Citatepedia^®.com

Kitana My Daughter’s Cat

Kitana my daughter’s tomcat
Goes to school to practise to play
His new-tamed paws will march in a house
Rather than mow down a mouse

All day long he will twist his tongue
To chitchat with the Queen’s blue tongue
The rats and mice will sway their tails
With Kitana so hot on their trail

The teacher once voted a verse
But Kitana reversed for a dash
In a window had sat a rat
An offence to my daughter’s cat

He went for the hind of his find
The kind that satisfied his mind
He had gone to school on a fast
But now had a find for breakfast

Kitana Kitana they yelled
As children and teacher beheld
A bully had come to their school
And had no regard for the rules

Kitana was thrown out of school
For conduct that questioned the rules
So he went to court with his tail
To win back his name from their tale

The lady judge sat on dried rat
With table well made from dried fish
Vermin skin veiled all the windows
For fear of the street in shadows

Kitana your case you may state
The judge in her seat did dictate
Kitana licked his paws from the dock
In a bid to defend his frock

Kitana spoke in Queen’s blue tongue
Though hungry he stood there for long
He told of the degradation
The teacher had made his portion

The judge adjourned for five minutes
In which time her table diminished
Kitana with table in mouth
Disappeared from court without doubt

[...] Read more

poem by Moses Kainwo
Added by Poetry Lover
Comment! | Vote! | Copy!

Papa-Omm-Mow-Mow

Papa-Oom-Mow-Mow
The Beach Boys
Frazier/White/Wilson, Jr./Harris
The last time we were up here
We did a song by another group of guys
We like very much
A real friendly group of guys
Called the Rivingtons
Their song is called "Papa-Oom-Mow-Mow"
A papa-oom-mow-mow
A papa-oom-mow-mow
A papa-oom-mow-mow
A papa-oom-mow-mow
Funniest sound I ever heard
(A papa-oom-mow-mow a papa-oom-mow-mow)
But I can't understand a single word
(A papa-oom-mow-mow a papa-oom-mow-mow)
Well if he's serious or if he's playin'
Woo my my it's all he's sayin
Papa-papa-hoooo
(A papa-oom-mow-mow a papa-oom-mow-mow)
Papa-papa-papa-hoooo
(A papa-oom-mow-mow a papa-oom-mow-mow)
Doot doot doot
(A papa-oom-mow-mow a papa-oom-mow-mow)
Doot doot doot
(A papa-oom-mow-mow a papa-oom-mow-mow)
Well say there pop, say what's your name?
(A papa-oom-mow-mow a papa-oom-mow-mow)
Well don't you come around and show your face
(A papa-oom-mow-mow a papa-oom-mow-mow)
But hearing the sound I can't figure it out
Oo-wee this sound makes me stop and shout
Papa-papa-hoooo
(A papa-oom-mow-mow a papa-oom-mow-mow)
Papa-papa-papa-hoooo
(A papa-oom-mow-mow a papa-oom-mow-mow)
Doot doot doot
(A papa-oom-mow-mow a papa-oom-mow-mow)
Doot doot doot
(A papa-oom-mow-mow a papa-oom-mow-mow)
Doot doot doot
Doot doot doot
Doot doot doot
A papa-papa-papa-papa-oom-mow-mow
(A papa-oom-mow-mow a papa-oom-mow-mow)
Doot doot doot
(A papa-oom-mow-mow a papa-oom-mow-mow)
Doot doot doot
(A papa-oom-mow-mow a papa-oom-mow-mow)

[...] Read more

song performed by Beach Boys
Added by Lucian Velea
Comment! | Vote! | Copy!

Papa-oom-mow-mow

Ah, papa-oom-muh-muh-muh-muh
Ah, papa-oom-mow-mow
Papa-oom-mow-mow
Papa-oom-mow-mow
Dit-dit-dit
Papa-oom-mow-mow
Papa-oom-mow-mow
Dit-dit-dit
Papa-oom-mow-mow
Papa-oom-mow-mow
The funniest sound i ever heard
Papa-oom-mow-mow
Papa-oom-mow-mow
But i can't understand a single word
Papa-oom-mow-mow
Papa-oom-mow-mow
But if he's serious or if he's playin'
Whoo, my my is all he's sayin'
Papa, whooo
Baba-baba-baba-whoooooooo!
Dit-dit-dit
Papa-oom-mow-mow
Papa-oom-mow-mow
Dit-dit-dit
Papa-oom-mow-mow
Papa-oom-mow-mow
Well i said there, pop, say what's your name
Papa-oom-mow-mow
Papa-oom-mow-mow
Why don't you come around and show your face?
Papa-oom-mow-mow
Papa-oom-mow-mow
The weirdest sound--i can't figure it out--
I can't believe this sound makes me slap and shout
Papa, whooo
Baba-baba-baba-whoooooooo! yeah!
Dit-dit-dit
Papa-oom-mow-mow
Papa-oom-mow-mow
Dit-dit-dit
Papa-oom-mow-mow
Papa-oom-mow-mow
Dit-dit-dit
Dit-dit-dit
Dit-dit-dit
Papa-papa-papa-oom-muh-muh-muh-muh
Papa-oom-mow-mow
Papa-oom-mow-mow
Papa-oom-mow-mow
Dit-dit-dit

[...] Read more

song performed by Beach Boys
Added by Lucian Velea
Comment! | Vote! | Copy!

Pap-Oom-Mow-Mow

The last time we were up here
We did a song by another group of guys
We like very much
A real friendly group of guys
Called the Rivingtons
Their song is called "Papa-Oom-Mow-Mow"
A papa-oom-mow-mow
Funniest sound I ever heard
(A papa-oom-mow-mow a papa-oom-mow-mow)
But I can't understand a single word
(A papa-oom-mow-mow a papa-oom-mow-mow)
Well if he's serious or if he's playin'
Woo my my it's all he's sayin
~CHORUS~
Papa-papa-hoooo
(A papa-oom-mow-mow a papa-oom-mow-mow)
Papa-papa-papa-hoooo
(A papa-oom-mow-mow a papa-oom-mow-mow)
Doot doot doot
(A papa-oom-mow-mow a papa-oom-mow-mow)
Doot doot doot
(A papa-oom-mow-mow a papa-oom-mow-mow)
Well say there pop, say what's your name?
(A papa-oom-mow-mow a papa-oom-mow-mow)
Well don't you come around and show your face
A papa-oom-mow-mow a papa-oom-mow-mow)
But hearing the sound I can't figure it out
Oo-wee this sound makes me stop and shout
Doot doot doot
Doot doot doot
Doot doot doot
A papa-papa-papa-papa-oom-mow-mow
~CHORUS~
Well I hear this sound everywhere I go
(A papa-oom-mow-mow a papa-oom-mow-mow)
From the record, TV, or the radio
(A papa-oom-mow-mow a papa-oom-mow-mow)
But now it's spreadin' all through the land
I still can't seem to understand
Papa-papa-hoooo
(A papa-oom-mow-mow a papa-oom-mow-mow)
~CHORUS

song performed by Beach Boys
Added by Lucian Velea
Comment! | Vote! | Copy!

Got To Know The Woman

I just met a woman on my way home
She just blew my mind
My heart was a-pumpin
I mean all the way home
Got to know the woman
Whoa I got to know the woman
I love the way you move
You make-a make me feel like a man
(you know you make me make me feel like a man)
Love the way youre lookin
You look like you like it, too
(you know you look like you like it, too)
Got to know the woman
(mama mama mama mama oom mow mow)
Got to know the woman
(mama mama mama mama oom mow mow)
(got to know the woman)
(mama mama mama mama oom mow mow)
Ooooooooooo
(got to know the woman)
(mama mama mama mama oom mow mow)
(got to got to got to got to know the woman)
(mama mama mama mama oom mow mow)
(got to know the woman)
(mama mama mama mama oom mow mow)
(got to got to got to got to know the woman
(mama mama mama mama oom mow mow)
If you feel the feel I feel
Haha you dig the feel of me
(you know you look like you dig feelin me)
Love the way you feel dear
Ah, you make a make a man out of me
(you make you make a man out of me)
Come on
Come on come on and do the chicken
I mean ah ha ha ha ha ha
Baby, Im gonna tell you somethin right now
You got so much soul you blow my mind
Oh baby
Theres just one thing I want to say
(got to know the woman)
(mama mama mama mama oom mow mow)
Ooooooooooo
(got to know the woman)
(mama mama mama mama oom mow mow)
(got to know the woman)
(mama mama mama mama oom mow mow)
(got to know the woman)
(mama mama mama mama oom mow mow)
(got to got to got to got to know the woman

[...] Read more

song performed by Beach Boys
Added by Lucian Velea
Comment! | Vote! | Copy!

L'envoi

There's a whisper down the field where the year has shot her yield,
And the ricks stand gray to the sun,
Singing: -- "Over then, come over, for the bee has quit the clover,
And your English summer's done."
You have heard the beat of the off-shore wind,
And the thresh of the deep-sea rain;
You have heard the song -- how long! how long?
Pull out on the trail again!

Ha' done with the Tents of Shem, dear lass,
We've seen the seasons through,
And it's time to turn on the old trail, our own trail, the out trail,
Pull out, pull out, on the Long Trail -- the trail that is always new.

It's North you may run to the rime-ringed sun,
Or South to the blind Horn's hate;
Or East all the way into Mississippi Bay,
Or West to the Golden Gate;
Where the blindest bluffs hold good, dear lass,
And the wildest tales are true,
And the men bulk big on the old trail, our own trail, the out trail,
And life runs large on the Long Trail -- the trail that is always new.

The days are sick and cold, and the skies are gray and old,
And the twice-breathed airs blow damp;
And I'd sell my tired soul for the bucking beam-sea roll
Of a black Bilbao tramp;
With her load-line over her hatch, dear lass,
And a drunken Dago crew,
And her nose held down on the old trail, our own trail, the out trail
From Cadiz Bar on the Long Trail -- the trail that is always new.

There be triple ways to take, of the eagle or the snake,
Or the way of a man with a maid;
But the fairest way to me is a ship's upon the sea
In the heel of the North-East Trade.
Can you hear the crash on her bows, dear lass,
And the drum of the racing screw,
As she ships it green on the old trail, our own trail, the out trail,
As she lifts and 'scends on the Long Trail --
the trail that is always new?

See the shaking funnels roar, with the Peter at the fore,
And the fenders grind and heave,
And the derricks clack and grate, as the tackle hooks the crate,
And the fall-rope whines through the sheave;
It's "Gang-plank up and in," dear lass,
It's "Hawsers warp her through!"
And it's "All clear aft" on the old trail, our own trail, the out trail,
We're backing down on the Long Trail -- the trail that is always new.

[...] Read more

poem by Rudyard Kipling
Added by Poetry Lover
Comment! | Vote! | Copy!

The Long Trail

There's a whisper down the field where the year has shot her yield,
And the ricks stand grey to the sun,
Singing: "Over then, come over, for the bee has quit the dover,
"And your English summer's done."
You have heard the beat of the off-shore wind,
And the thresh of the deep-sea rain;
You have heard the song -- how long? how long?
Pull out on the trail again!
Ha' done with the Tents of Shem, dear lass,
We've seen the seasons through,
And it's time to turn the old trail, our own trail, the out trail,
Pull out, pull out, on the Long Trail-the trail that is always new!

It's North you may run to the rime-ringed sun
Or South to the blind Hom's hate;
Or East all the way into Mississippi Bay,
Or West to the Golden Gate --
Where the blindest bluffs hold good, dear lass,
And the wildest tales are true,
And the men bulk big on the old trail, our own trail, the out trail,
And life runs large on the Long Trail -- the trail that is always new.

The days are sick and cold, and the skies are grey and old
And the twice-breathed airs blow damp;
And I'd sell my tired soul for the bucking beam-sea roll
Of a black Bilbao tramp,
With her load-line over her hatch, dear lass,
And a drunken Dago crew,
And her nose held down on the old trail, our own trail, the out trail
From Cadiz south on the Long Trail-the trail that is always new.

There be triple ways to take, of the eagle or the snake,
Or the way of a man with a maid;
But the sweetest way to me is a ship's upon the sea
In the heel of the North-East Trade.
Can you hear the crash on her brows, dear lass.
And the drum of the racing screw,
As she ships it green on the old trail, our own trail, the out trail,
As she lifts and 'scends on the Long Trail -- the trail that is always new?

See the shaking funnels roar, with the Peter at the fore,
And the fenders grind and heave,
And the derricks clack and grate, as the tackle hooks the crate,
And the fall-rope whines through the sheave;
It's "Gang-plank up and in," dear lass,
It's "Hawsers warp her through!"
And it's "All clear aft" on the old trail, our own trail, the out trail,
We're backing down on the Long Trail -- the trail that is always new.

O the mutter overside, when the port-fog holds us tied,

[...] Read more

poem by Rudyard Kipling
Added by Poetry Lover
Comment! | Vote! | Copy!

The Tower Beyond Tragedy

I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.

[...] Read more

poem by Robinson Jeffers
Added by Poetry Lover
Comment! | Vote! | Copy!

Twist

Well youve got me working so hard lately
Working my hands until they bleed
If I was twice the man I could be
Id still be half of what you need
Still you lead me and I follow
The small of your back up to your chin
Over to the tip of your switchblade
As you pull it out as you stick it in
(twist twist twist) it can go a little deeper
(twist twist twist) Im wear
T) it can go a little deeper
(twist twist twist) Im wearing these chains
(twist twist twist) you make it hurt real good
(twist twist twist) (but? ) I love the pain
(twist twist twist) it can go a little deeper
(twist twist twist) Im wearing these chains
(twist twist twist) you make it hurt real good
(twist twist twist) I love the pain
(twist twist twist)
(twist twist twist)
(twist twist twist)
(twist twist twist)
Turn it on
Quietly says:
Is this on? oh [questionable]
* Im so tired I cant get to sleep
* and the squeaking of the bed
* is right in time with the song thats
* repeating in my head
Its uncomforting to rember how you used to like a good f**k
Every once in awhile
* I just want(ed) you to know (that)
* when I do it, I only think of you
* = quoted from end of ringfinger (the extra lyrics printed at the end
Of the song in pretty hate machine)

song performed by Nine Inch Nails
Added by Lucian Velea
Comment! | Vote! | Copy!

V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

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,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

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

[...] Read more

poem by Innocent Masina Nkhonyo
Added by Poetry Lover
Comment! | Vote! | Copy!

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

[...] Read more

poem by Alfred Lord Tennyson
Added by Poetry Lover
Comment! | Vote! | Copy!

The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.

[...] Read more

poem by Anne Bradstreet
Added by Poetry Lover
Comment! | Vote! | Copy!

The King's Tragedy James I. Of Scots.—20th February 1437

I Catherine am a Douglas born,
A name to all Scots dear;
And Kate Barlass they've called me now
Through many a waning year.
This old arm's withered now. 'Twas once
Most deft 'mong maidens all
To rein the steed, to wing the shaft,
To smite the palm-play ball.
In hall adown the close-linked dance
It has shone most white and fair;
It has been the rest for a true lord's head,
And many a sweet babe's nursing-bed,
And the bar to a King's chambère.
Aye, lasses, draw round Kate Barlass,
And hark with bated breath
How good King James, King Robert's son,
Was foully done to death.
Through all the days of his gallant youth
The princely James was pent,
By his friends at first and then by his foes,
In long imprisonment.
For the elder Prince, the kingdom's heir,
By treason's murderous brood
Was slain; and the father quaked for the child
With the royal mortal blood.
I' the Bass Rock fort, by his father's care,
Was his childhood's life assured;
And Henry the subtle Bolingbroke,
Proud England's King, 'neath the southron yoke
His youth for long years immured.
Yet in all things meet for a kingly man
Himself did he approve;
And the nightingale through his prison-wall
Taught him both lore and love.
For once, when the bird's song drew him close
To the opened window-pane,
In her bower beneath a lady stood,
A light of life to his sorrowful mood,
Like a lily amid the rain.
And for her sake, to the sweet bird's note,
He framed a sweeter Song,
More sweet than ever a poet's heart
Gave yet to the English tongue.
She was a lady of royal blood;
And when, past sorrow and teen,
He stood where still through his crownless years
His Scotish realm had been,
At Scone were the happy lovers crowned,
A heart-wed King and Queen.
But the bird may fall from the bough of youth,

[...] Read more

poem by Dante Gabriel Rossetti
Added by Poetry Lover
Comment! | Vote! | Copy!

The Queen of Jhansi

1st Stanza

The throne was shaken and tensions rose among the Raajvanshs, the royal heirs,
In aged India, new ideas were taking hold,
The people of all India lamented their lost freedom,
And decided to cast off British rule,
Old swords glittered anew as the freedom movement of 1857 started.
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders
So was the Queen of Jhansi.

2nd Stanza

She was as dear to the Nana (Nana Ghunghupant) of Kanpur as his real sister,
Laxmibai was her name, her parents only daughter
She'd been with Nana since her schoolgirl days
The spear, knife, sword, and axe were her constant companions.
She knew by heart the tales of valor of Shivaji
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders
So was the Queen of Jhansi.

3rd Stanza

None were sure, was she Laxmi or Durga devi or Devi durga reincarnate?
The people of Marathward were awed by her (expertise) skill with the sword,
They learned from her how to fight, the strategy of war,
To attack and humiliate the enemy were her favorite sports.
Her love for Maharashatra-kul-Devi was equaled only by her love for Bhavani.
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders,
8) So was the Queen of Jhansi.

4th Stanza

Laxmibai was married in Jhansi, with great jubilation
Entering the joyous city as Queen,
Grand celebrations were held in the palace in Jhansi, in honor of her coming.
Just as when Chitra met Arjun or Shiv had found his beloved Bhavani.
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders,
So was the Queen of Jhansi.

5th Stanza

Her presence was a blessing at the palace of Jhansi and candles of celebration burned long
But as days passed the dark clouds of misfortune overshadowed the royal palace.
She put aside her bangles and prepared for battle
For fate was unkind and made her a widow

[...] Read more

poem by Subhadra Kumari Chauhan
Added by Poetry Lover
Comment! | Vote! | Copy!

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.

[...] Read more

poem by Innocent Masina Nkhonyo
Added by Poetry Lover
Comment! | Vote! | Copy!

Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

[...] Read more

poem by Charles Baudelaire
Added by Poetry Lover
Comment! | Vote! | Copy!

Love Island

House house, house house
House house, house house
House house, house house
House house, house house
House house, house house
House house, house house
House house, house house
House house, house house
House, house, house, house
House, house, house, house
House, house, house, house
House, house, house, house
House house house house, house house house house
House house house house, house house house house
House
House
House

song performed by Fatboy Slim
Added by Lucian Velea
Comment! | Vote! | Copy!

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Queen In The Black

Excuse me please your majesty
I chance this moment nervously
To share with you a fantasy
That I have lived inside of me
And it is so pretty
And it is so fine
Its the kind youd love to last you
Until the end of time
Weve talked of love, weve talked of life
And what would make the world so nice
Weve walked the sand by lovers sea
Ive held your body close to me
And it is so pretty
How Id love to know
For if I had a chance to hold you
Id never let you go
Youre my queen in the black
With your time-stopping body
Queen in the black
With your eyes that hypnotize, girl
Queen in the black
With your voice thats sweet as candy
Queen in the black
Miss ebony, you really turn me on
Theres not a day that passes by
That I dont have you on my mind
If this aint love I have inside
Then my hearts telling me a lie
Cause it feels so special
And it feels so right
And if I could I know Id love you
For the rest of my life
Youre my queen in the black
With your time-stopping body
Queen in the black
With your eyes that hypnotize, girl
Queen in the black
With your voice thats sweet as candy
Queen in the black
With your soft and sexy lips, babe
Queen in the black
I love the way you move your body
Queen in the black
You know you are nothing less than royalty
Queen in the black
Oh, Ill place you on a throne, girl
Queen in the black
Miss ebony, you really turn me on
Queen in the black
With your time-stopping body

[...] Read more

song performed by Stevie Wonder
Added by Lucian Velea
Comment! | Vote! | Copy!