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Our Democracy

We don't have binding referendums or judicial reviews,
No plebiscites, proportional representation but who knew?
No set-date elections, recall or compulsory voting rules,
Not even elected senators mentioned in any of our schools.

We are not allowed death with dignity no matter how sick,
No matter what religion you are - Protestant or Mick,
And what happened to Sue Rodriguez, could happen to you,
Just about the time you're ready to die and say adieu.

Canadian politicians like all politicians dread recall,
Whether it's federal, provincial or even city hall,
Their party is more important than their constituents,
But this is seldom if ever very mentioned though continuous.

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Beldame of Death

A crunch: afoot a dead arachnid
Spanning once a serving plate –
Oh! that others be alive
With such as me for spider bait!

I slunk along the silent hall
Of ancient ore attired in grime –
Feculent beyond the nose;
No bearing here, nor feel for time.

I shuddered in appreciation –
The ambience would mortify
A feeble mind, aghast, opined
Of murky thought, and typify
The will of Belial err I brought
Upon myself to loathe and dread
Exquisite retribution: to linger
Oftentimes alive, then dead.

Compulsion saw me edging on
Toward a narrow door of oak.
Behind, I knew, a greater evil
Waiting in her fusty cloak.

A choice of nil upon the table;
Aught of leave, I had to face
Alone the shrew – her flaming aura
Angling me; my deep disgrace
From ugly deeds I dealt in life,
A heinous world I honed in glee…

'Now take a crooked path to death,
For I have come to torture thee! '

Out of eyes of orange flame,
A piercing glare, then here it came –
The cackling cry of chanting song:

'You thought you'd die alone in pain
The once – nay nay! you'll die with me,
And so a catch: you'll die again
Ad infinitum - ever be!

Your soul to curse, my heart we'll gore,
Your liver to draw and quarter;
A sadomasochistic pair,
We'll slither together in slaughter! '

I answered only with a scream, from
Sensing near her craving lust.

[...] Read more

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Ginger's Cobber

''E wears perjarmer soots an' cleans 'is teeth,'
That's wot I reads. It fairly knocked me flat,
'Me soljer cobber, be the name o' Keith.'
Well, if that ain't the limit, strike me fat!
The sort that Ginger Mick would think beneath
'Is notice once. Perjarmers! Cleans 'is teeth?

Ole Ginger Mick 'as sent a billy-doo
Frum somew'ere on the earth where fightin' thick.
The Censor wus a sport to let it thro',
Considerin' the choice remarks o' Mick.
It wus that 'ot, I'm wond'rin' since it came
It didn't set the bloomin' mail aflame.

I'd love to let yeh 'ave it word fer word;
But, strickly, it's a bit above the odds;
An' there's remarks that's 'ardly ever 'eard
Amongst the company to w'ich we nods.
It seems they use the style in Ginger's trench
Wot's written out an' 'anded to the Bench.

I tones the langwidge down to soot the ears
Of sich as me an' you resorts wiv now.
If I should give it jist as it appears
Partic'lar folk might want ter make a row.
But say, yeh'd think ole Ginger wus a pote
If yeh could read some juicy bits 'e's wrote.

It's this noo pal uv 'is that tickles me;
'E's got a mumma, an' 'is name is Keith.
A knut upon the Block le used to be,
'Ome 'ere; the sort that flashes golden teeth,
An' wears 'or socks, an' torks a lot o' guff;
But Ginger sez they're cobbers till they snuff.

It come about like this: Mick spragged 'im first
Fer swankin' it too much abroad the ship.
'E 'ad nice manners an' 'e never cursed;
Which set Mick's teeth on edge, as you may tip.
Likewise, 'e 'ad two silver brushes, w'ich
'Is mumma give 'im, 'cos 'e fancied sich.

Mick pinched 'em. Not, as you will understand,
Becos uv any base desire fer loot,
But jist becos, in that rough soljer band,
Them silver-backed arrangements didn't soot:
An' etiket must be observed always.
(They fetched ten drinks in Cairo, Ginger says.)

That satisfied Mick's honour fer a bit,

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Wasteland

Out into the wasteland
Out into the wasteland
No religion
No religion, no religion at all
No religion
No religion, no religion at all
No religion, no religion at all
No religion
No religion, no religion at all
No religion
No religion at all
No religion
Emissionary man amongst the heathen
Cant you see a modern primitive
I came back, Im gonna find,
Im gonna give religion
When there was, no religion at all
Im outta the wasteland
Im into this head man
Im outta the wasteland
No religion at all
Im outta the wasteland
Im into this head man
Im outta the wasteland
No religion, no religion at all
Theres a man in need of resurrection
(no religion)
Cant you see a modern primitive
(no religion)
But Im a man I need my love and
Freedom (no religion)
When there was no freedom at all
Im outta the wasteland
Im into this head man
Im outta the wasteland
No religion at all
Im outta the wasteland
Im into this head man
Im outta the wasteland
No religion, no religion at all
No religion
No religion at all
No religion
No religion at all
In vr land
The future of fun
Tell me what to do
In vr law
Computer crime
Um, so sublime

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Introduction to Ginger Mick

Jist to intraj'uice me cobber, an 'is name is Ginger Mick
A rorty boy, a naughty boy, wiv rude impressions thick
In 'is casu'l conversation, an' the wicked sort o' face
That gives the sudden shudders to the lor-abidin' race.

'Is name is on the records at the Melbourne City Court,
Fer doin' things an' sayin' things no reel nice feller ort;
An 'is name is on the records uv the Army, over there,
Fer doin' things - same sort o' things that rose the Bench's 'air.

They never rung no joy-bells when 'e made 'is first de- boo;
But 'e got free edjication, w'ich they fondly shoved 'im thro';
Then turned 'im loose in Spadger's Lane to 'ang around the street
An' 'elp the cop to re-erlize the 'ardness uv 'is beat.

Then 'e quickly dropped 'is aitches, so as not to be mistook
Fer an edjicated person, 'oo 'is cobbers reckoned crook;
But 'e 'ad a trick wiv figgers that ud make a clerk look sick;
So 'e pencilled fer a bookie; an' 'e 'awked a bit, did Mick.

A bloke can't be partic'lar 'oo must battle fer a crust;
An' some, they pinch fer preference, an' some, becos they must.
When times is 'ard, an' some swell coves is richer than they ort;
Well, it's jist a little gamble fer a rise, agin the Court.

Now, Mick wus never in it as a reel perfeshnal crook,
But sometimes cops 'as slabs uv luck, so sometimes 'e wus took,
An' 'e got a repitation, thro' 'im bein' twice interned;
But 'e didn't skite about it, 'cos 'e felt it wasn't earned.

I reckerlect one time a Beak slings Mick a slab uv guff,
Wiv 'Thirty days or forty bob' (Mick couldn't raise the stuff) -
An' arsts 'im where 'is conshuns is, an' w'y 'e can't be good,
An' Mick jist grins, an' takes it out, an' never understood.

An' that is orl there wus to Mick, wiv orl 'is leery ways.
If I wus up among the 'eads, wiv right to blame or praise,
Whenever some sich bloke as 'im wus tucked away fer good
I'd chalk them words above 'is 'ead: ''E never understood.'

If I wus up among the 'eads, wiv right to judge the game,
I'd look around fer chance to praise, an' sling the flamin' blame;
Fer findin' things in blokes to praise pays divvies either way;
An' wot they're blamed fer yesterd'y brings 'earty cheers to-day.

Yes, 'earty cheers frum thortless coots 'oo feel dead sure their God
Would never 'ave no time fer crooks 'oo does a stretch in quod;
'Oo reckon 'eaven is a place where orl folk tork correck,
An' judgment, where the 'vulgar' gits it solid in the neck.

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A Gallant Gentleman

A month ago the world grew grey fer me;
A month ago the light went out fer Rose.
To 'er they broke it gentle as might be;
But fer 'is pal 'twus one uv them swift blows
That stops the 'eart-beat; fer to me it came
Jist, 'Killed in Action,' an' beneath 'is name.

'Ow many times 'ave I sat dreamin' 'ere
An' seen the boys returnin', gay an' proud.
I've seen the greetin's, 'eard 'is rousin' cheer,
An' watched ole Mick come stridin' thro' the crowd.
'Ow many times 'ave I sat in this chair
An' seen 'is 'ard chiv grinnin' over there.

'E's laughed, an' told me stories uv the war.
Changed some 'e looked, but still the same ole Mick,
Keener an' cleaner than 'e wus before;
'E's took me 'and, an' said 'e's in great nick.
Sich wus the dreamin's uv a fool 'oo tried
To jist crack 'ardy, an' 'old gloom aside.

An' now - well, wot's the odds? I'm only one:
One out uv many 'oo 'as lost a friend.
Manlike, I'll bounce again, an' find me fun;
But fer Poor Rose it seems the bitter end.
Fer Rose, an' sich as Rose, when one man dies
It seems the world goes black before their eyes.

Ar, well; if Mick could 'ear me blither now,
I know jist wot 'e'd say an' 'ow 'e'd look:
'Aw, cut it out, mate; chuck that silly row!
There ain't so sense in takin' sich things crook.
I've took me gamble; an' there's none to blame
Becos I drew a blank; it's in the game.'

A parson cove he broke the noos to Rose
A friend uv mine, a bloke wiv snowy 'air,
An' gentle, soothin' sort o'ways, 'oo goes
Thro' life jist 'umpin' others' loads uv care.
Instid uv Mick - jist one rough soljer lad -
Yeh'd think 'e'd lost the dearest friend 'e 'ad.

But 'ow kin blows be sof'n'd sich as that?
Rose took it as 'er sort must take sich things.
An' if the jolt uv it 'as knocked me flat,
Well, 'oo is there to blame 'er if it brings
Black thorts that comes to women when they frets,
An' makes 'er tork wild tork an' foolish threats.

An' then there comes the letter that wus sent

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I Should Be Allowed To Think

I saw the best minds of my generation
Destroyed by madness, starving, hysterical
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim, one occurs to me
If necessary, leave paper stains on the grey utility pole
I saw the worst bands of my generation
Applied by magic marker to dry wall
I should be allowed to shoot my mouth off
I should have a call in show
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim, one occurs to me
If necessary, leave paper stains on the grey utility pole
I am not allowed
To ever come up with a single original thought
I am not allowed
To meet the criminal government agent who oppresses me
I was the worst hope of my generation
Destroyed by madness, starving, hysterical
I should be allowed to share my feelings
I should be allowed to feel
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim one occurs to me
But sadly, this can never be
I am not allowed to think
I am not allowed to think
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)

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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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It's Death Again

It's Death again - He's always there -
Watching, waiting - e'er the stare!
Every time I look behind
Or reach to pull the window blind,
I catch a glimpse of grubby hood -
A little clue to where he stood;
The glint of light that caught the scythe.
Perhaps if I could pay a tithe…
But O! no use, he'll never go.
The adamant phantom; don't you know
He will but wait until it's time
For me to hear His fateful chime? -
The toll that claims my destiny,
To Hail: 'You're next, it has to be…'

Copyright © Mark R Slaughter 2009

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Lancelot And Elaine

Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.

How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.

For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares

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What Does An Election Mean?

I have absolutely no influence and neither do you
No Death-With-Dignity or compulsory voting so whats new?
Were going to have an election that will only change some names,
But unfortunately, everything else stays exactly the same.

We dont have referendums, plebiscites or mid term elections,
No propositions or proportional representation selections,
I think its time that maybe someone somewhere should complain,
Maybe set-date elections would help with this awful pain.

We have no death penalty either so therefore, no death row,
Banned from the UN Security Council so there, we can’t go,
Abortion death clinics on every second street are never banned,
Politically correct, never mentioned; all slight of hand.

Death with dignity and assisted suicide - all illegal,
Try to avoid a slow painful death but you can’t and its legal,
If you are talking to a politician, ask him/her about this,
See if he/she can get us Death-With-Dignity like the Swiss.

Mar 23rd,2011

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ANOTHER CANADIAN ELECTION Apr 23rd 2011

We have frequent elections because we can’t get it right,
No set-date or mid-term elections in our constant plight,
No binding referendums allowed or judicial review,
Abortion clinics imposed by appointed Supreme Court crew.

No plebiscites, propositions or proportional representation,
So less than half Canadians vote in political frustration,
No compulsory voting by established Ottawa crowd,
And only their politically correct agenda allowed.

As every writer in this land writes at least a million pages,
About various party agendas and each one rages,
While the real important issues are completely forgotten,
To be avoided like the plague or some disease that’s rotten.

April 23rd,2011

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A Letter to the Front

I 'ave written Mick a letter in reply to one uv 'is,
Where 'e arsts 'ow things is goin' where the gums an' wattles is -
So I tries to buck 'im up a bit; to go fer Abdul's fez;
An' I ain't no nob at litrachure; but this is wot I sez:


I suppose you fellers dream, Mick, in between the scraps out them
Uv the land yeh left be'ind yeh when yeh sailed to do yer share:
Uv Collins Street, or Rundle Street, or Pitt, or George, or Hay,
Uv the land beyond the Murray or along the Castlereagh.
An' I guess yeh dream of old days an' the things yeh used to do,
An' yeh wonder 'ow 'twill strike yeh when yeh've seen this business thro';
An' yeh try to count yer chances when yeh've finished wiv the Turk
An' swap the gaudy war game fer a spell o' plain, drab work.


Well, Mick, yeh know jist 'ow it is these early days o' Spring,
When the gildin' o' the wattle chucks a glow on everything.
Them olden days, the golden days that you remember well,
In spite o' war an' worry, Mick, are wiv us fer a spell.
Fer the green is on the paddicks, an' the sap is in the trees,
An' the bush birds in the gullies sing the ole, sweet melerdies;
An' we're 'opin', as we 'ear 'em, that, when next the Springtime comes,
You'll be wiv us 'ere to listen to that bird tork in the gums.


It's much the same ole Springtime, Mick, yeh reckerlect uv yore;
Boronier an' dafferdils and wattle blooms once more
Sling sweetness over city streets, an' seem to put to shame
The rotten greed an' butchery that got you on this game -
The same ole sweet September days, an' much the same ole place;
Yet, there's a sort o' somethin', Mick, upon each passin' face,
A sort o' look that's got me beat; a look that you put there,
The day yeh lobbed upon the beach an' charged at Sari Bair.


It isn't that we're boastin', lad; we've done wiv most o' that -
The froth, the cheers, the flappin' flags, the giddy wavin' 'at.
Sich things is childish memories; we blush to 'ave 'em told,
Fer we 'ave seen our wounded, Mick, an' it 'as made us old.
We ain't growed soggy wiv regret, we ain't swelled out wiv pride;
But we 'ave seen it's up to us to lay our toys aside.
An' it wus you that taught us, Mick, we've growed too old fer play,
An' everlastin' picter shows, an' going' down the Bay.


An', as grown man dreams at times uv boy'ood days gone by,
So, when we're feelin' crook, I s'pose, we'll sometimes sit an' sigh.
But as a clean lad takes the ring wiv mind an' 'eart serene,
So I am 'opin' we will fight to make our man'ood clean.

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Elected (live)

I'm your top prime cut of meat, I'm your choice
I wanna be elected
I'm a yankee doodle dandy in a gold Rolls Royce
I wanna be elected
The kids need a savior, they don't want a fake
I wanna be elected
We're all gonna rock to the rules that I make
I wanna be elected
Elected
Elected
Respected
I wanna be selected
I never lied to you, I've always been cool
I wanna be elected
I have to get the votes, I told you about school
I wanna be elected
Elected
Elected
Hallelujah
I wanna be selected, come on
Ooh yeah
We're gonna rock this place, take the country by storm
I wanna be elected
You and me together, young and strong
I wanna be elected
Elected
Elected
Respected, selected, call collected
I wanna be elected, oh, oh, come on
This time

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Don't Bother To Think July 5th,2012

Don't bother to think because we should really be ashamed,
No binding referendums and youthful offenders can't be named,
With no death penalty or death with dignity and we don't have to vote,
But we do have pompous left-wing media moguls who gloat.

No judicial reviews, plebiscites or set-date elections,
No political recall so we can't make late obvious corrections,
No elected senators or elected Supreme Court judges,
Illegal foreign refugees claim Charter rights and may have grudges.

But we do have an unknown number of unborn baby abortions,
Connecting this to the holocaust is to invite distortions,
Allowed by High Court judges, picked from a very secret list,
They must be aristocrats because you and I can't enlist.

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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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Disingenuousness

Here lies another box for nature,
Carbon ready;
Black to eyes down here,
Where death is at its job.

Up there you’ll hear a rhythmic sob
Or two from living yet-to-dies –
A humming lacrimoso –
It all but cleans the eyes:

Forget it
The dismal show of grief –
Life is only chemistry –
Our stay is only brief.
Its we who hype it up!

Diaphragms jerk again;
The jet monotone of hearses
Feeds the disingenuousness
Of undertakers –
They seem to stare at something up ahead –
For them, its in the blood,
To taxi off the dead.

Copyright © Mark R Slaughter 2011


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Pharsalia - Book VII: The Battle

Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.

Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve

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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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The Straight Griffin

''Eroes? Orright. You 'ave it 'ow yeh like.
Throw up yer little 'at an' come the glad;
But not too much 'Three-'Earty-Cheers' fer Mike;
There's other things that 'e'll be wantin' bad.
The boys won't 'ave them kid-stakes on their mind
Wivout there's somethin' solider be'ind.'

Now that's the dinkum oil frum Ginger Mick,
In 'orspital, somew'ere be'ind the front;
Plugged in the neck, an' lately pretty sick,
But now right on the converlescent stunt.
'I'm on the mend,' 'e writes, 'an' nearly doo
To come the 'ero act agen - Scene two.'

I'd sent some papers, knowin' 'ow time drags
Wiv blokes in blankits, waitin' fer a cure.
'An' 'Struth!' Mick writes, 'the way they et them rags
Yeh'd think that they'd bin weaned on litrachure.
They wrestled thro' frum 'Births' to 'Lost and Found';
They even give the Leaders 'arf a round.'

Mick spent a bonzer day propped up in bed,
Soothin' 'is soul wiv ev'ry sportin' page;
But in the football noos the things 'e read
Near sent 'im orf 'is top wiv 'oly rage;
The way 'is team 'as mucked it earned 'is curse;
But 'e jist swallered it - becos uv nurse.

An' then this 'eadline 'it 'im wiv bokays;
'Australian Heroes!' is the song it makes.
Mick reads the boys them ringin' words o' praise;
But they jist grins a bit an' sez 'Kid stakes!'
Sez Mick to nurse, 'You tumble wot I am?
A bloomin' little 'ero. Pass the jam!'

Mick don't say much uv nurse; but 'tween the lines -
('Im bein' not too strong on gushin' speech)
I seem to see some tell-tale sort o' signs.
Sez 'e, 'Me nurse-girl is a bonzer peach,'
An' then 'e 'as a line: ''Er sad, sweet look.'
'Struth! Ginger must 'a' got it frum a book.

Say, I can see ole Ginger, plain as plain,
Purrin' to feel the touch u'v 'er cool 'and,
Grinnin' a bit to kid 'is wound don't pain,
An' yappin' tork she don't 'arf understand,
That makes 'er wonder if, back where she lives,
They're all reel men be'ind them ugly chivs.

But that's orright. Ole Ginger ain't no flirt.

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A NEW CANADIAN CONSTITUTION May 12th,2011

Why is it that you can only read stuff like this on a blog?
Because human rights and politically correct control the fog,
What we need is one politician to tell it like it is,
And compulsory voting for all Canadian election biz.

We need binding referendums and judicial reviews,
Because ordinary Canadians always seem to lose,
We need plebiscites and proportional representation,
And prisoners to stay in jail for their whole sentence duration.

We need death with dignity and political propositions,
We need to be able to recall useless politicians,
Why does our court system have publication bans here and there?
We may need a new constitution if anyone really cares.

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