The children of the nuclear age, I think, were weakened in their capacity to love. Hard to love, when you're bracing yourself for impact. Hard to love, when the loved one, and the lover, might at any instant become blood and flames, along with everybody else.
Martin Amis in Experience: A Memoir
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Related quotes
Lover Lover Lover
I asked my father,
I said, father change my name.
The one Im using now its covered up
With fear and filth and cowardice and shame.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
He said, I locked you in this body,
I meant it as a kind of trial.
You can use it for a weapon,
Or to make some woman smile.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
Then let me start again, I cried,
Please let me start again,
I want a face thats fair this time,
I want a spirit that is calm.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
I never never turned aside, he said,
I never walked away.
It was you who built the temple,
It was you who covered up my face.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
And may the spirit of this song,
May it rise up pure and free.
May it be a shield for you,
A shield against the enemy.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
song performed by Leonard Cohen
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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
[...] Read more
poem by Terence George Craddock
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The mother and the artist
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of wonderfully emollient freshness; every
unfurling instant of impregnably magnificent existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of spellbindingly undefeated innocence; every
unfurling instant of symbiotically pristine existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of timelessly unconquerable truth; every unfurling
instant of bounteously magnanimous existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of unfathomably unfettered creativity; every
unfurling instant of timelessly burgeoning existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of royally triumphant resplendence; every
unfurling instant of unconquerably majestic existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of eternally exhilarating vivaciousness; every
unfurling instant of redolently insuperable existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of unbelievably ameliorating optimism; every
unfurling instant of marvelously benign existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of brilliantly liberated camaraderie; every
unfurling instant of iridescently inscrutable existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of unshakably virgin righteousness; every
unfurling instant of beautifully untainted existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of uninhibitedly heavenly frolic; every unfurling
instant of tantalizingly sensuous existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of compassionately humanitarian friendship; every
unfurling instant of magically mitigating existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of miraculously everlasting freshness; every
unfurling instant of invincibly coalescing existence,
A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of pricelessly ubiquitous oneness; every unfurling
[...] Read more
poem by Nikhil Parekh
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Luv Me, Luv Me
Shaggy:
Original lover, lover, mm, yeah, uh (yeah)
Catch a groove girl, catch a groove, thats right
Lover, lover, lover, mmm, shaggy, dj
A who da man dat love to make you moist and wet (uh)
A who da man dat love to make you moan and sweat (uh)
A who da man dat love to make you scream out yes (mr. lover, mr. lover)
A who da man dat love to make you moist and wet (uh)
A who da man that love to make you moan and sweet (uh)
A who da man dat love to make you scream out yes, naw (mr. lover)
Sugar
Sweet, succulent and fine
A twinkling eye on my darling divine
I love the way you move all the way youre designed
Your only lines are my mind, forget the corny line
Now let me hit you off with this question sign
You seem to be the type for me to wine and dine
A little candlelight dinner toasted over some wine
Well, I will hit you off with this lyrical rhyme
Now mr. lover keep her rockin, mr. lover keep her rockin
Mr. lover keep her rockin and swing
Now mr. lover keep her rockin, mr. lover keep her rockin
Mr. lover keep her rockin and swing
Chorus:
Janet:
Ooh boy, I love you so
Never, ever, ever gonna let you go (thats right)
Once I get my hands on you (luv me, luv me, luv me sex machine)
Ooh boy, I love you so (mmm hmm)
Never, ever, ever gonna let you go (thats right, uh)
I hope you feel the same way too (you know dat)
Shaggy:
Step in my caravan of love
So I can love, gonna give you hotter rubs
Dem ever wet kissies wit dem brazen hugs
And now your sweet, silky body on my persian rug
While we sippin coke from da same ol mug
Im readin fortune cookies from the chines proverb
It had some great stuff written in it with some cool rub-a-dub
A little ol reminisce in the hot tub, huh
Janet:
Mr. lover, mr. lover, mr. lover (lets fog up some window sills, girl, uh)
Mr. lover (catch a groove back girl, catch a groove)
Mr. lover, mr. lover
Chorus
Shaggy:
Girlie, girlie
You woke up a real love machine
Girlie, girlie
I live to make your beat
[...] Read more
song performed by Janet Jackson
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Instant Tunes
Instant tunes only just been made
Instant songs never to be played
Instant tunes hanging out to dry
Let me try to introduce you to
Instant tunes
Instant tunes
Instant tunes
Instant tunes
Ever and ever will they give us pleasure
Their instant, still instant
Like mother used to make it -- oh!
Instant tunes give instant cash
Make me want to start a backlash
Let me have the recipe
And make me some lovely, lovely
Instant tunes
Instant tunes
Instant tunes
Instant tunes
Ever and ever will they give us pleasure
Their instant, still instant
Like mother used to make it -- oh!
Ever and ever will they give us pleasure
Their instant, still instant
Like mother used to make it -- oh!
Instant tunes give instant cash
Make me want to start a backlash
Let me have the recipe
And make me some lovely, lovely
Instant tunes
Instant tunes
Instant tunes
Instant tunes
song performed by Xtc
Added by Lucian Velea
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Night Bring Me My Lover
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
Night, bring me my lover
Baby, night is sweet?
To each other thats the way we meet
I went all day for night to come
When I ? so easy
Do you want my lover, baby
Exchanging smiles and glances,
Just by to take my chances
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
Night, bring me my lover
Youre the living cruel
To satisfy each other, thats the loving truth
One day is all I want belong to ? baby
Thats the way I found you, lover?
Each other
Nights brought us one another
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
(Im so high) Im in love tonight
(so high) I think our love is so right
(so high) ? tomorrow-morrow
Night (bring me my lover)
Bring me my lover,
Night
(bring me my lover)
Bring me my lover, night
The night has brought me you, ooooh
Night (bring me my lover)
Bring me my lover, night
(bring me my lover)
Bring me my lover, night
The night has brought me you, ooh
Night (bring me my lover)
Bring me my lover, night
(bring me my lover)
[...] Read more
song performed by Gloria Estefan
Added by Lucian Velea
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Loved
Loved
Written by Ricky Wilde & Terry Ronald
Take all your goodness and shiness away
I'll tell you the things I've been longing to say
I'll break it to you just so you understand
The force and control that you hold in your hands
Make me the beat of your heart
Then fall into mine
One step at a time
You have no reason for doubting your feelings
Love isn't always the same
You are loved
You are loved
You are loved
You I love
You
You are loved
You are loved
You are loved
You I love
You
(Ooh you are loved)
Live for the moment according to you
And so when the time comes you know what to do
Trust me, I'm giving no secret away
I'm drowning in you but I want it that way
Make me the beat of your heart
Then fall into mine
One step at a time
You have no reason for doubting your feelings
Love isn't always the same
You are loved
You are loved
You are loved
You I love
You
You are loved
You are loved
You are loved
You I love
You
You are loved
(Ooh you are loved)
You are loved
You are loved
You I love
You
You are loved
(Ooh you are loved)
You are loved
[...] Read more
song performed by Kim Wilde
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The Aeneid of Virgil: Book 2
ALL were attentive to the godlike man,
When from his lofty couch he thus began:
“Great queen, what you command me to relate
Renews the sad remembrance of our fate:
An empire from its old foundations rent, 5
And ev’ry woe the Trojans underwent;
A peopled city made a desart place;
All that I saw, and part of which I was:
Not ev’n the hardest of our foes could hear,
Nor stern Ulysses tell without a tear. 10
And now the latter watch of wasting night,
And setting stars, to kindly rest invite;
But, since you take such int’rest in our woe,
And Troy’s disastrous end desire to know,
I will restrain my tears, and briefly tell 15
What in our last and fatal night befell.
“By destiny compell’d, and in despair,
The Greeks grew weary of the tedious war,
And by Minerva’s aid a fabric rear’d,
Which like a steed of monstrous height appear’d: 20
The sides were plank’d with pine; they feign’d it made
For their return, and this the vow they paid.
Thus they pretend, but in the hollow side
Selected numbers of their soldiers hide:
With inward arms the dire machine they load, 25
And iron bowels stuff the dark abode.
In sight of Troy lies Tenedos, an isle
(While Fortune did on Priam’s empire smile)
Renown’d for wealth; but, since, a faithless bay,
Where ships expos’d to wind and weather lay. 30
There was their fleet conceal’d. We thought, for Greece
Their sails were hoisted, and our fears release.
The Trojans, coop’d within their walls so long,
Unbar their gates, and issue in a throng,
Like swarming bees, and with delight survey 35
The camp deserted, where the Grecians lay:
The quarters of the sev’ral chiefs they show’d;
Here Phœnix, here Achilles, made abode;
Here join’d the battles; there the navy rode.
Part on the pile their wond’ring eyes employ: 40
The pile by Pallas rais’d to ruin Troy.
Thymoetes first (’t is doubtful whether hir’d,
Or so the Trojan destiny requir’d)
Mov’d that the ramparts might be broken down,
To lodge the monster fabric in the town. 45
But Capys, and the rest of sounder mind,
The fatal present to the flames designed,
Or to the wat’ry deep; at least to bore
The hollow sides, and hidden frauds explore.
The giddy vulgar, as their fancies guide, 50
[...] Read more
poem by Publius Vergilius Maro
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Hudibras: Part 3 - Canto I
THE ARGUMENT
The Knight and Squire resolve, at once,
The one the other to renounce.
They both approach the Lady's Bower;
The Squire t'inform, the Knight to woo her.
She treats them with a Masquerade,
By Furies and Hobgoblins made;
From which the Squire conveys the Knight,
And steals him from himself, by Night.
'Tis true, no lover has that pow'r
T' enforce a desperate amour,
As he that has two strings t' his bow,
And burns for love and money too;
For then he's brave and resolute,
Disdains to render in his suit,
Has all his flames and raptures double,
And hangs or drowns with half the trouble,
While those who sillily pursue,
The simple, downright way, and true,
Make as unlucky applications,
And steer against the stream their passions.
Some forge their mistresses of stars,
And when the ladies prove averse,
And more untoward to be won
Than by CALIGULA the Moon,
Cry out upon the stars, for doing
Ill offices to cross their wooing;
When only by themselves they're hindred,
For trusting those they made her kindred;
And still, the harsher and hide-bounder
The damsels prove, become the fonder.
For what mad lover ever dy'd
To gain a soft and gentle bride?
Or for a lady tender-hearted,
In purling streams or hemp departed?
Leap'd headlong int' Elysium,
Through th' windows of a dazzling room?
But for some cross, ill-natur'd dame,
The am'rous fly burnt in his flame.
This to the Knight could be no news,
With all mankind so much in use;
Who therefore took the wiser course,
To make the most of his amours,
Resolv'd to try all sorts of ways,
As follows in due time and place
No sooner was the bloody fight,
Between the Wizard, and the Knight,
[...] Read more
poem by Samuel Butler
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Let The Children Speak
Time - way out of line
A whole nation waits outside
The rhythm of tomorrow
They can dance away their sorrows tonight
Lost - broken and scarred
Prisoner waits outside with his lone heart beating
Let the children, let the children
Let the children, let the children speak
Let the children - let the children speak
Aims - dangerous games
Their mother says one false move and we all get hurt
I feel this sense of power I feel it every hour tonight
Lets not get lazy tonight
Things could get crazy cos
One more kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Let the children, let the children
Let the children, let the children
Power to the powerless strength unto the weak
Let the children, let the children
Let the children, let the children speak
Im begging you now let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Lets not get lazy tonight
Things could get crazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Things could get crazy tonight
Lets not get lazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Im begging you now
Let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
The language of this world
Lets not get lazy cos
One false move and we all get hurt
Let the children, let the children
[...] Read more
song performed by Simple Minds
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Awesum Luvr
Yo fight, yo fight, turn the mic up... yeahh
QT!
Old people tell me I'm still too young
To take a lady's hand and give it the tounge
But what do they know about puberty?
About being 14, and all filled with needs
Mary k. Latourneau think you knew the truth
It's all the young dudes, who's got the best moves, yeah
Call me the heartthrob that was choice
I'm just a nice guy with a pretty good voice
If you're a girl with humor inside [noahsbestfriend@noahsmom.com]
Come get with me and girl I'm gonna make you smile
If you get scared, I'll take you by the hand
I'll show you heaven, I will be your dream man
Wanna be your awesome lover (I wanna be)
Gonna be your number one man
Wanna be a real heartbreaker
The best lover (best lover) in all the land
Wanna be your awesome lover
Wanna be your awesome lover, lover
Awesome lover
The best lover (the best lover) in all the land
Are you sick of guys who come on strong?
Who just want to see you wearing a tight thong
I don't even know what a thong is
But I got an A+ on the Teen Charm Quiz [noahsbestfriend@noahsmom.com]
So sit back, relax, and I won't hit on you Just let yourself drown in my big baby blues
Okay so I'm older than your average teen
But baby I will treat you just like a queen
I'm wise and mature and so generous too
And I'll never use cuss words like hump or screw
A smooth older man
Is just what you need
Cause lovin' is better at a way slower speed
Wanna be your awesome lover (awesome lover)
Wanna be your number one man (number one man)
Wanna be your real heartbreaker (real heartbreaker)
The best lover (best lover) in all the land (in all the land)
Awesome lover (wanna be)
Wanna be your awesome lover, lover (I wanna be, I got to be)
Awesome lover..(your best lover)
The best lover (best lover) in all the land
Some ladies like guys who treat them like crap
Has lots of tattoos and is all into rap
Guess what, that's me, your own gangsta toy
If you're the kind girl who loves a real bad boy
(if you want some more, c'mon)/p Wanna be your
Wanna be your
Awesome lover
Wanna be your number one man
[...] Read more
song performed by 2gether
Added by Lucian Velea
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The Columbiad: Book III
The Argument
Actions of the Inca Capac. A general invasion of his dominions threatened by the mountain savages. Rocha, the Inca's son, sent with a few companions to offer terms of peace. His embassy. His adventure with the worshippers of the volcano. With those of the storm, on the Andes. Falls in with the savage armies. Character and speech of Zamor, their chief. Capture of Rocha and his companions. Sacrifice of the latter. Death song of Azonto. War dance. March of the savage armies down the mountains to Peru. Incan army meets them. Battle joins. Peruvians terrified by an eclipse of the sun, and routed. They fly to Cusco. Grief of Oella, supposing the darkness to be occasioned by the death of Rocha. Sun appears. Peruvians from the city wall discover Roch an altar in the savage camp. They march in haste out of the city and engage the savages. Exploits of Capac. Death of Zamor. Recovery of Rocha, and submission of the enemy.
Now twenty years these children of the skies
Beheld their gradual growing empire rise.
They ruled with rigid but with generous care,
Diffused their arts and sooth'd the rage of war,
Bade yon tall temple grace their favorite isle,
The mines unfold, the cultured valleys smile,
Those broad foundations bend their arches high,
And rear imperial Cusco to the sky;
Wealth, wisdom, force consolidate the reign
From the rude Andes to the western main.
But frequent inroads from the savage bands
Lead fire and slaughter o'er the labor'd lands;
They sack the temples, the gay fields deface,
And vow destruction to the Incan race.
The king, undaunted in defensive war,
Repels their hordes, and speeds their flight afar;
Stung with defeat, they range a wider wood,
And rouse fresh tribes for future fields of blood.
Where yon blue ridges hang their cliffs on high,
And suns infulminate the stormful sky,
The nations, temper'd to the turbid air,
Breathe deadly strife, and sigh for battle's blare;
Tis here they meditate, with one vast blow,
To crush the race that rules the plains below.
Capac with caution views the dark design,
Learns from all points what hostile myriads join.
And seeks in time by proffer'd leagues to gain
A bloodless victory, and enlarge his reign.
His eldest hope, young Rocha, at his call,
Resigns his charge within the temple wall;
In whom began, with reverend forms of awe,
The functions grave of priesthood and of law,
In early youth, ere yet the ripening sun
Had three short lustres o'er his childhood run,
The prince had learnt, beneath his father's hand,
The well-framed code that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,
[...] Read more
poem by Joel Barlow
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Vision of Columbus – Book 3
Now, twice twelve years, the children of the skies
Beheld in peace their growing empire rise;
O'er happy realms, display'd their generous care,
Diffused their arts and soothd the rage of war;
Bade yon tall temple grace the favourite isle.
The gardens bloom, the cultured valleys smile,
The aspiring hills their spacious mines unfold.
Fair structures blaze, and altars burn, in gold,
Those broad foundations bend their arches high,
And heave imperial Cusco to the sky;
From that fair stream that mark'd their northern sway,
Where Apurimac leads his lucid way,
To yon far glimmering lake, the southern bound,
The growing tribes their peaceful dwellings found;
While wealth and grandeur bless'd the extended reign,
From the bold Andes to the western main.
When, fierce from eastern wilds, the savage bands
Lead war and slaughter o'er the happy lands;
Thro' fertile fields the paths of culture trace,
And vow destruction to the Incan race.
While various fortune strow'd the embattled plain,
And baffled thousands still the strife maintain,
The unconquer'd Inca wakes the lingering war,
Drives back their host and speeds their flight afar;
Till, fired with rage, they range the wonted wood,
And feast their souls on future scenes of blood.
Where yon blue summits hang their cliffs on high;
Frown o'er the plains and lengthen round the sky;
Where vales exalted thro' the breaches run;
And drink the nearer splendors of the sun,
From south to north, the tribes innumerous wind,
By hills of ice and mountain streams confined;
Rouse neighbouring hosts, and meditate the blow,
To blend their force and whelm the world below.
Capac, with caution, views the dark design,
From countless wilds what hostile myriads join;
And greatly strives to bid the discord cease,
By profferd compacts of perpetual peace.
His eldest hope, young Rocha, at his call,
Leaves the deep confines of the temple wall;
In whose fair form, in lucid garments drest,
Began the sacred function of the priest.
In early youth, ere yet the genial sun
Had twice six changes o'er his childhood run,
The blooming prince, beneath his parents' hand,
Learn'd all the laws that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,
[...] Read more
poem by Joel Barlow
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The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
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poem by Innocent Masina Nkhonyo
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The Aeneid of Virgil: Book 12
WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50
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poem by Publius Vergilius Maro
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Well, It's Nuclear...
well, it's nuclear rain,
voices without names,
faces etched in pain,
lives given in vain,
it's nuclear rain.
well, it's nuclear night.
cant tell wrong from right,
hope is out of sight,
men stand alone and fight.
it's nuclear night.
well, it's nuclear stillness.
past the point of forgiveness..
the dying cry out to witness.
the ego driven illness.
it's nuclear stillness.
well, it's nuclear devastation.
the home divided by the nation.
the individual sold to exploitation.
to bondage and incarceration.
it's nuclear devastation.
well, it's nuclear hell.
the spirit put on sale.
the body just a shell.
the truth it cannot tell.
it's nuclear hell.
well, it's nuclear death,
fear steals the very breath.
everything taken nothing left.
child of Cain, child of Seth,
it's nuclear death.
well, it's the nuclear dawn,
all that ever was is gone.
the weak devoured by the strong,
god left to walk alone...
it's nuclear dawn!
poem by Eric Cockrell
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Annus Mirabilis, The Year Of Wonders, 1666
1
In thriving arts long time had Holland grown,
Crouching at home and cruel when abroad:
Scarce leaving us the means to claim our own;
Our King they courted, and our merchants awed.
2
Trade, which, like blood, should circularly flow,
Stopp'd in their channels, found its freedom lost:
Thither the wealth of all the world did go,
And seem'd but shipwreck'd on so base a coast.
3
For them alone the heavens had kindly heat;
In eastern quarries ripening precious dew:
For them the Idumaean balm did sweat,
And in hot Ceylon spicy forests grew.
4
The sun but seem'd the labourer of the year;
Each waxing moon supplied her watery store,
To swell those tides, which from the line did bear
Their brimful vessels to the Belgian shore.
5
Thus mighty in her ships, stood Carthage long,
And swept the riches of the world from far;
Yet stoop'd to Rome, less wealthy, but more strong:
And this may prove our second Punic war.
6
What peace can be, where both to one pretend?
(But they more diligent, and we more strong)
Or if a peace, it soon must have an end;
For they would grow too powerful, were it long.
7
Behold two nations, then, engaged so far
That each seven years the fit must shake each land:
Where France will side to weaken us by war,
Who only can his vast designs withstand.
8
See how he feeds the Iberian with delays,
To render us his timely friendship vain:
And while his secret soul on Flanders preys,
He rocks the cradle of the babe of Spain.
9
Such deep designs of empire does he lay
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poem by John Dryden
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Canto the Fourth
I.
I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!
II.
She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.
III.
In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!
IV.
But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.
V.
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poem by Byron from Childe Harold's Pilgrimage (1818)
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Palamon And Arcite; Or, The Knight's Tale. From Chaucer. In Three Books. Book III.
The day approached when Fortune should decide
The important enterprise, and give the bride;
For now the rivals round the world had sought,
And each his number, well appointed, brought.
The nations far and near contend in choice,
And send the flower of war by public voice;
That after or before were never known
Such chiefs, as each an army seemed alone:
Beside the champions, all of high degree,
Who knighthood loved, and deeds of chivalry,
Thronged to the lists, and envied to behold
The names of others, not their own, enrolled.
Nor seems it strange; for every noble knight
Who loves the fair, and is endued with might,
In such a quarrel would be proud to fight.
There breathes not scarce a man on British ground
(An isle for love and arms of old renowned)
But would have sold his life to purchase fame,
To Palamon or Arcite sent his name;
And had the land selected of the best,
Half had come hence, and let the world provide the rest.
A hundred knights with Palamon there came,
Approved in fight, and men of mighty name;
Their arms were several, as their nations were,
But furnished all alike with sword and spear.
Some wore coat armour, imitating scale,
And next their skins were stubborn shirts of mail;
Some wore a breastplate and a light juppon,
Their horses clothed with rich caparison;
Some for defence would leathern bucklers use
Of folded hides, and others shields of Pruce.
One hung a pole-axe at his saddle-bow,
And one a heavy mace to stun the foe;
One for his legs and knees provided well,
With jambeux armed, and double plates of steel;
This on his helmet wore a lady's glove,
And that a sleeve embroidered by his love.
With Palamon above the rest in place,
Lycurgus came, the surly king of Thrace;
Black was his beard, and manly was his face
The balls of his broad eyes rolled in his head,
And glared betwixt a yellow and a red;
He looked a lion with a gloomy stare,
And o'er his eyebrows hung his matted hair;
Big-boned and large of limbs, with sinews strong,
Broad-shouldered, and his arms were round and long.
Four milk-white bulls (the Thracian use of old)
Were yoked to draw his car of burnished gold.
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poem by John Dryden
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Awesome Lover
Awesome lover
Yo fight, yo fight turn this the mic up... yeahh
Qt...
Most people tell me Im still too young (cmon)
To take a ladies hand and give it the tounge
What do they know about puberty? (yeah)
About being 14, and living with needs
Mary k luton I bet she knew the truth (say what)
Its all about whose got the best boobs yeah
Call my the heartthrob that wasnt choice (yeah take it)
Im just a nice guy with a pretty dope voice
If youre a girl with humor inside
Come get with me and girl Im gonna make you smile
If you get scared, Ill take you by the hand (cmon)
Ill show you heaven, I will be your dream man
Gonna be your awesome lover
Gonna be your number one man
Wanna be your real heartbreaker
The best lover (best lover) in all the land
Wanna be your awesome lover
Wanna be your awesome lover, lover
Awesome lover..
The best lover (best lover) in all the land
Are you sick of guys who come on too strong? (thats chad)
Who just want to see you wearing a tight thong
I dont even know what a thong is (what cha say)
But I got an a+ on the teen chump quiz!
So sit back, relax,
And I wont hit on you
Just let yourself drown in my big baby blues...
Okay so Im older than your average teen (hey doug)
But baby I will treat you just like a queen
Im wise and mature and so generous too (mmm)
And Ill never use cuss words like hump or screw
A smooth older man
Is just what you need
Cause lovin is better at a way slower speed...
Wanna be your awesome lover
Wanna be your number one man
Wanna be your real heartbreaker
The best lover (best lover) in all the land
Wanna be your awesome lover
Wanna be your awesome lover, lover
Awesome lover..
The best lover (best lover) in all the land
Some ladies like guys who treat them like crap
Has lots of tattoos and is all into rap
Well guess what, thats me, your own gangsta toy.
If youre the kind of girl who loves a real bad boy...
Gonna be your
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song performed by 2gether
Added by Lucian Velea
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