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Iran is part of the problem, not the solution. And the Russian government is ignoring reality.

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Russian Girl

Ive been frozen, now its so hot I can barely see
Ive been cutting them down so they cant make fun of me, yeah
Been a russian girl,
Ive been a russian girl
Ive been a russian girl,
Ive been a russian girl
Young child sitting all alone
Hot child, she wants to take you home
Ive been a russian girl,
Ive been a russian girl
Ive been a russian girl,
Ive been a russian girl
Ive been a russian girl,
Ive been a russian girl
Ive been a russian girl,
Ive been rushin you
Ive been rushin you
Ive been a russian girl,
Ive been a russian girl
Ive been a russian girl,
Ive been rushin you
Been a russian girl,
Ive been a russian girl
Ive been a russian girl,
Ive been rushin you
Ive been a russian girl,
Ive been rushin
Ive been a russian girl,
Ive been rushin you
Ive been a russian girl,
Ive been a russian girl
Ive been a russian girl,
Ive been rushin you
Russian girl, Ive been a russian girl
Ive been a russian girl,
Ive been rushin you
Been a russian girl,
Ive been a russian girl
Ive been a russian girl,
Ive been rushin you
Ive been rushin you
Ive been a russian girl,
Ive been a russian girl
Ive been a russian girl,
Ive been rushin you

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Problems

Too many problems, oh why am I here?
I need to be me, cause youre all to clear
And I can see theres something wrong with you
Oh, what do you expect me to do?
At least I gotta know what I wanna be
Dont come to me if you need pity
Are you lonely, you got no-one
You got your body in suspension
Thats a problem, problem, problem
The problem is you
Eat your heart out on a plastic tray
You dont do what you want and you fade away
You work for me, youre working nine-to-five
Its too much fun of being alive
Im using my feet for my human machine
You work for me, living for the screen
Are you lonely, all needs catered
You got your brains dehydrated
Problem, problem, problem, the problem is you
Oh what what you gonna do, problem, problem
Problem, problem, problem, the problem is you
Well, what you gonna do with your problem
The problem is you, problem
I aint death trip, but I aint automatic
You work for me, just stay ecstatic
Dont you give me any orders
To people like me, there is no order
Bet you thought you had it all worked out
Bet you thought you knew what I was about
Bet you thought youd solved all your problems
But you are the problem
Problem, problem, problem, the problem is you
Oh, what you gonna do with your problem?
Ill leave it up to you, oh problem
The problem is you, you got a problem
Oh what you gonna do?
They know a doctor, gonna take you away
Thay take you away and they throw away the key
They dont want you and they dont want me
You got a problem the problem is you
Problem, well, what you gonna do?
Problem, have you got a problem?
Problem, well you got a problem
Problem (x17)

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What Part Of Life Are You Living

What part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

And what part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living.
What part of life are you living to give?
What part of life is a drive by.
What part of life is a downslide.

And what part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.

What part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.
What part of life is a downslide.
What part of life is a drive by.
And...
What part of life are you living.
What part of life are you living to give?

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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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Russian Roulette

Take it or leave it Ive heard it been said
All this spring fevers just way over my head
Stealing my moments, taking up all my time
Its playing russian roulette with my mind
Its none of my business baby just whats going on
Im not going to wait till somebody throw me a bone
Im way out on a limb now, and nothing seems to rhyme
Its playing russian roulette with my mind
I think that youve caught on, that youve been used and all
Im going down new orleans, Ive got to see dr. john
Got my mojo working everything will be fine
Stop playing russian roulette with my mind
Its not easy baby when everything starts getting out of control
Hang on your hat now, hang on to your soul
Dont worry baby, I wanna throw you the line
Theyre playing russian roulette with your mind
Too many hustlers, Ive been here before
None of them really know just who that you are
Everything gets contracted and space gets confined
Theyre playing russian roulette with your mind
Theyre playing russian roulette
Theyre playing russian roulette
Theyre playing russian roulette with your mind
Theyre playing russian roulette
Theyre playing russian roulette
Theyre playing russian roulette with your mind

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Donde Se Fueron?

Donde se fueron , por donde se iran
Donde se fueron , por donde se iran
se fueron para una rumba? para buscar la verdad
se fueron para una rumba para buscar la verdad
Cuando se fueron y donde estaran
Cuando se fueron y donde estaran
se fueron con los santeros para buscar la verdad
se fueron con los santeros para buscar la verdad
me voy a juntar con ellos hasta la madrugaa
me voy a juntar con ellos por que soy de yemalla
me voy a juntar con ellos hasta la madrugaa
me voy a juntar con ellos por que soy de yemalla
Donde se fueron , por donde se iran
Donde se fueron , por donde se iran
se fueron para una rumba? para buscar la verdad
se fueron para una rumba para buscar la verdad
Cuando se fueron y donde estaran
Cuando se fueron y donde estaran
se fueron con los santeros para buscar la verdad
se fueron con los santeros para buscar la verdad
me voy a juntar con ellos hasta la madrugaa
me voy a juntar con ellos por que soy de yemalla
me voy a juntar con ellos hasta la madrugaa
me voy a juntar con ellos por que soy de yemalla
Donde se fueron , por donde se iran (pero que donde)
Donde se fueron , y donde estaran (pero mira como ?
Donde se fueron , por donde se iran (pero que me va a juntar atoda la banda)
Donde se fueron , y donde estaran
pero donde ,pero donde, donde se fueron se fueron a bailar con ozomatli
Donde se fueron , por donde se iran
pero que, mira que ,pero que vamonos, pero que
va-mo -nos
para mambo,mambo pa mi mambo pa ti, mambo pa
todos que rico que ve
dedicado pa nuestros amigos cubanos

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Mostly Slavonic

I.—
Peter Michaelov

It was Peter the Barbarian put an apron in his bag
And rolled up the honoured bundle that Australians call a swag;
And he tramped from Darkest Russia, that it might be dark no more,
Dreaming of a port, and shipping, as no monarch dreamed before.
Of a home, and education, and of children staunch and true,
Like my father in the fifties—and his name was Peter, too.
(He could build a ship—or fiddle, out of wood, or bark, or hide—.
Sail one round the world and play the other one at eventide.)

Russia’s Peter (not my father) went to Holland in disguise,
Where he laboured as a shipwright underneath those gloomy skies;
Later on he went to England (which the Kaiser now—condemns)
Where he studied as a ship-smith by old Deptford on the Thames—
And no doubt he knew the rope-walk—(and the rope’s end too, he knew)—
Learned to build a ship and sail it—learned the business through and through.
And I’d like to say my father mastered navigation too.
(He was born across in Norway, educated fairly well,
And he grafted in a ship-yard by the Port of Arundel.)

“Peter Michaelov” (not Larsen) his work was by no means done;
For he learned to make a ploughshare, and he learned to make a gun.
Russian soldiers must have clothing, so he laboured at the looms,
And he studied, after hours, building forts and building booms.
He would talk with all and sundry, merchants and adventurers—
Whaling men from Nova Scotia, and with ancient mariners.
Studied military systems (of which Austria’s was the best).
Hospitals and even bedlams—class distinctions and the rest.

There was nothing he neglected that was useful to be known—
And he even studied Wowsers, who had no creed of his own.
And, lest all that he accomplished should as miracles appear,
It must always be remembered he’d a secret Fund for Beer.
When he tramped to toil and exile he was only twenty-five,
With a greater, grander object than had any man alive.
And perhaps the lad was bullied, and was sad for all we know—
Though it isn’t very likely that he’d take a second blow.
He had brains amongst the brainless, and, what that thing means I knew,
For before I found my kingdom, I had slaved in workshops too.

But they never dreamed, the brainless, boors that used to sneer and scoff,
That the dreamy lad beside them—known as “Dutchy Mickyloff”—
Was a genius and a poet, and a Man—no matter which—
Was the Czar of all the Russias!—Peter Michaelovich.


Sweden struck ere he was ready—filled the land with blood and tears—
But he broke the power of Sweden though it took him nine long years.

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Ignoring Many Hints Of Trouble

Remember when the truth was spoken,
And...
The people who spoke it dismissed.

Remember when the truth was spoken,
And...
The people who spoke it dismissed.

Ignoring many hints of trouble,
Only makes those troubles double up!

With a change of leadership,
It is believed by many a return to greed and prosperity...
Is within their reach to have it repeated.
However...
It is not the current leadership,
That drove their lives into the pits.
Or purchased their persuasions with investments made...
In monopolized businesses.
No!
That monkey sits on the wrong shoulders.

Those known in positions of leadership,
Are just pawns used regurgitating rhetoric.
With hopes to keep following sheep distracted.

Remember when the truth was spoken,
And...
The people who spoke it dismissed.

Remember when the truth was spoken,
And...
The people who spoke it dismissed.

Ignoring many hints of trouble,
Only makes those troubles double up!

Remember when the truth was spoken,
And...
The people who spoke it dismissed.

Remember it?
Remember it?
Ignoring many hints of trouble,
Only makes those troubles double up!

Ignoring many hints will double troubles.
Ignoring many hints will double troubles, up!
Ignoring many hints will double troubles.
Ignoring many hints will double troubles, up!

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Byron

Canto the Seventh

I
O Love! O Glory! what are ye who fly
Around us ever, rarely to alight?
There's not a meteor in the polar sky
Of such transcendent and more fleeting flight.
Chill, and chain'd to cold earth, we lift on high
Our eyes in search of either lovely light;
A thousand and a thousand colours they
Assume, then leave us on our freezing way.

II
And such as they are, such my present tale is,
A non-descript and ever-varying rhyme,
A versified Aurora Borealis,
Which flashes o'er a waste and icy clime.
When we know what all are, we must bewail us,
But ne'ertheless I hope it is no crime
To laugh at all things -- for I wish to know
What, after all, are all things -- but a show?

III
They accuse me -- Me -- the present writer of
The present poem -- of -- I know not what --
A tendency to under-rate and scoff
At human power and virtue, and all that;
And this they say in language rather rough.
Good God! I wonder what they would be at!
I say no more than hath been said in Danté's
Verse, and by Solomon and by Cervantes;

IV
By Swift, by Machiavel, by Rochefoucault,
By Fénélon, by Luther, and by Plato;
By Tillotson, and Wesley, and Rousseau,
Who knew this life was not worth a potato.
'T is not their fault, nor mine, if this be so --
For my part, I pretend not to be Cato,
Nor even Diogenes. -- We live and die,
But which is best, you know no more than I.

V
Socrates said, our only knowledge was
"To know that nothing could be known;" a pleasant
Science enough, which levels to an ass
Each man of wisdom, future, past, or present.
Newton (that proverb of the mind), alas!
Declared, with all his grand discoveries recent,
That he himself felt only "like a youth
Picking up shells by the great ocean -- Truth."

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Byron

Don Juan: Canto The Seventh

O Love! O Glory! what are ye who fly
Around us ever, rarely to alight?
There's not a meteor in the polar sky
Of such transcendent and more fleeting flight.
Chill, and chain'd to cold earth, we lift on high
Our eyes in search of either lovely light;
A thousand and a thousand colours they
Assume, then leave us on our freezing way.

And such as they are, such my present tale is,
A non-descript and ever-varying rhyme,
A versified Aurora Borealis,
Which flashes o'er a waste and icy clime.
When we know what all are, we must bewail us,
But ne'ertheless I hope it is no crime
To laugh at all things- for I wish to know
What, after all, are all things- but a show?

They accuse me--Me--the present writer of
The present poem--of--I know not what--
A tendency to under-rate and scoff
At human power and virtue, and all that;
And this they say in language rather rough.
Good God! I wonder what they would be at!
I say no more than hath been said in Dante's
Verse, and by Solomon and by Cervantes;

By Swift, by Machiavel, by Rochefoucault,
By Fenelon, by Luther, and by Plato;
By Tillotson, and Wesley, and Rousseau,
Who knew this life was not worth a potato.
'Tis not their fault, nor mine, if this be so-
For my part, I pretend not to be Cato,
Nor even Diogenes.--We live and die,
But which is best, you know no more than I.

Socrates said, our only knowledge was
'To know that nothing could be known;' a pleasant
Science enough, which levels to an ass
Each man of wisdom, future, past, or present.
Newton (that proverb of the mind), alas!
Declared, with all his grand discoveries recent,
That he himself felt only 'like a youth
Picking up shells by the great ocean--Truth.'

Ecclesiastes said, 'that all is vanity'--
Most modern preachers say the same, or show it
By their examples of true Christianity:
In short, all know, or very soon may know it;
And in this scene of all-confess'd inanity,

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Revolution

More calm than a heartbeat that flat lines
Quiet like a dark street under the moonlight
A phrase of action that's been screamed from the guts of men
Ever since they're first experienced
Injustice, prejudice, discrimination
A word louder than a gunshot
And softer than a baby's laugh, it will pass
Just like it always has. Until it spits off the lips of
The next man who's had it up to here.
Did somebody say a Revolution?
Or is it all in my head?
Is that what it takes to make a solution
solution
not the first or the last to imagine it
Acknowledge the concepts, question and grasp it
Rebel against the I, and bring down the self.
Mutiny me! overthrow you
Rebellion starts within, the time is now
Did somebody say a Revolution?
Or is it all in my head?
Is that what it takes to make a solution, solution
Did somebody say a Revolution?
Or is it all in my head?
Is that what it takes to make a solution
Your Revolution
Purple skies, Devil eyes, Hypnotize
Little lies, Compromise, Fireflies
Samurias, Parasite, Fly by night, After light, Materialize,
Look alive, Stereotype, Do with die, lullaby, black and white
Did somebody say a Revolution?
Or is it all in my head? your revolution
Is that what it takes to make a solution, solution, your revolution
Did somebody say a Revolution?
Or at least it's been said, your revolution
Is that what it takes to make a solution?
Your Revolution
No resolution -Your Revolution
what's your solution? -Your Revolution
And no substitution -Your Revolution
And no resolution -Your Revolution
not your solution

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Byron

Canto the Eighth

I
Oh blood and thunder! and oh blood and wounds!
These are but vulgar oaths, as you may deem,
Too gentle reader! and most shocking sounds:
And so they are; yet thus is Glory's dream
Unriddled, and as my true Muse expounds
At present such things, since they are her theme,
So be they her inspirers! Call them Mars,
Bellona, what you will -- they mean but wars.

II
All was prepared -- the fire, the sword, the men
To wield them in their terrible array.
The army, like a lion from his den,
March'd forth with nerve and sinews bent to slay, --
A human Hydra, issuing from its fen
To breathe destruction on its winding way,
Whose heads were heroes, which cut off in vain
Immediately in others grew again.

III
History can only take things in the gross;
But could we know them in detail, perchance
In balancing the profit and the loss,
War's merit it by no means might enhance,
To waste so much gold for a little dross,
As hath been done, mere conquest to advance.
The drying up a single tear has more
Of honest fame, than shedding seas of gore.

IV
And why? -- because it brings self-approbation;
Whereas the other, after all its glare,
Shouts, bridges, arches, pensions from a nation,
Which (it may be) has not much left to spare,
A higher title, or a loftier station,
Though they may make Corruption gape or stare,
Yet, in the end, except in Freedom's battles,
Are nothing but a child of Murder's rattles.

V
And such they are -- and such they will be found:
Not so Leonidas and Washington,
Whose every battle-field is holy ground,
Which breathes of nations saved, not worlds undone.
How sweetly on the ear such echoes sound!
While the mere victor's may appal or stun
The servile and the vain, such names will be
A watchword till the future shall be free.

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The Big Problem....

There is this BIG PROBLEM
WE decided not to talk about it
We think that that problem must solve itself
Auto-resolution

So day and night the problem stays there
Like a drunkard in the room
Vomiting
To every nook of the house
The house
That smells like fucking
Shit

But that problem is never considered a problem
There is a room for it to stay
And it can stay
It cannot consume us
It has no mouth and so it has no teeth
It has no tongue it cannot say a word
It stays there like a piece of art
And we begin to appreciate it
Like a piece of rock
Unchanged in the middle of the living room
We eat lunch there
They prepare nice dinners
We drink red wine
We munch chocolates
And sweet berries
The problem stays but it cannot nag us
Because we can pretend
That it is a brother
That we cannot junk but only love
And keep as part of the
Company

There is still this problem
And it did not solve itself
We live by this problem and this problem lives with us
Symbiosis

And so now
What is the problem? Is this a problem after all these years?
It is not anymore
We have learned that it is not a problem anymore
We die soon
And it shall perhaps disappear
Shall it weep over our departure?
That is its problem.

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Matthew Arnold

Sohrab and Rustum

And the first grey of morning fill'd the east,
And the fog rose out of the Oxus stream.
But all the Tartar camp along the stream
Was hush'd, and still the men were plunged in sleep;
Sohrab alone, he slept not; all night long
He had lain wakeful, tossing on his bed;
But when the grey dawn stole into his tent,
He rose, and clad himself, and girt his sword,
And took his horseman's cloak, and left his tent,
And went abroad into the cold wet fog,
Through the dim camp to Peran-Wisa's tent.

Through the black Tartar tents he pass'd, which stood
Clustering like bee-hives on the low flat strand
Of Oxus, where the summer-floods o'erflow
When the sun melts the snows in high Pamere
Through the black tents he pass'd, o'er that low strand,
And to a hillock came, a little back
From the stream's brink--the spot where first a boat,
Crossing the stream in summer, scrapes the land.
The men of former times had crown'd the top
With a clay fort; but that was fall'n, and now
The Tartars built there Peran-Wisa's tent,
A dome of laths, and o'er it felts were spread.
And Sohrab came there, and went in, and stood
Upon the thick piled carpets in the tent,
And found the old man sleeping on his bed
Of rugs and felts, and near him lay his arms.
And Peran-Wisa heard him, though the step
Was dull'd; for he slept light, an old man's sleep;
And he rose quickly on one arm, and said:--

"Who art thou? for it is not yet clear dawn.
Speak! is there news, or any night alarm?"

But Sohrab came to the bedside, and said:--
"Thou know'st me, Peran-Wisa! it is I.
The sun is not yet risen, and the foe
Sleep; but I sleep not; all night long I lie
Tossing and wakeful, and I come to thee.
For so did King Afrasiab bid me seek
Thy counsel, and to heed thee as thy son,
In Samarcand, before the army march'd;
And I will tell thee what my heart desires.
Thou know'st if, since from Ader-baijan first
I came among the Tartars and bore arms,
I have still served Afrasiab well, and shown,
At my boy's years, the courage of a man.
This too thou know'st, that while I still bear on
The conquering Tartar ensigns through the world,

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Stream Line Consciousness

Big brother voyeur blimps unidentified spies
uncle sam peeping toms patrolling skies
bird brain police intelligence
remote viewing homeland pest control
pentagon private eye monitoring the public's every move
mass produced micro chips intercepting prayers patrolling citizens from heaven
Bentham's Panopticon NSA
super computer surveillance cameras
world police spying Manhattan streets

'Athens plummets Euro death spiral
suicide rates soar deepening into despair'

haaretz..the post.. the times
blogs tribunes dailies all in a mad gab
headlong headline attention grabbing scramble

'Yugoslavia - Iraq - Egypt - Yemen - Iran - Syria - United States'
bilderberg building blocks New American Century post apocalyptic prophecy

'foreign mercenaries …national guard...DOD
homeland security to amass covert munitions stockpile
Americans on guard anxieties mounting surrounding
the stripping of amendments 1st if you swing to your left
2nd if you stand on the right
whispers of martial law circulate Anarchical reverberations
emanate from internet Alt culture epicenters
bottle necking global tensions'

'common feeling of deepening disappointment...
heightened expectations...
people expecting an explosive situation over the
next few weeks'

...riot police respond 'to preserve public order'
public roads barricaded to 'protect security of citizens'

'blatant act of censorship
western mainstream media staying away
from Myanmar massacres of Mohammedan Angels
further showing strong anti Muslim bias'

'Media blackout Burmese army
seeking coverage under propaganda blankets'

from the middle east throughout the western world
planet consciousness blurring lines between conspiracy/reality
conflicting global network narratives multiply violent scenarios daily
Victims in a world wide scramble
Government Banking Military

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Edge Of Reality

(words & music by giant - baum - kaye)
I walk along a thin line darling
Dark shadows follow me
Heres where lifes dream lies disillusioned
The edge of reality
Oh I can hear strange voices echo
Laughing with mockery
The border line of doom Im facing
The edge of reality
On the edge of reality she sits there tormenting me
The girl with the nameless face
On the edge of reality where she overpowers me
With fears that I cant explain
She drove me to the point of madness
The brink of misery
If shes not real then Im condemned to
The edge of reality
On the edge of reality she sits there tormenting me
The girl with the nameless face
On the edge of reality where she overpowers me
With fears that I cant explain
She drove me to the point of madness
The brink of misery
If shes not real then Im condemned to
The edge of reality
Reality, reality, reality, reality,
Reality, reality, reality, reality

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Problem Child

(roy orbison)
Roy orbison (sun, 1957)
Well my heartbeat is running wild
Because of you my problem child
Oh-oh baby, don't be running wild
Well cool off baby, don't be a problem child
Well don't you see this shakin' spree
Is bound to be the death of me
Oh baby, don't be running wild
Well cool off baby, don't be a problem child
Well my heartbeat is runnin' wild
Because of you my problem child
Oh baby, don't be running wild
Control yourself, don't be a problem child
Well don't you see this shakin' spree
Is bound to be the death of me
Oh baby, don't be running wild
Well cool off baby, don't be a problem child
Well then i'm gone, that's all she wrote
You'll sing this same song note for note
Oh baby, don't be running wild
Control yourself, you're a problem child
Ooh, problem child
Yeah, problem child
Well, problem child
Yeah, problem child
Oh baby,you're a problem child
Slow down girl, down
Slow down girl, down
Down girl, down
Slow down girl, down......

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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

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When I Meet God

And if the bottles no solution
Why does it feel so warm
And if that girl is no solution
Why did she feel so warm
And if to feel is no solution
Why do I feel
Why do I feel so tired
Why do I feel so broken
Why do I feel so outside
Why do I seem so blind
Im so sick of feeling
Its ruined my life
If living rough is no solution
Why does it ease my mind
If looking back is no solution
Why are we all
Nothing but children
Children inside
Why do the gods
Sit back and watch
So many lost
What kind of mother
Leaves a child in the traffic
Turning tricks in the dark
What kind of god?
I crawled around inside myself
It was a long way down
It was a mine and it was mine
And in the darkness
I saw a perfect mirror
Floating in space
When I meet god
Im going to ask her
What makes her cry
What makes her laugh
Is she just stars and indigo gas
Does she know why
Love has no end
But its dark-angel friend
Tearing women and men
Slowly apart
Stain
Dont do that
Scream
Dont do that
Fail
Never do that
Never do that
I want to go out
Dont do that

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Variations At Home And Abroad

It takes a lot of a person's life
To be French, or English, or American
Or Italian. And to be at any age. To live at any certain time.
The Polish-born resident of Manhattan is not merely a representative of
general humanity
And neither is this Sicilian fisherman stringing his bait
Or to be any gender, born where or when
Betty holding a big plate
Karen crossing her post-World War Two legs
And smiling across the table
These three Italian boys age about twenty gesturing and talking
And laughing after they get off the train
Seem fifty percent Italian and the rest percent just plain
Human race.
O mystery of growing up! O history of going to school!
O lovers O enchantments!

The subject is not over because the photograph is over.
The photographer sits down. Murnau makes the movie.
Everything is a little bit off, but has a nationality.
The oysters won't help the refugees off the boats,
Only other human creatures will. The phone rings and the Albanian
nationalist sits down.
When he gets up he hasn't become a Russian émigré or a German circus
clown
A woman is carrying a basket—a beautiful sight! She is in and of
Madagascar.
The uniformed Malay policeman sniffs the beer barrel that the brothers of
Ludwig are bringing close to him.
All humanity likes to get drunk! Are differences then all on the surface?
But even every surface gets hot
In the sun. It may be that the surface is where we are all alike!
But man and woman show that this isn't true.
We will get by, though. The train is puffing at the station
But the station isn't puffing at the train. This difference allows for a sense
of community
As when people feel really glad to have cats and dogs
And some even a few mice in the chimney. We are not alone
In the universe, and the diversity causes comfort as well as difficulty.
To be Italian takes at least half the day. To be Chinese seven-eighths of it.
Only at evening when Chang Ho, repast over, sits down to smoke
Is he exclusively human, in the way the train is exclusively itself when it is
in motion
But that's to say it wrongly. His being human is also his being seven-eighths
Chinese.
Falling in love one may get, say, twenty percent back
Toward universality, though that is probably all. Then when love's gone
One's Nigerianness increases, or one's quality of being of Nepal.
An American may start out wishing
To be everybody or that everybody were the same

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