No Excuses!
Jesus, Buddha, and
all the great teachers
from the past merely
pointed the way.
it's our own feet
that have to do
the walking...
no excuses...
let's go!
poem by Eric Cockrell
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Related quotes
Excuses
Yo, whats up, this is Ginuwine
And I wanna tell you
It aint no time for excuses with your woman
You be right or you be out, ya heard
Do it right, check this is out
This is my story
Theres a time that comes in a mans life
When is real, want it all, when his mind is right
It could come at any time, morning, noon or night
You would know at the time, nothing more to fight
He might not, and I know cause Ive done the same
You know Im right there with you, dog, but she wont
play the game
She will be done packed your bags, sit em all there
right outside your door
Cause shes tired of the lyin s*** and she aint
takin no more, oh, no she aint
Excuses (Everybody has one)
Excuses (She dont wanna hear them no more, oh)
Excuses (She said take that s*** elsewhere)
Excuses (She dont wanna hear no), excuses {She dont}
Excuses (She aint got time for them)
Excuses (So dont fill her mind with them, no)
Excuses (She said take that s*** elsewhere)
Excuses (She dont wanna hear no), excuses {She dont}
Take her out, hold her hand, let her know youll die
for her
Cause thats your lady, yes, thats your baby
Shes a seed, feed her well, watch her blossom out
And only the real players out there can dig what Im
talkin bout
Be that man, be that one, do the things she loves
Pay attention, should I mention how it all was once
You broke your neck just to get her, dont you pull
back now
Cause sooner or later shell be gone, what youre
askin now
Excuses (Everybody has one)
Excuses (But she dont wanna hear them no more, oh, no
she dont)
Excuses (She said take that s*** elsewhere)
Excuses (Oh...), excuses {She dont}
Excuses (Yeah, she)
Excuses (Dont fill her mind)
Excuses (She said take that s*** else, oh, yes, she
did)
Excuses, excuses (Listen) {She dont}
Dont fake nor front, tell her now
Make your choice right now
Tell her where you stand
[...] Read more
song performed by Ginuwine
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Happy Teacher’s Day in India,2010
Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.
Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!
Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!
Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.
Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!
Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.
Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!
“Happy Teachers’ Day! ”
Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’
Copyright by Dr John Celes 05-09-2010
poem by John Celes
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Teacher’s Day in India,2010
Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.
Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!
Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!
Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.
Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!
Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.
Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!
“Happy Teachers’ Day! ”
Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’
Copyright by Dr John Celes 05-09-2010
poem by John Celes
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Jesus Power over Demons
Jesus' Power Over Demons
home » sermons » 06-24-07
June 24,2007 — The Fourth Sunday after Pentecost
“Jesus' Power Over Demons” — Pastor Lassman
Luke 8: 26-39
Listen
My Fellow Redeemed in Christ,
Do you believe in a real Satan? Do you believe that there are demons? I’m sure you do, but if you don’t you should. Of course, such things might seem strange in our scientific and technical world and many people don’t believe in Satan or evil spirits. And, being spirits, we cannot see Satan or demons. But the Bible talks a great deal about them. I’ve never seen Satan or a demon, but I believe in them not only because the Bible talks about them, but especially because Jesus Christ himself speaks about Satan and demons. In the church we often talk about sin and death, and rightly so. But we should never forget about Satan and his evil forces. For they go together: Satan, sin, and death as Martin Luther says in his Small Catechism about Jesus: “who has redeemed me a lost a condemned person, purchased and won me from all sin, from death….and from the power of the devil.” The power of the devil. That brings us to our gospel lesson where we see “Jesus’ Power Over Demons.”
I. In Jesus Christ the kingdom of God has come to attack and destroy the kingdom of Satan. When he began his public ministry at his baptism Jesus said: “repent, for the kingdom of God is at hand.”.
A. God, of course, had created a perfect world. This included what we would call the “good angels.” But some of those angels, led by their leader, Satan, were not happy with their position in God’s order: they wanted to be God. And in their evil rebellion against God they were transformed into demons who oppose God and all that he stands for. It was their leader, Satan, who showed up as a snake in the Garden of Eden to tempt Adam and Eve to also be like God. And so sin and death came into the world. Satan had invaded God’s world and trashed it. Demons are the source of the world’s superstitions and religions. Demons are the ones behind those who persecute and kill Christians. Demons are the ones behind all the false doctrines that divide the Christian church. With deception and lies they do all in their power to keep people from believing in Jesus Christ and to destroy the faith of those who already believe. Thus the Bible calls the devil our “enemy”. There is an underlying evil in the world that human beings are helpless to overcome. The demon possessed man in our text symbolizes all of this. But remember that every human being is born into this world under the influence of Satan and a member of his kingdom as the apostle John says in his first letter: ”the whole world is under the control of the Evil one.” When you and I were born in the world, we too were under the control of the evil one—enslaved to sin and death, under God’s wrath and damnation. Never forget that.
B. And that’s why Jesus came into the world: to attack and destroy the kingdom of Satan and save his people. He trashed the kingdom of Satan, defeating him and giving mankind victory over sin and death. You can hear the fear in the evil spirit’s voice: “what have you to do with me, Jesus, Son of the most high God.” They are filled with terror because they know that Jesus is stronger than they are. They are afraid of Jesus: “I beg you do not torment me.” They know that on the judgment day Jesus Christ will cast them into the fires of hell as we read in revelation: “and the devil..was thrown into the lake of burning sulpher, where the beast and the false prophet had been thrown. They will be tormented day and night.” And so the spirits begged Jesus not to send them “into the abyss.” The demon was afraid that that day had come. But it had not. So Jesus told them to leave the man and enter the pigs. And they had no choice but to do what he said. Now in our gospel Jesus only delivered one man from demon possession. But on the cross he delivered all of humanity, you and me, from Satan and his forces by dying for our sins. Because of Jesus Christ we never have to fear being possessed by a demon—for our bodies are the temple of God. Because of Jesus Christ we can resist the devil and his temptations—for in baptism we have been united to Jesus Christ. Because of Jesus Christ the devil cannot scare us with death or damnation—for all our sins are forgiven and we will be raised from the dead. Because of Jesus Christ the devil cannot deceive us with his lies because we know the truth. Paul says it all when he writes in Colossians: “for he has rescued us from the dominion of darkness and brought us into the kingdom of the Son he loves, in whom we have redemption, the forgiveness of sins.” (Col.1: 13) you and I have been rescued from Satan and his kingdom—he has no power over us.
II. But as always there are two responses to Jesus.
A. Regardless of the evidence, some people just won’t believe. We see this in our text. There were eyewitnesses to what had happened—the herdsmen who tended the pigs. And they went and told the city and the whole country-side what they had seen. Indeed, they created such a stir that many people went out to the spot where it happened to see for themselves. And there was Jesus- and the man sitting at his feet. And they saw with their own eyes the difference in him. He was no longer naked, but clothed; no longer out of his mind and violent, but calm and in his right mind. He was normal. Clearly, something profound and wonderful had happened. And now comes the strange response: “then all the people of the surrounding country…asked him to depart from them, for they were seized with fear.” What? ! Why did they say that? ! Couldn’t they see that Jesus had done something good, something kind, something merciful, something wonderful? Why did they ask him to leave? Did they care more about the pigs that were destroyed than they did for the well-being of this man? We are not told. But all through the gospels we hear of people who do not believe in Jesus even though they saw him doing miracles and wonderful acts of kindness. Perhaps we get a clue when just fourteen verses before our text Jesus says: “[these] are the ones who hear, and then the devil comes and takes away the words from their hearts so that they may not believe and be saved.” Many people prefer the kingdom of Satan. They like the darkness more than the light
B. But that wasn’t the response of the man from whom the demons left! He believed and was thankful for what Jesus had done for him. As a matter of fact, he was so grateful that he begged Jesus to go with him. But here’s another little surprise- Jesus said “no”. Instead he told him to return to his home and tell everyone what God had done for him. And that’s exactly what he did: he went home and told everyone what Jesus had done for him. I imagine that took a lot of faith. His emotions told him he wanted to be with Jesus. But he denied his emotions and instead did what Jesus told him to do. And so it is with us. We too are thankful for what Jesus has done for us. Every Sunday through the forgiveness of sins he gives us victory over sin and death and the power of Satan and the forces of evil. Such is the power of god’s forgiveness. We love coming here on Sunday mornings and being with Jesus and receiving his salvation. And yet as important as it is, we cannot sit in church all the time. Jesus wants us to return to our homes, our work, our schools—our communities and tell everyone what he has done.
Conclusion: when Jesus drove the demons out of that man Jesus attacked the kingdom of Satan. But when he died for the sins of the world Jesus destroyed Satan’s kingdom. And through faith in him we share in his victory. For Satan’s only weapons are lies, sin, and death. But in Jesus Christ we know the truth; in Jesus Christ our sin has been forgiven, and in Jesus Christ death has been defeated and we have life. Satan has no power over us. Indeed, we can resist him. And how do we know this is true? Well, we see Jesus casting out helpless demons who fear him and must obey him. But the main proof is the empty tomb. When Jesus was raised from the dead God’s hand was raised in victory over Satan and his kingdom. Everywhere the gospel of Jesus Christ is preached and taught the kingdom of Satan is trashed. And one day Jesus will return and cast Satan and all demons into the abyss that they fear so much. Amen!
Messiah Lutheran Church Seattle - Missouri Synod
7050 35th Avenue NE | Seattle, WA 98115 | (206) 524-0024
Questions or comments about this site can be sent to webmaster@messiahseattle.org
Copyright © 2008. Messiah Lutheran Church. All rights reserved.
poem by Mthokozisi Ntokozo Maphumulo
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I Saw It Myself (Short Verse Drama)
Dramatis Personae: Adrian, his wife Ester, his sisters Rebecca and Johanna, his mother Elizabeth, the high priest Chiapas, the disciple Simon Peter, the disciple John, Mary Magdalene, worshipers, priests, two angels and Jesus Christ.
Act I
Scene I.- Adrian’s house in Jerusalem. Adrian has just returned home after a business journey in Galilee, in time to attend the Passover feast. He sits at the table with his wife Ester and his sisters, Rebecca and Johanna. It’s just before sunset on the Friday afternoon.
Adrian. (Somewhat puzzled) Strange things are happening,
some say demons dwell upon the earth,
others angelic beings, miracles take place
and all of this when they had put a man to death,
had crucified a criminal. Everybody knows
the cross is used for degenerates only!
Rebecca. (With a pleasant voice) Such harsh words used,
for a good, a great man brother?
They say that without charge
he healed the sick, brought back sight,
cured leprosy, even made some more food,
from a few fishes and loafs of bread…
Adrian. (Somewhat harsh) They say many things!
That he rode into Jerusalem
to be crowned as the new king,
was a rebel against the state,
even claimed to be
the very Son of God,
now that is blasphemy
if there is no truth to it!
Johanna. I met him once.
He’s not the man
that you make him, brother.
There was a strange tranquilly to Him.
Some would say a divine presence,
while He spoke of love that is selfless,
visited the sick, the poor
and even the destitute, even harlots.
Adrian. (Looks up) There you have it!
Harlots! Tax collecting thieves!
A man is know by his friends,
or so they say and probably
there is some truth to it.
Ester. Husband, do not be so quick to judge.
I have seen Him myself, have seen
Roman soldiers marching Him to the hill
to take His life, with a angry crowd
following and mocking Him.
[...] Read more
poem by Gert Strydom
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Ballad Of Jesus Of Nazareth
I.
It matters not what place he drew
At first life's mortal breath,
Some say it was in Bethlehem,
And some in Nazareth.
But shame and sorrow were his lot
And shameful was his death.
The angels sang, and o'er the barn
Wherein the infant lay,
They hung a star, for they foresaw
The sad world's better day,
But well God knew what thyme and rue
Were planted by his way.
The children of the Pharisees
In hymn and orison
Worshipped the prophets, whom their sires
To cruel death had done,
And said, 'had we been there their death
We had not looked upon.'
While the star shone the angels saw
The tombs these children built
For those the world had driven out,
And smitten to the hilt,
God knew these wretched sons would bear
The self-same bloody guilt.
Always had he who strives for men
But done some other thing,
If he had not led a hermit life,
Or had not had his fling,
We would have followed him, they say,
And made him lord and King.
For John was clothed in camel's hair
And lived among the brutes;
But Jesus fared where the feast was spread
To the sound of shawms and lutes,
Where gathered knaves and publicans
And hapless prostitutes.
Like children in the market place
Who sullen sat and heard,
With John they would not mourn, nor yet
Rejoice at Jesus' word;
Had Jesus mourned, or John rejoiced,
He had been King and lord.
[...] Read more
poem by Edgar Lee Masters
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Picking Teachers For Their Leader
Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.
My steps cease to seek a quickened pace.
There is no wish for leaving.
I am told in my mind I should stay.
Soft voices dance within rainbowed light!
Sparkling to convince...
I should pray with faith.
And they would make my life right!
Picking teachers for their Leader.
For the One never shown.
The One who through scriptures...
Repeated to make appear,
But left still for them to go unknown.
Picking teachers for their Leader.
How they do it like it's done...
When they come,
Nobody knows.
Their picking teachers for their Leader.
They say He's number One.
Like none other like He,
Upon me with gifts bestowed!
Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.
Their picking teachers for their Leader.
As God demands.
Their picking teachers for their Leader.
As God Commands.
Their picking teachers for their Leader.
And I understand...
[...] Read more
poem by Lawrence S. Pertillar
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Bible in Poetry: Gospel of St. Matthew (Chapter 26)
Then Jesus told His disciples,
‘’Twill be Pass-ov’r in two days’ time;
The Son of Man will handed be
Over to them who crucify! ’
So, chief priests and all elders there
Assembled in Caiaphas’ palace.
They consulted with the high priest
On how to arrest Jesus by
Treachery and put Him to death.
They decided not to do so,
During the festival-time as
A riot, people could then cause.
In Bethany, while Jesus was
Within Simon, the leper’s house,
There came a woman with a jar
Of costly, perfumed oil and poured
It on his head while he reclined.
His disciples grew indignant
And asked, ‘Why waste such costly oil?
The money could have been given
Better to poor as charity! ’
As Jesus knew this, He told them,
‘Don’t you trouble the woman as,
A good thing for me, done, she has! ’
‘The poor can always have you but
You’ll not have me with you always.
By pouring oil on my body,
She prepared it for burial! ’
‘Amen, amen, I say to you,
Wherever this gospel is proclaimed
On earth, her act will be retold,
And lauded in her memory.’
Then one amongst the Twelve, Judas
Iscariot went to the chief priests
And asked, ‘What will you give to me,
If I hand him over to you? ’
They paid him thirty silver coins.
From that time onwards, he looked for
A chance to hand Jesus over.
When on the first day of the Feast
Of Unleavened Bread, disciples
Asked, ‘Where do you want us to prepare
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poem by John Celes
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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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Bible in Poetry: Gospel of St. John (Chapter 6)
When Jesus went across the Sea
Of Galilee, a crowd followed;
They saw His miracles on sick;
He ascended the mountain-slope
And sat down with His disciples;
The Feast of Passover was near.
Then Jesus saw a large crowd come;
He asked Philip, ‘Where to buy food? ’
He asked this just to test Philip.
He knew what He’as going to do.
Then Philip replied, ‘Two hundred
Days’ wages worth food wouldn’t suffice.’
Andrew told Jesus, ‘There’s a boy
With barley loaves five and fish two.
It wouldn’t do well for such a crowd.’
Then Jesus told the crowd to rest.
Five thousand people sat on grass.
Then Jesus took the loaves, gave thanks
And had it shared along with fish.
When all had eaten indeed well,
Jesus told, ‘Gather all fragments.’
It was twelve wicker basketsful.
When people saw the miracle,
They accepted Jesus, Prophet-
The one who had come to the world!
They wanted to make Him the king.
So, Jesus withdrew to mountain.
When evening came, they went by boat,
Across the sea to Capernaum.
While traveling, it turned quite dark;
The sea was rough with fierce a wind.
When they had gone three miles off-shore,
They saw Jesus come walk on sea
Towards the boat, and grew afraid.
But Jesus said, ‘It’s I, Don’t fear! ’
They thought Jesus would come aboard;
But suddenly, the boat reached shore!
They realized the next day that
The disciples had come by boat
But Jesus did not come by same!
From Tiberias, other boats came.
As Jesus had not arrived still,
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poem by John Celes
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Bible in Poetry: Gospel of St. John (Chapter 11)
A man called Lazarus was ill,
Brother of Mary, Bethany;
This Mary had anointed Lord’s feet
By perfumed oil, dried by her hair!
So, Mary sent word to Jesus,
‘Master, the one you love is ill.’
(Meaning her brother Lazarus)
When Jesus heard, then He remarked,
‘This illness isn’t to end in death.
But for the glory of God’s works
And that the Son be glorified.’
Now Jesus loved Martha, Mary
And Lazarus who’d fallen ill;
He went to Judea later;
His disciples told Him, ‘Rabbi,
The Jews had wanted to stone you,
You want to go back to that place? ’
Then Jesus answered, ‘Are there not
Twelve hours by day for one to walk?
None stumble then for world has light.
But when he walks alone at night,
He stumbles as he has no sight!
Then Jesus said, ‘Friend Lazarus
Has gone asleep, let me wake him.’
They said, ‘If he sleeps, he’ll be saved! ’
But Jesus talked of deathly sleep,
While disciples, of slumber deep.
Jesus told, ‘Lazarus is dead! ’
Let’s go to him that you believe.
So, Thomas said, ‘Let’s die with him! ’
When Jesus reached Lazarus’ house,
He had died four days earlier.
Bethany lay two miles away!
Some Jews arrived to comfort them;
When Martha heard Jesus would come,
She went to meet; Mary sat home.
Then Martha told Him, ‘Lord, if you’d
Been here, my brother wouldn’t have died.’
‘But even now, I know whatev’r
You ask of God, He will give you.’
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poem by John Celes
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Jubilate Agno: Fragment B, Part 2
LET PETER rejoice with the MOON FISH who keeps up the life in the waters by night.
Let Andrew rejoice with the Whale, who is array'd in beauteous blue and is a combination of bulk and activity.
Let James rejoice with the Skuttle-Fish, who foils his foe by the effusion of his ink.
Let John rejoice with Nautilus who spreads his sail and plies his oar, and the Lord is his pilot.
Let Philip rejoice with Boca, which is a fish that can speak.
Let Bartholomew rejoice with the Eel, who is pure in proportion to where he is found and how he is used.
Let Thomas rejoice with the Sword-Fish, whose aim is perpetual and strength insuperable.
Let Matthew rejoice with Uranoscopus, whose eyes are lifted up to God.
Let James the less, rejoice with the Haddock, who brought the piece of money for the Lord and Peter.
Let Jude bless with the Bream, who is of melancholy from his depth and serenity.
Let Simon rejoice with the Sprat, who is pure and innumerable.
Let Matthias rejoice with the Flying-Fish, who has a part with the birds, and is sublimity in his conceit.
Let Stephen rejoice with Remora -- The Lord remove all obstacles to his glory.
Let Paul rejoice with the Scale, who is pleasant and faithful!, like God's good ENGLISHMAN.
Let Agrippa, which is Agricola, rejoice with Elops, who is a choice fish.
Let Joseph rejoice with the Turbut, whose capture makes the poor fisher-man sing.
Let Mary rejoice with the Maid -- blessed be the name of the immaculate CONCEPTION.
Let John, the Baptist, rejoice with the Salmon -- blessed be the name of the Lord Jesus for infant Baptism.
Let Mark rejoice with the Mullet, who is John Dore, God be gracious to him and his family.
Let Barnabus rejoice with the Herring -- God be gracious to the Lord's fishery.
Let Cleopas rejoice with the Mackerel, who cometh in a shoal after a leader.
Let Abiud of the Lord's line rejoice with Murex, who is good and of a precious tincture.
Let Eliakim rejoice with the Shad, who is contemned in his abundance.
Let Azor rejoice with the Flounder, who is both of the sea and of the river,
Let Sadoc rejoice with the Bleak, who playeth upon the surface in the Sun.
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poem by Christopher Smart
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White Republican Male Jesus?
White Republican Male Jesus?
what about...
black Jesus, brown Jesus,
Asian Jesus, atheist Jesus,
female Jesus, poor Jesus,
jobless Jesus, prison Jesus,
homeless Jesus, illegal immigrant Jesus?
dog Jesus, cat Jesus,
baby in a dumpster Jesus,
addict Jesus, old Jesus?
gay Jesus, union Jesus,
hungry Jesus, foreign Jesus?
bumming a cup of coffee Jesus?
brother Jesus, sister Jesus?
just bombed Jesus,
food stamp Jesus?
how many bodies? how many crosses?
you tell me!
poem by Eric Cockrell
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Jesus, Oh What A Wonderful Child
Jesus, jesus
Oh what a wonderful child
Jesus, jesus
So lowly meek and mild
New life, new hope, new joy he brings
Wont you listen to the angels sing
Glory, glory, glory
To the new born king
Jesus, jesus
Oh what a wonderful child
Jesus, jesus
So lowly meek and mild
New life, new hope, new joy he brings
Wont you listen to the angels sing
Glory, glory, glory
To the new born king
He was herald by the angels
Born in a lowly manger
The virgin mary was his mother
And joseph was his earthly father
Three wise men came from afar
They were guided by a shining star
To see king jesus where he lay
In a manger filled with hay
Jesus, jesus
Oh what a wonderful child
Jesus, jesus
So lowly meek and mild
Oh new joy he brings
Wont you listen to the angels sing
Glory
To the new born king
Oh jesus
Jesus
Marys baby
Lamb of god
Heavenly child
Jesus
Jesus
I love him
Oh jesus
All mighty god
King of kings
Oh jesus
Oh jesus
Oh, oh, oh, jesus
Wonderful, wonderful one
Oh, oh
Oh jesus
Oh jesus
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song performed by Mariah Carey
Added by Lucian Velea
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Prayer Against Anger
• Spirit of anger, hear the Word of the Lord my God come out of me.
I raise the standard of the blood of Jesus against you, in the name of
Jesus.
• Lord God, I surrender my emotions unto Your control. Put anger far
away from me, in the name of Jesus.
• My Lord and my God, give me the grace to be long-suffering and
slow to anger. Give me the forgiving spirit to be able to tolerate
others, in the name of Jesus.
• My Lord and my God, change my behavior to embrace tenderhearted
feelings, kindness, a gentle mind, and patience. Give me the power
to endure all that comes my way with a different temperament, in
the name of Jesus.
• My Lord and my God, give me the grace to expect nothing from
people and depend on You as the Great Provider. Continue to direct
and revive me, in the name of Jesus.
• My Lord and my God, give me the eye to see people as You see them;
I pray I will not label anyone in a way You have not labeled them.
You will label me as the child of the Most High God, in the name of
Jesus.
• My Lord and my God, I come against everything that will cause me
to be angry, in the name of Jesus.
• My Lord and my God, calm me down in any stressful situation that
I find myself in. Restore me at once for Your glory, and let it be well
with me, in the name of Jesus.
50 ENOCH O. AKANJI
• All those things that lower my tolerance level like anxiety, sadness,
fear, stress, irritation, disappointment, worry, embarrassment,
jealousy, hurt, guilt, pain will be things of the past. Give me the
grace be able to tolerate, in the name of Jesus.
• My Lord and my God, I cannot do without You, and I have no
power of my own. Help me and continue to uphold me with Your
mighty hand, in the name of Jesus.
• My Lord and my God, every irrational perception of the truth in my
life, I come against it, in the name of Jesus.
• Give me the grace, my God, not to fail You and myself; I overcome
anger, in the name of Jesus.
• Give me the grace to see anger as a weapon of destruction; I overcome
anger, in the name of Jesus.
• Give me the grace to see anger as a total failure; I overcome anger, in
the name of Jesus.
• Give me the grace to stop and control anger totally; I overcome
anger, in the name of Jesus.
• I pray, instead of being angry, I will act in love, in the name of
Jesus.
• My Lord and my God, give me the grace to control my anger, calm
my nerves, cool my temper, and bury my wrath, in the name of
Jesus.
• My Lord and my God, give me the spirit of forgiveness as an antidote
for bitterness, wrath, and anger, in the name of Jesus.
• My Lord and my God, keep me away from anger, the mother of
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poem by Enoch O. Akanji
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Buddha Within....
Buddha's tears...
on the faces of every
hungry child in the world.
Buddha's emptiness,
in the hearts of every
person who has no home.
Buddha's sorrow,
in the eyes of every
victim of the bombings.
Buddha's silence,
at the roar of every
religious fanatic.
Buddha's compassion,
in the dirt of every
human being fallen.
Buddha's forgiveness,
in the anger of every
person driven by prejudice.
Buddha within,
seeks to evolve!
Buddha within,
just to be!
Buddha within,
already there.
Buddha within,
always has been!
poem by Eric Cockrell
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The Ballad of the White Horse
DEDICATION
Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?
Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?
In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.
Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.
Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.
Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.
Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.
But who shall look from Alfred's hood
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poem by Gilbert Keith Chesterton
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Sociology Assignment
THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING
INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.
INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .
In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .
In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .
NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.
Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .
TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.
The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.
Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.
A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.
SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .
There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .
CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.
LIST OF REFERENCES.
Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.
Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139
Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14
Harris, S. (1999) . Careers education: contesting policy and practice. Sage
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poem by Innocent Masina Nkhonyo
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Paradise Regained
THE FIRST BOOK
I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,
[...] Read more
poem by John Milton
Added by Poetry Lover
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I Believe In Jesus
Ran into mother mary down on line
Street in l.a.
She was preaching the gospel
She was singing how jesus saves
When a crowd of passing tourists
Looked to see what they could see
You know before they know it she had
Them all down on their knees
I believe in jesus you know I know him
Oh so well
And Im going to heaven by and by
cause I already been through hell
I believe in jesus, in jesus, in jesus
I believe in jesus, in jesus
So onward christian soldiers still
Marching as to war
With the cross of jesus just going on before
Now jesus was a little lamb, his fleece
Was white as snow
And every where that jesus went
This lamb is sure to go
Well I believe in jesus you know I know him
Oh so well
And Im going to heaven by and by
cause I saved my soul from going to hell
I believe in jesus, in jesus, in jesus
I believe in jesus, in jesus
Look at the sheep cause theyre
Running fast
They wanna make it through the gates
At last
So onward christian soldiers still
Marching as to war
With the cross of jesus just going on before
I believe in jesus, in jesus
I believe in jesus, in jesus.....
song performed by Donna Summer
Added by Lucian Velea
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