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Kristen

likes school,
fun is school,
social life is cool.

poem by Kristen Cook
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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
end of world video
end of world war 1 effects
end of world vision
end of world songs
end of world war 2
end of world war 1
end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
end of world war iii
end of wrestling match signal
end of worlds
end of worldwar 2
end of world war i
end of world war two
end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
end of world war two date
end of wow
end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
end of ww1 treaty of vers
end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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Have Fun

(bernard edwards/nile rodgers)
Hey, everybody
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Meanwhile back at the ranch
You're unhappy, now here's your chance
Don't you let the pressure appear
Make your lifestyle hectic all year
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Money won't be enough
When the going gets tough, it's rough
Try to cuddle with your business
And you'll see that love is priceless
If you don't believe what i say
Just experiment one day
I think that you will agree
That we need some kind of relief
Relif, relief
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Have fun again
Have fun
Have fun again
I want you to have fun
Just like little children

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song performed by Diana Ross
Added by Lucian Velea
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Cool, Cool Water

Coolin so coolin coolin me
Coolin so coolin coolin me
Have some cool clear water
(drink a little drip drip drip drip drink a little)
(water coolin me)
Have some cool clear water
(drink a little drip drip drip drip drink a little)
(water coolin me)
Have some cool clear water
Have some cool clear water
Have some cool clear water
(drink a little drip drip drip drip drink a little)
Have some water
Coolin so coolin coolin me
Coolin so coolin coolin me
Have some cool clear water
(drink a little drip drip drip drip drink a little)
(water coolin me)
Have some cool clear water
Have some cool clear water
(drink a little drip drip drip drip drink a little)
Have some cool clear water
Have some cool clear water
(drink a little drip drip drip drip drink a little)
Have some water
Water water water water water water
Now now-now-now-now
Now now-now-now-now
Now now-now-now-now
Now now-now-now-now
Now now-now-now-now
Now now-now-now-now
Now now-now-now-now
Ah ah ah ah
Wa ah ah wa ah oo oo oo oo ah ah
Coolin so cool coolin me
Coolin so cool coolin me
(drip drip drip drip drink a little drip drip drip drip)
Coolin so cool coolin me
(drip drip drip drip drink a little drip drip drip drip)
Coolin so cool coolin me
(drip drip drip drip drink a little drip drip drip drip)
Coolin so cool coolin me
(drip drip drip drip drink a little drip drip drip drip)
When the heats got you down
Heres what you oughta
Get yourself in that cool cool water
(coolin so cool coolin me)
Cool cool water
Get yourself in that cool cool water

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song performed by Beach Boys
Added by Lucian Velea
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Too Too Cool

You've gotten too cool.
And you've got me,
Curious.
What did you do to yourself,
That makes you appear this cool.

You've gotten too cool.
And you've got me,
Quite curious.
Whatchu do to yo' self,
That makes you appear this cool.

Did you get yourself another new pet?
Has someone come back confessing regret?
Did you win the last minute of a bet?
And this has lifted,
Up your chest!

You've gotten too cool.
And you've got me,
Curious.
What did you do to yourself,
That makes you appear this cool.

Did you get yourself another new pet?
Cool.
Has someone confessed regret?
That's cool.
Did you win the last minute of a bet?
So cool.
And this is a boost,
To your chest.

Did you get yourself another new pet?
Cool.
Has someone confessed regret?
That's cool.
Did you win the last minute of a bet?
So cool.
And this is a boost,
To your chest.

You've gotten too cool.
And you've got me,
Curious.
What did you do to yourself,
That makes you appear this cool.

You've gotten too cool.
And you've got me,

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poem by Lawrence S. Pertillar
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Cool

I got a penthouse in Manhattan
2 more in Malibu
I bought a '87 Cadillac Seville
Girl, I got a Mazerati 2
I wear diamonds on my fingers
I got a couple on my toes
I wear the finest perfume money can buy
It keeps me smellin' like a rose
If U wonder how I do it
There's just one simple rule
I'm just cool (Cool)
Oh oh - Honey, baby can't U see?
Girl, I'm so cool (Cool)
Ain't nobody bad like me, hey
(C-O-O-L) What's that spell?
(C-O-O-L)
I might dine in San Francisco
Dance all night in Rome
I go any freakin' place I want 2
And my lear jet brings me home (Listen darlin')
I got ladies by the dozens
I got money by the ton
Just ain't nobody better
Heaven knows that I'm the one
And it's all because of something
That I didn't learn in school
I'm just cool (Cool)
Cool - Honey, baby can't U see?
Girl, I'm so cool (Cool)
Cool - Ain't nobody bad like me
Sing it, baby
(C-O-O-L) What's that spell?
(C-O-O-L) That spell cool
(Cool) Cool
Sweeter than sex
(Cool) That spell cool
(Cool) Cool
So what U think?
(Cool) Cool
What time is it? Ooh
Listen baby, it takes a lot of lovin' and a little money
2 be a friend of mine
But baby, if U know how 2 shake that thing
I'll try 2 squeeze a little time
Cuz I make love, love every mornin'
2 who's ever by my side
Well, U might say that I'm a nymphomaniac
But it keeps me satisfied
When I look into the mirror
It just tells me something I already know

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song performed by Prince
Added by Lucian Velea
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Fun, Fun, Fun

Well she got her daddys car
And she cruised through the hamburger stand now
Seems she forgot all about the library
Like she told her old man now
And with the radio blasting
Goes cruising just as fast as she can now
And shell have fun fun fun
til her daddy takes the t-bird away
(fun fun fun til her daddy takes the t-bird away)
Well the girls cant stand her
cause she walks looks and drives like an ace now
(you walk like an ace now you walk like an ace)
She makes the indy 500 look like a roman chariot race now
(you look like an ace now you look like an ace)
A lotta guys try to catch her
But she leads them on a wild goose chase now
(you drive like an ace now you drive like an ace)
And shell have fun fun fun
til her daddy takes the t-bird away
(fun fun fun til her daddy takes the t-bird away)
Well you knew all along
That your dad was gettin wise to you now
(you shouldnt have lied now you shouldnt have lied)
And since he took your set of keys
Youve been thinking that your fun is all through now
(you shouldnt have lied now you shouldnt have lied)
But you can come along with me
cause we gotta a lot of things to do now
(you shouldnt have lied now you shouldnt have lied)
And well have fun fun fun now that daddy took the t-bird away
(fun fun fun now that daddy took the t-bird away)
And well have fun fun fun now that daddy took the t-bird away
(fun fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)

song performed by Beach Boys
Added by Lucian Velea
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Cool, Daddy Cool (feat. Joe C)

(Daddy Cool)
(ohhh, yeah, yeah)
(Oh, wo, wo, yeah)
Verse 1 - Joe C.
See me cruisin' in my caddy
Ho's they like to call me "Daddy Cool"
When I'm stylin'
Just rollin on the island
Now just in case I pack heat
Keep a case of brew in my back seat
Got a pocket full of cash hey
Got a fatty in my ashtray
I'm Cool (Daddy Cool)
Call Me Cool (Daddy Cool)
I'm Cool (Daddy Cool)
Call Me Cool (Daddy Cool)
(Bad Ass) (Daddy Cool)
(Bad Ass) (Daddy Cool)
(Bad Ass) (Daddy Cool)
(Bad Ass)
Verse 2 - Kid Rock
Mackin' to this phat beat
Bass pushin' through my back seat
You know I got that gangsta lean
Ho's they all adore me
I stop and they all swarm me
To check out all my fly gold rings
The treat my like the mayor
Cause I'm the biggest player
(Joe C) Mackin' all honeys up here in the "D" baby (Kid Rock) You know I do
Grubbin' on some pork rinds
Kickin' out them sex rhymes
Everybody wants to be my friend
But I can't be your friend no
Unless you got some endo to smoke
(Joe C.) I ain't no joke
(Joe C.)
Call Me Cool (Daddy Cool)
I'm Cool (Daddy Cool)
Call Me Cool (Daddy Cool)
I'm Cool (yeah, yeah, yeah)
(Bad Ass) (Daddy Cool)
(Bad Ass) (Daddy Cool)
(Bad Ass) (Daddy Cool)
(Bad Ass)
(Female singer)
I like the way you profile
Them posey's they got style
Daddy can I roll with you?
Here's some money for your gas tank

[...] Read more

song performed by Kid Rock
Added by Lucian Velea
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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To Be No. 1

Music : peter wolf, matthias jabs
Lyrics: klaus meine
Give me a job
The one i havn't got
Don't write me off at anytime
Don't ever leave me unsatisfied
I don't wanna come in a second
I just wanna come
Don't wanna be the last in line
Don't wanna be just left behind
And in the evening when i come home
It is time to throw my dog a bone
That's when i wear my shirt that says
In capital letters in capital letters
Isn't it fun fun fun to be number one
(he's got no job, got no blow got no monica to go to)
Isn't it fun fun fun to be number one
(he's a superstar, wunderbar, out of touch too much)
Don't tell me i'm small
An inch too short
I might not be your size but i'm sure great
And definitely underpaid
So give me a job
The one i haven't got
Don't tell me i'm too poor to join the club
To hang out with the big shots
And in the evening when i come home
It is time to give my dog a bone
That's when i wear my shirt that says
In capital letters in capital letters
Isn't it fun fun fun to be number one
(he's got no job, got no blow, got no monica to go to)
Isn't it fun fun fun to be number one
(he's a v.i.p. wannabe, all he ever wants is)
Isn't it fun fun fun to be number one
Isn't it fun fun fun yeah to be number one
(he's a v.i.p. wannabe all he ever wants is)
To be number one
And in the evening when i come home
It is time to throw my dog a bone
That's when i wear my shirt that says
In capital letters in capital letters
Isn't it fun fun fun to be number one
(he's got no job, got no blow got no monica to go to)
Isn't it fun fun fun yeah to be number one
(he's a superstar, wunderbar, out of touch too much)
Isn't it fun fun fun to be number one
Isn't it fun fun fun fun to be number one
To be number one
(fun, fun, fun)

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song performed by Scorpions
Added by Lucian Velea
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Thats The Kind Of Sugar Papa Likes

I didnt want you, did not need you
Sure wouldnt mean to kick you down
You know I love you, I really love you
Sure do wish youd come around
But youre the kind of sugar papa likes
And when you do it, it drives me crazy (drives me crazy)
And I dont know if Im up or down
Lost or found with you
You shoulda told me, Im not the only
Man to love you twice
But since I know now, I think Ill go now
And find someone wholl love me right
But youre the kind of sugar papa likes
And when we do it, it drives me crazy (drives me crazy)
And I dont know if Im up or down
Lost or found with you
But youre the kind of sugar papa likes
And when you do it, it drives me crazy (drives me crazy)
Well, I dont know if Im up or down
Lost or found with you
But youre the kind of sugar papa likes
And when you do it, it drives me crazy (drives me crazy)
Well, I dont know if Im up or down
Lost or found with you
Youre the kind of sugar papa likes, with you
Youre the kind of sugar papa likes
Youre the kind of sugar papa likes, it drives me crazy
Youre the kind of sugar papa likes, drives me crazy
Youre the kind of sugar papa likes, yes you, baby
Youre the kind of sugar papa likes, drives me crazy
Youre the kind of sugar papa likes, and youre pretty, baby
Youre the kind of sugar papa likes, drives me crazy
Youre the kind of sugar papa likes, drives me crazy
Youre the kind of sugar papa likes, drives me crazy
Youre the kind of sugar papa likes, drives me crazy
Youre the kind of sugar papa likes, drives me crazy
Youre the kind of sugar papa likes, drives me crazy
Youre the kind of sugar papa likes, drives me crazy

song performed by Kiss
Added by Lucian Velea
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Oh Guilt

She seems to think
She seems too weak
She takes a week to get over it
She likes the sea
She likes to see
She likes to think she has all of it
She likes the sound
She likes the sand
She likes to stand, she cant afford to sit
She likes to be
Shes into guilt
Guilt
She likes to think
She likes to drink
She seems too weak, she takes all the rent
She likes the time
She owns the time
She borrows time to self-invent
She seems too weak
She likes to see
She likes to think she has all of it
She likes the sand
She likes to stand
She likes to sit
She likes to go
Go
She likes to be
She likes to go
Go

song performed by Nirvana
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Oh, The Guilt

She seems to think
She seems too weak
She takes a week to get over it
She likes the sea
She likes to see
She likes to think she has to alter it
She likes the sound
She likes the sand
She likes to stand, she can't afford to sit
She likes to be
She likes to be
She likes to be
She's into guilt
Go
She likes to think
She likes to drink
She seems too weak, she takes all the rent
She likes the time
She owns the time
She borrows time and has to self-invent
She seems too weak
She likes to see
She likes to think she has to alter it
She likes the sand
She likes to stand
She likes to sit
She likes to go
Go

song performed by Nirvana
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Oh The Guilt (Outtake '93)

She seems to think
She seems too weak
She takes a week to get over it
She likes the sea
She likes to see
She likes to think she has all of it
She likes the sound
She likes the sand
She likes to stand, she cant afford to sit
She likes to be
Shes into guilt
Guilt
She likes to think
She likes to drink
She seems too weak, she takes all the rent
She likes the time
She owns the time
She borrows time to self-invent
She seems too weak
She likes to see
She likes to think she has all of it
She likes the sand
She likes to stand
She likes to sit
She likes to go
Go
She likes to be
She likes to go
Go

song performed by Nirvana
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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poem by Talile Ali
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Hey Now

Hey now, hey now
What's a matta with ya
Girls just wanna have fun now
Come on...
Hey now, hey now
What's a matta with ya
Girls just wanna have fun now
I come home in the morning light
My mother says when you gonna live your life right
Oh mommy dear, we're not the fortunate ones
And girls, they wanna have fun
Woah girls, they wanna have fun
Hey now, hey now
Whats a matta with ya
Girls just wanna have fun now
Come on
The phone rings in the middle of the night
My father yells whatcha gonna do with your life
Oh daddy dear, you know your still number one
But girls they wanna have fun
Woah girls, they wanna have
Thats all they really want
Some fun
When the working day is done
You know girls they wanna have fun
Come on
Hey now, hey now
Whats a matta with ya
Girls just wanna have fun now
Come on
Hey now, hey now
Whats a matta with ya
Girls just wanna have fun now
And the boys they wanna have fun
And the girls they wanna have fun
And the boys they wanna have fun
And the girls they wanna have
Some boys take a beautiful girl
And hide her away from the rest of the world
I wanna be the one to walk in the sun
Hey now, hey now
Whats a matta with ya
Girls just wanna have fun now
Come on
Hey now, hey now
(when the working day is done)
Whats a matta with ya
(you know girls they wanna have fun)
Girls just wanna have fun now
Come on

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song performed by Cyndi Lauper
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Ain't No Stoppin' This

[Laughter]
[LL Cool J]
Party people are you with me? (Cool J)
Party people are you with me? (Cool J)
Party people are you with me? (Cool J)
Party people are you with me? (Cool J, uh)
Party people are you with me? (Cool J)
Party people are you with me? (Cool J)
Party people are you with me? (Cool J)
Party people are you with me? (Hit it)
[LL Cool J]
Newcomers, step on back and if you hid last summer
catch a heart-attack, cause I'm back
I'm bad, you write rhymes made are blad
I'm mad cause they said I wasn't bad
No recognition cause they said I'm from the ghetto
Carryin' nine millimeters and stiletto's
I guess I need a TV show to get mine
But I don't feel like kissin' no director's behind
That's too soft for L
I'ma write a rhyme-fighter inside of the rebel "Yell"
Hour jack loops and dancer troops
Watch out for the gangsta-machine-gun-loose
[Chorus: LL Cool J]
Ain't no stoppin' this
Nah, nah, ain't no stoppin' this
Nah, nah, ain't no stoppin' this
No way, huh, ain't no stoppin' this
Nah, nah, ain't no stoppin' this
Never, ever, no, ain't no stoppin' this
Nah, nah, ain't no stoppin' this
Nah, nah, ain't no stoppin' this
[LL Cool J]
Last year pop rappers got awards
And don't know a damn thing about a block party mic-cord
They see LL, they know the brothers' real
But the flies can tell you exactly how they feel
When I come in the door it's like I'm made of dynamite
I gotta blow up more and more
Shakin' the rafters from here on after
Puttin' an end to all the laughter
There ain't no way they can win
with the band all in, plus the turntable spin
Strip-searchin' competition, you can call 'em competition
but there ain't no competition cause I'm on a mission
I'ma rip this game, I want the soul train families and anybody with a name
Superstars step aside this year
And all you other little crumbs that wanna try and come near
I'm sick and tired of political setbacks
Too much red tape-the-box, so forget that

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song performed by LL Cool J
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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.

Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.

poem by Lee B. Mack
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Three Cool Cats

Three cool cats,
Three cool cats
Are coming up in a beat up car,
Spitting up a lift of candy bar
Talking on about how sharp they are.
Three cool cats.
Three cool chicks
Are walking down the street
Swinging their hips,
Splitting up a bag of potatoe chips
I think cool cats really did flip.
Three cool chicks
Three cool chicks.
Well up came that first cool cat,
He said: man look at that.
Man, do you see what i see?
Well i want that middle chick
I want that little chick.
Hey man save once chick for me.
Well three cool chicks.
Three cool chicks.
Well they love like
Angels from up above
And three cool cats
Really fell in love.
But three cool chicks
Made three fools out of
Three cool cats.
Three cool cats.
Well up came that first cool cat,
He said: man look at that.
Man do you see what i see?
Well i want that middle chick,
I want that little chick.
Hey man, save one chick for me.
Three cool chicks.
Three cool chicks.
They look like
Angels from up above
And three cool cats
Really fell in love.
And three cool chicks
Made three fools out of
Three cool cats.
Three cool cats.
Three cool cats.
Three cool cats.

song performed by Beatles
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Growing Up

Folded in your fleshy purse
I am floating once again
While the muted sounds are pumping rhythm
All the walls close in on me
Pressures building wave on wave
til the water breaks and outside I go, oh
One dot, thats on or off, defines what is and what is not, one dot
Two dot, a pair of eyes, a voice, a touch, complete surprise, two dot
Growing up, growing up,
Looking for a place to live
Growing up, growing up
Looking for a place to live
Growing up, growing up,
Looking for a place to live
My ghost likes to travel so far in the unknown
My ghost likes to travel so deep into your space
Three dot, a trinity, a way to map the universe,
Three dot
Four dot, is what will make a square, a bed to build on, its all there,
Four dot
My ghost likes to travel so far in the unknown
My ghost likes to travel so deep into your space
All the slow clouds pass us by
Make the empire state look high
As you take me in your sea-stained sweetness
It spills, it tingles and it stings
All the pleasure that it brings
til the door has let the outside inside here
Well on the floor theres a long wooden table
On the table theres an open book
On the page theres a detailed drawing
And on the drawing is the name I took
My ghost likes to travel so far in the unknown
My ghost likes to travel so deep into your space
Growing up, growing up,
Looking for a place to live
Growing up, growing up
Looking for a place to live
Growing up, growing up,
Looking for a place to live
Growing up, growing up,
Looking for a place to live
My ghost likes to travel
My ghost likes to travel
Moving inside of your space
My ghost likes to travel
My ghost likes to travel
Moving inside of your space
My ghost likes to travel
Moving inside

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song performed by Peter Gabriel
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