the nation of darkness!
Books with worms!
Jherri suited with last names like perms!
niggas, get your hands of your cracks, come to terms with yourself
If you don't get any bigger
Pink Caddy driving, black boot stomping
Yes! I'm that kind of nigga
Brother J, whatcha' say?
Brother J, Brother J, whatcha' say?
Brother J, whatcha' say? Brother J, whatcha' say?
[Brother J]
Yeah!
I'm just a pro-Black nigga, and I'm doing this
And yet you watch me, clock me, to see if I continue this
In the ways of the Caddy I survive like a pimp
No jherri curls, waves, perms, or crimps
The ever-nappy crew setting the mood
I raise my fuel for my firm attitude
Walking through the streets with my war cry spear
Certain folks know it means doom when they hear
My firm, black boots with no spurs attached
Now let me take a second, cause I might detach
My black boots if you confuse
I lose my peoples in the words you choose

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Fire & Earth

Cave men! [You better hush!] Cave women! [Hush!] And the... [Hush!]
Troglodytes! [Gun shot.]
[Somebody's calling my name....]
[Brother J]
Ah, yeah! Ah, come on, come on, come on!
[Professor X] To the East, my brother, to the East!
[Brother J] Uh, to the East, my brother, to the East! Come on!
[X] To the East, my brother, to the East!
[J] To the East, my brother, to the East, yeah!
[X] To the East, my brother, to the East!
[J] To the East, my brother, to the East, my brother, to the East, my
brother, to the East, my brother, to the East, my brother, to the East!
[Professor X]
Yes! I'm that kind of nigga
The one you fear, be scared you can't figger
The one that has the finger on the trigger, boom!
In the cut of zoom
In the darkness, the halo, the moon!
Stepping ta' ya' real soon
Ah! Check the blackness!
Me before those enter the lightness!
Masturbating!
Masquerading!
And you call your self righteous?
Follow me!
A peripheral, missionary, and ark commit-ness
Having intercourse with the nation of darkness!
Books with worms!
Jherri suited with last names like perms!
niggas, get your hands of your cracks, come to terms with yourself
If you don't get any bigger
Pink Caddy driving, black boot stomping
Yes! I'm that kind of nigga
Brother J, whatcha' say?
Brother J, Brother J, whatcha' say?
Brother J, whatcha' say? Brother J, whatcha' say?
[Brother J]
Yeah!
I'm just a pro-Black nigga, and I'm doing this
And yet you watch me, clock me, to see if I continue this
In the ways of the Caddy I survive like a pimp
No jherri curls, waves, perms, or crimps
The ever-nappy crew setting the mood
I raise my fuel for my firm attitude
Walking through the streets with my war cry spear
Certain folks know it means doom when they hear
My firm, black boots with no spurs attached
Now let me take a second, cause I might detach
My black boots if you confuse
I lose my peoples in the words you choose

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Being human has its side effects (read the small print)

Where are the great myths of our age –
hiding truth within their all too human stories?
In their absence, scientific research
has wondrous tales yet to tell…

Jon, the renowned professor of psychology
and not averse to self-examination and experiment,
took Paxil – Prozac’s cousin – for eight
adventurous weeks.

In week five – ‘the world changed’…
his heavy work load, his insecurities
as an untenured professor,
vanished like magic; changes which he’d wished
to make for himself for years,
happened overnight – he loosened up,
he lightened up, he accepted his mistakes
and did not dwell on them –
who would not want to be a Prof like he?

But… a side effect: names began to elude him –
‘Hi! ’ and ‘Hi there! ’ were all his students got
out on campus, in the morning classroom …
and along with that, the subterfuges –
how can you ask a student whom you’ve known for years
to give their opinion… er, point, smile,
hope they’re watching.. yes, you…

and facts too started to recede –
just out of reach on the top shelf of
the mind’s rich library, memory’s repository…

Greek tragedy would have a word,
a scene, a moral, for it:
the Fates had claimed their own…
Nemesis had struck; Icarus’ wings had melted,
Prometheus’ insult to the gods avenged…

or in our scientific terms, a brain on Paxil, Prozac,
has more serotonin in certain synapses,
so the neurons fire more often…

The celebrated young Professor
stopped taking the pills; five weeks later,
the memory returned; as did the worries
(security of tenure threatened even more
by Professors who can’t even remember
what they profess to profess…) .

Mnemosyne, goddess of memory,

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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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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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Henry Wadsworth Longfellow

Courtship of Miles Standish, The

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

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Henry Wadsworth Longfellow

The Courtship of Miles Standish

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

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Byron

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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The Origin Of The Universe -ten Questions Answered

1.How did the UNIVERSE originate?

It was from the bang, bang and the bang,
It was through the big bang
And you know it for certain.

Yes, the universe originated through the Big Bang.

2.What was the Big Bang?

An explosion of a particle was it
And the particle was smaller than an atom.
It was first explosion for our cause.

Yes, it was a causeless act of explosion of a small particle that resulted in the evolution of an ever expanding universe. Before the Big Bang the universe was smaller than an atom! There was only a point of time then and not a place! The Big Bang theory is the prevailing cosmological model that describes the early development of the Universe.According to the Big Bang theory, the Universe was once in an extremely hot and dense state which expanded rapidly.

3.What followed the act of expansion of the universe?

Then began the expansion,
An expansion that is still going on
And then and thus began the life of our universe.

The rapid expansion caused the Universe to cool and resulted in its present continuously expanding state. According to the most recent measurements and observations, the Big Bang occurred approximately 13.75 billion years ago, which is thus considered the age of the Universe.

4.What happened in the next stage?

There came the phases of energy
And the wonder of electrons, protons and neutrons.
We learnt about from the sweet mouth of our teacher first.

After its initial expansion from a singularity, the Universe cooled sufficiently to allow energy to be converted into various subatomic particles, including protons, neutrons, and electrons.While protons and neutrons combined to form the first atomic nuclei only a few minutes after the Big Bang, it would take thousands of years for electrons to combine with them and create electrically neutral atoms.The first element produced was hydrogen, along with traces of helium and lithium. Giant clouds of these primordial elements would coalesce through gravity to form stars and galaxies, and the heavier elements would be synthesized either within stars orduring supernovae.

5.What is the scientific theory/relevance of the Big Bang?

Truth is that matters much to us
And the core ideas have to lead us.
Or else we might go back to life darker still.

The Big Bang is a well-tested scientific theory and is widely accepted within the scientific community. It offers a comprehensive explanation for a broad range of observed phenomena. Since its conception, abundant evidence has been uncovered in support of the model. The core ideas of the Big Bang—the expansion, the early hot state, the formation of helium, and the formation of galaxies—are derived from many observations that are independent from any cosmological model; these include the abundance of light elements, the cosmic microwave background, large scale structure, and the Hubble diagram for Type I - a supernovae.

6.What will be the phases of the expansion of the universe?

An ever expanding mystery it is
Closer it was then and now it will be farther and farther.
And once begun it can`t go back ever.

As the distance between galaxy clusters is increasing today, it can be inferred that everything was closer together in the past. This idea has been considered in detail back in time to extreme densities and temperatures, and large particle accelerators have been built to experiment in such conditions, resulting in further development of the model. On the other hand, these accelerators have limited capabilities to probe into such high energy regimes.

7.Does the Big Bang theory explain everything?

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Ekukuleku' - Emeritus!

'Ekukuleku' - Emeritus!
'Ekukuleku', 'Ekukuleku';
Cast the die to the wind and let it roll,
For i am now forcing my way through the deepest night!
And, you are 'Ekukuleku' - Emeritus;
But, the footpaths of my way are like the works of art.

Following the examples of the notes and the facts laid down,
But, sin is easily done and very attractive when satan rules! !
However, i need the oxygen like the seat and, hydrogen like the tree;
So essentially to me when nature rules in the land of evil,
Moreover, you are now held under Police Custody today, because of my love.

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Verbal Milk

Yeuch!Brother J says yeuuch!Hmmhmmhmmhmm..
[Professor X]
Ahhhh!Straight from the temple of everlasting
ME!P.X.O., and the X-Clan (aww yeah)
Chillin, cleaning the pinkie
Hey Brother J, time for a ride
Put the key, to the ignition, and then..
[Brother J]
Ah yes yes blue, ah come on to go
We're immortals to the portals til the book folds
I'm goin Blackwards to the East, tweedle-dee, tweedle-dum
Fee fi fum to the tribal drum drum
I'm sittin on my temple, just pluckin silly mortals
Speakin peace of mind to my many sons and daughters
Gettin loose, loose, as I release the juice
I'm more into the (?) cause a simple Mother Goose
could never hang with the words, that ever caused the clamor
I'm singin "Raise the Flag" cause I hate the Spangled Banner
Because you can't get with me, you label me enemy
Your comments on the mortal side are labelled as blasphemy
More than I am, puts the taste in the dam
Puts the X in the Clan that puts the brother on land
It's like that y'all, ya don't stop
Because the sight of the Watch is sure to shock
From the beginning
From the beginning is it winning, is it ever?
Unearthly, resistance, forever
You think your thief based system is clever?
It's a simplistic, endeavor
I checkmate, terminate, never late, contemplate
Mindstate is never fake, hesitate you lose
No shoes ever do I kick around in boots
I simply drop the science that just speaks about the (?)
in our nature's, flavor, lacking from the coon
Now our dream for the younger, when will the rover take reign?
Is it a joke or something you can't cope with
Devils keep avoiding, people keep on hopin
for the move and groove, put your dead body in a soothin mood
Don't need no air, no sex, and no food
The tool, is mine, to use - Blackward row
[Professor X]
Ahhhh.. riding the crossroad!
Brother J on the wheel
Sugar Shaft in the back with Queen Nefretiti
Yo J, push it to the full nine
and let's move.. zoom!
[Brother J]
Day two-dark-zero-zero and it circles degree
Brother one makes up a system bring oppressors to knees
I speak a language universal, check on how I use it

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