The Wannabe Automatic Writer
when he was younger
he jammed out on the guitar, bore a fro &
then graduated from brown-
following this, him & his hippie gal got married,
popped out a few rug-rats &
sooner than later he was at grad school,
then the ph.d & then
writing papers on meticulously fine-tuned
areas of literary theory
at the corner of where philosophy met with it in
a new postmodern paradise
free of the restrictions that modernism posed &
free of the comfort that it brought to those seeking
well-thought-out stories,
bringing with it the death of the meta-narrative
as well as a thousand other aesthetic flip-flops,
reversals & complete toss outs-
he sat in his little office at his little state university
teaching english courses &
weaving philosophy &
actually interesting works
whenever he saw possible,
inspiring those who grew as bored as him with the everyday
mundane reality of the university &
in his spare time,
when all the students had gone &
he didn't have to be home yet to do the family thing,
he labored at the pc
trying to find a way to write automatically-
something that would surpass or at least impress
someone like william s. burroughs,
whose work he adored-
and with every few hours stuffed into a week
where he tried to focus on inventing some kind of
new writing,
he simultaneously forgot that with the meta-narrative
went the origin of authorship,
as derrida himself declared &
so to this day
the lone one sits in his little cage trying to break out
by writing with his spell check or
some other dreamt up attempt at
carving a place amidst those that are studied by history,
unlike those that historically
study.
poem by Andrew Delapruch
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Related quotes
Fit & Legit
Sey put ye hand up inna the air, hand up inna the air, hand up inna the air
You an ye man gone clear
Put ye hand up inna the air, hand up inna the air
Rule year to year
Dutty yeah
Becau ye fit an ye legit woman ye know sey ye man jus nah lef
Matta how dem gal ya want flex like harlot
Couldn't matta how dem gal ya wan run come tek set
Woman ye know ye naffi mek no check
Cau ye fit an ye legit woman ye know sey ye man jus nah lef
Matta how dem gal ya want flex like harlot
Couldn't matta how dem gal ya wan run come tek set
Woman ye know ye done copperset
Cause a you run the district
Ye move like electric
And nuff gal a try trick up ye man an mek him exit
But ye still a benefit becau ye rallyback with
Dem can't tek a thing because a you got the permit
In any case gal ye dunn run the place
If she show up her face then she gwain get erased
She a petty case up inna the one slap race
An ye dunn know already sey ye control the place
Woman ye fit an ye legit woman ye know sey ye man jus nah lef
Matta how dem gal ya want flex like harlot
Couldn't matta how dem gal ya wanna run come tek set
Woman ye know ye naffi tek no check
Becau ye fit an ye legit woman ye know sey ye man jus nah lef
Matta how dem gal ya want flex like harlot
Couldn't matta how dem gal ya wan run come tek set
Woman ye know ye naffi tek no check
Because a long time ye inna the biz
Who this gal ya think she is
She pose up 'pon ye man an she no got not a backitif
Can't live how ye live an ye man him nah go give
No respect to her becau the body it a negative
Sey pon ye property dem wan come bounce
But dem nah get a inch nor a ounce
Gal yaffi mek dem know
Sey if dem wan come clean
Nuff a that alone dem a go get becau ye an ye man him still a team
Fit an ye legit woman ye know sey ye man jus nah lef
Matta how dem gal ya want flex like harlot
Couldn't matta how dem gal ya wanna run come tek set
Woman ye know ye naffi tek no check
Becau ye fit an ye legit woman ye know sey ye man jus nah lef
Matta how dem gal ya want flex like harlot
Couldn't matta how dem gal ya wanna run come tek set
Woman ye know ye naffi tek no check
Becau daily
See the fence an want come scale it
[...] Read more
song performed by Sean Paul
Added by Lucian Velea
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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.
[...] Read more
poem by Talile Ali
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The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
[...] Read more
poem by Sir Francis Bacon
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Buffalo Gal
Buffalo {repeat 16 times}
Buffalo gal,
Youve had your fun
Your buttons undone
And the times right for slaughter
Buffalo gal
Youre thirsty and theres no more water
Like the lamb on the altar
And its sad to see you looking down and feeling blue
Try your best to get on up and see it through
In a while you might smile and see the sun
Oww, the day has begun
{chorus}
And buffalo gal,
Theyre closing down the old dance hall
Ummm, buffalo gal,
What we gonna do now?
Buffalo gal,
Due to these circumstances
Theres no more dances
Buffalo gal,
[buffalo] all your chances of further romances
Will have to be nil
til I can get it sung
Is a shame your only claim to fame is jessie james
You know his middle name
Thats very strange
Stranger, you knew a friend called the friendly ranger
Oh, ya shared the danger
{repeat chorus}
Buffalo {repeat 16 times}
Buffalo gal,
You must try a big step
Youve got a big jump ahead
Buffalo gal,
The show left town
Spreading sunshine all around
And its bad to see ya, ooh, lookin blue
Dry your eyes and Ill apologise for all the lies
Try a smile and in a while, just in a while
Youll be smiling through
Ooh, buffalo gal,
Theyre closin down the old dance hall [buffalo {repeat 10 times} gal, gal]
And buffalo gal,
Oh, you look so good somehow [buffalo {repeat 9 times} gal]
Oh buffalo gal,
Oh, thats such a pretty dress [buffalo {repeat 8 times} gal]
Buffalo gal,
The show left town [buffalo {repeat 8 times} gal, gal]
Buffalo gal,
[...] Read more
song performed by Thin Lizzy
Added by Lucian Velea
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Cleanness
Clannesse who so kyndly cowþe comende
& rekken vp alle þe resounz þat ho by ri3t askez,
Fayre formez my3t he fynde in for[þ]ering his speche
& in þe contrare kark & combraunce huge.
For wonder wroth is þe Wy3þat wro3t alle þinges
Wyth þe freke þat in fylþe fol3es Hym after,
As renkez of relygioun þat reden & syngen
& aprochen to hys presens & prestez arn called;
Thay teen vnto his temmple & temen to hym seluen,
Reken with reuerence þay rychen His auter;
Þay hondel þer his aune body & vsen hit boþe.
If þay in clannes be clos þay cleche gret mede;
Bot if þay conterfete crafte & cortaysye wont,
As be honest vtwyth & inwith alle fylþez,
Þen ar þay synful hemself & sulped altogeder
Boþe God & His gere, & hym to greme cachen.
He is so clene in His courte, þe Kyng þat al weldez,
& honeste in His housholde & hagherlych serued
With angelez enourled in alle þat is clene,
Boþ withine & withouten in wedez ful bry3t;
Nif he nere scoymus & skyg & non scaþe louied,
Hit were a meruayl to much, hit mo3t not falle.
Kryst kydde hit Hymself in a carp onez,
Þeras He heuened a3t happez & hy3t hem her medez.
Me mynez on one amonge oþer, as Maþew recordez,
Þat þus clanness vnclosez a ful cler speche:
Þe haþel clene of his hert hapenez ful fayre,
For he schal loke on oure Lorde with a bone chere';
As so saytz, to þat sy3t seche schal he neuer
Þat any vnclannesse hatz on, auwhere abowte;
For He þat flemus vch fylþe fer fro His hert
May not byde þat burre þat hit His body ne3en.
Forþy hy3not to heuen in haterez totorne,
Ne in þe harlatez hod, & handez vnwaschen.
For what vrþly haþel þat hy3honour haldez
Wolde lyke if a ladde com lyþerly attyred,
When he were sette solempnely in a sete ryche,
Abof dukez on dece, with dayntys serued?
Þen þe harlot with haste helded to þe table,
With rent cokrez at þe kne & his clutte traschez,
& his tabarde totorne, & his totez oute,
Oþer ani on of alle þyse, he schulde be halden vtter,
With mony blame ful bygge, a boffet peraunter,
Hurled to þe halle dore & harde þeroute schowued,
& be forboden þat bor3e to bowe þider neuer,
On payne of enprysonment & puttyng in stokkez;
& þus schal he be schent for his schrowde feble,
Þa3neuer in talle ne in tuch he trespas more.
& if vnwelcum he were to a worþlych prynce,
3et hym is þe hy3e Kyng harder in her euen;
[...] Read more
poem by Anonymous Americas
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Guitar & Pen
Youre alone above the street somewhere
Youre alone above the street somewhere
Wondering how youll ever count out there
Wondering how youll ever count out there
You can walk, you can talk, you can fight
You can walk, you can talk, you can fight
But inside youve got something to write
But inside youve got something to write
In your hand you hold your only friend
In your hand you hold your only friend
Never spend your guitar or your pen
Never spend your guitar or your pen
Your guitar or your pen
Your guitar or your pen
Your guitar or your pen
Your guitar or your pen
Your guitar or your pen
Your guitar or your pen
Your guitar or your pen
Your guitar or your pen
When you take up a pencil and sharpen it up
When you take up a pencil and sharpen it up
When youre kicking the fence and still nothing will budge
When youre kicking the fence and still nothing will budge
When the words are immobile until you sit down
When the words are immobile until you sit down
Never feel theyre worth keeping, theyre not easily found
Never feel theyre worth keeping, theyre not easily found
Then you know in some strange, unexplainable way
Then you know in some strange, unexplainable way
You must really have something
You must really have something
Jumping, thumping, fighting, hiding away
Jumping, thumping, fighting, hiding away
Important to say
Important to say
When you sing through the verse and you end in a scream
When you sing through the verse and you end in a scream
And you swear and you curse cause the rhyming aint clean
And you swear and you curse cause the rhyming aint clean
But it suddenly comes after years of delay
But it suddenly comes after years of delay
You pick up your guitar, you can suddenly play
You pick up your guitar, you can suddenly play
When your fingers are bleeding and the knuckles are white
When your fingers are bleeding and the knuckles are white
Then you can be sure, you can open the door
Then you can be sure, you can open the door
Get off of the floor tonight
Get off of the floor tonight
[...] Read more
song performed by Who
Added by Lucian Velea
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Confessio Amantis. Explicit Liber Quintus
Incipit Liber Sextus
Est gula, que nostrum maculavit prima parentem
Ex vetito pomo, quo dolet omnis homo
Hec agit, ut corpus anime contraria spirat,
Quo caro fit crassa, spiritus atque macer.
Intus et exterius si que virtutis habentur,
Potibus ebrietas conviciata ruit.
Mersa sopore labis, que Bachus inebriat hospes,
Indignata Venus oscula raro premit.
---------------------------------- -------------------------------------------------
The grete Senne original,
Which every man in general
Upon his berthe hath envenymed,
In Paradis it was mystymed:
Whan Adam of thilke Appel bot,
His swete morscel was to hot,
Which dedly made the mankinde.
And in the bokes as I finde,
This vice, which so out of rule
Hath sette ous alle, is cleped Gule;
Of which the branches ben so grete,
That of hem alle I wol noght trete,
Bot only as touchende of tuo
I thenke speke and of no mo;
Wherof the ferste is Dronkeschipe,
Which berth the cuppe felaschipe.
Ful many a wonder doth this vice,
He can make of a wisman nyce,
And of a fool, that him schal seme
That he can al the lawe deme,
And yiven every juggement
Which longeth to the firmament
Bothe of the sterre and of the mone;
And thus he makth a gret clerk sone
Of him that is a lewed man.
Ther is nothing which he ne can,
Whil he hath Dronkeschipe on honde,
He knowth the See, he knowth the stronde,
He is a noble man of armes,
And yit no strengthe is in his armes:
Ther he was strong ynouh tofore,
With Dronkeschipe it is forlore,
And al is changed his astat,
And wext anon so fieble and mat,
That he mai nouther go ne come,
Bot al togedre him is benome
The pouer bothe of hond and fot,
[...] Read more
poem by John Gower
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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.
[...] Read more
poem by Innocent Masina Nkhonyo
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The Regiment of Princes
Musynge upon the restlees bysynesse
Which that this troubly world hath ay on honde,
That othir thyng than fruyt of bittirnesse
Ne yildith naght, as I can undirstonde,
At Chestres In, right faste by the Stronde,
As I lay in my bed upon a nyght,
Thoght me byrefte of sleep the force and might. 1
And many a day and nyght that wikkid hyne
Hadde beforn vexed my poore goost
So grevously that of angwissh and pyne
No rycher man was nowhere in no coost.
This dar I seyn, may no wight make his boost
That he with thoght was bet than I aqweynted,
For to the deeth he wel ny hath me feynted.
Bysyly in my mynde I gan revolve
The welthe unseur of every creature,
How lightly that Fortune it can dissolve
Whan that hir list that it no lenger dure;
And of the brotilnesse of hir nature
My tremblynge herte so greet gastnesse hadde
That my spirites were of my lyf sadde.
Me fil to mynde how that nat longe agoo
Fortunes strook doun thraste estat rial
Into mescheef, and I took heede also
Of many anothir lord that hadde a fal.
In mene estat eek sikirnesse at al
Ne saw I noon, but I sy atte laste
Wher seuretee for to abyde hir caste.
In poore estat shee pighte hir pavyloun
To kevere hir fro the storm of descendynge 2
For shee kneew no lower descencion
Sauf oonly deeth, fro which no wight lyvynge
Deffende him may; and thus in my musynge
I destitut was of joie and good hope,
And to myn ese nothyng cowde I grope.
For right as blyve ran it in my thoght,
Thogh poore I be, yit sumwhat leese I may.
Than deemed I that seurtee wolde noght
With me abyde; it is nat to hir pay
Ther to sojourne as shee descende may.
And thus unsikir of my smal lyflode,
Thoght leide on me ful many an hevy lode.
I thoghte eek, if I into povert creepe,
Than am I entred into sikirnesse;
[...] Read more
poem by Thomas Hoccleve
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Trash Bag
1 bag cement mold
10 inch leather titleist golf bag
2006 kia rio side air bags
1900 s tapestry bag
1,000 face value silver bag buyers
100ft x 200ft plastic bag
16 flow-through infuser bags order e-mail
2001 accura air bags
1966 chevy pickup air bags
1st responder bag subdued
40 catchers equipment bag
10 dolars chanell bags for sale
$20,000 beanie bag
2 004 ben hogan golf bag
100 cotton childrens sleeping bags
2 mil designer bags
12 ounce bean bag
20 pound bag rabbit food
35 bag dirt james teen wendy
10 inch screen laptop bags
20 gallon garbage bags
30 gallon trash bags odor
17 leather laptop bag clearance
42 rolling duffle bag
2 section 17 roller cooler bag
40 long sportsequipment bag
2005 ford taurus air bag
06 toyota corolla air bag
3 x 8 cello bags
1 ball roller bowling bags
10020 garbage bags
250 liter bag
21 sensational patchwork bags
4 wheeler cargo bags
3 shelf laundry bag cart
2002 altima air bags
2003 crown victoria air bag recall
2 pc motorcycle tour bag
2 x3 zip lock bags
360121 bat bag
$1 tea bag holder
400 gauge thick poly bags
2005 jackie o gucci hand bag
1 bag cement mixers
1920s clutch bag
1.5 oz bag reg chips
1 bag popcorn serving size
2000 saturn sl air bag light
11 gallon garbage bags
306 leather tour sissy bag
[...] Read more
poem by Rwetewrt Erwtwer
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Sunday Papers
Mother doesnt go out any more
Just sits at home and rolls her spastic eyes
But every weekend through the door
Come words of wisdom from the world outside
If you want to know about the bishop and the actress
If you want to know how to be a star
If you want to know about the stains on the mattress
You can read it in the sunday papers, sunday papers
Mothers wheelchair stays out in the hall
Why should she go out when the tvs on
Whatever moves beyond these walls
Shell know the facts when sunday comes along
If you want to know about the man gone bonkers
If you want to know how to play guitar
If you want to know about the other suckers
You can read it in the sunday papers, read it in the sunday papers
Sunday papers dont ask no questions
Sunday papers dont get no lies
Sunday papers dont raise objection
Sunday papers dont got no eyes
Brothers heading that way now I guess
He just read something made his face turn blue
Well I got nothing against the press
They wouldnt print it if it wasnt true
If you want to know about the gay politician
If you want to know how to drive your car
If you want to know about the new sex position
You can read it in the sunday papers, read it in the sunday papers
Sunday papers dont ask no questions
Sunday papers dont get no lies
Sunday papers dont raise objection
Sunday papers dont got no eyes
Sunday papers dont ask no questions
Sunday papers dont get no lies
Sunday papers dont raise objection
Sunday papers dont got no eyes
Read all about it, sunday papers
song performed by Joe Jackson
Added by Lucian Velea
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Confessio Amantis. Explicit Liber Secundus
Incipit Liber Tercius
Ira suis paribus est par furiis Acherontis,
Quo furor ad tempus nil pietatis habet.
Ira malencolicos animos perturbat, vt equo
Iure sui pondus nulla statera tenet.
Omnibus in causis grauat Ira, set inter amantes,
Illa magis facili sorte grauamen agit:
Est vbi vir discors leuiterque repugnat amori,
Sepe loco ludi fletus ad ora venit.
----------------------------------- ------------------------------------------------
If thou the vices lest to knowe,
Mi Sone, it hath noght ben unknowe,
Fro ferst that men the swerdes grounde,
That ther nis on upon this grounde,
A vice forein fro the lawe,
Wherof that many a good felawe
Hath be distraght be sodein chance;
And yit to kinde no plesance
It doth, bot wher he most achieveth
His pourpos, most to kinde he grieveth,
As he which out of conscience
Is enemy to pacience:
And is be name on of the Sevene,
Which ofte hath set this world unevene,
And cleped is the cruel Ire,
Whos herte is everemore on fyre
To speke amis and to do bothe,
For his servantz ben evere wrothe.
Mi goode fader, tell me this:
What thing is Ire? Sone, it is
That in oure englissh Wrathe is hote,
Which hath hise wordes ay so hote,
That all a mannes pacience
Is fyred of the violence.
For he with him hath evere fyve
Servantz that helpen him to stryve:
The ferst of hem Malencolie
Is cleped, which in compaignie
An hundred times in an houre
Wol as an angri beste loure,
And noman wot the cause why.
Mi Sone, schrif thee now forthi:
Hast thou be Malencolien?
Ye, fader, be seint Julien,
Bot I untrewe wordes use,
I mai me noght therof excuse:
And al makth love, wel I wot,
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poem by John Gower
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Monday Papers
I dont want to go out any more
I read the news, I cant believe my eyes
I push the table against the door
You know Ive had it with the world outside
If you want to know about the murderers and junkies
If you want to know about the lower east side
Now they got a map shows you where to get your monkey
You can read it in the monday papers, monday papers
Some people like a little gore
Some people always at the scenes of crimes
Now they can watch the tv more
Now they can get it in the sunday times
If you find it hard to handle what you see on page one
You can pull the funnies out and have some laughs
Take a drink and maybe you can laugh at ronald reagan
You can read it in the monday papers, read it in the monday papers
Monday papers dont ask no questions
Monday papers dont get no lies
Monday papers dont raise objection
Monday papers dont got no eyes
Brothers heading that way now I guess
He just read something made his face turn blue
Well I got nothing against the press
They wouldnt print it if it wasnt true
If you want to know about the gay politician
If you want to know how to be a star
Ladies - if you want to know about the new sex position
You can read it in the monday papers, read it in the monday papers
Monday papers dont ask no questions
Monday papers dont get no lies
Monday papers dont raise objection
Monday papers dont got no eyes
Monday papers dont ask no questions
Monday papers dont get no lies
Monday papers dont raise objection
Monday papers dont got no eyes
Read all about it, monday papers
song performed by Joe Jackson
Added by Lucian Velea
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Confessio Amantis. Explicit Liber Tercius
Incipit Liber Quartus
Dicunt accidiam fore nutricem viciorum,
Torpet et in cunctis tarda que lenta bonis:
Que fieri possent hodie transfert piger in cras,
Furatoque prius ostia claudit equo.
Poscenti tardo negat emolumenta Cupido,
Set Venus in celeri ludit amore viri.
Upon the vices to procede
After the cause of mannes dede,
The ferste point of Slowthe I calle
Lachesce, and is the chief of alle,
And hath this propreliche of kinde,
To leven alle thing behinde.
Of that he mihte do now hier
He tarieth al the longe yer,
And everemore he seith, 'Tomorwe';
And so he wol his time borwe,
And wissheth after 'God me sende,'
That whan he weneth have an ende,
Thanne is he ferthest to beginne.
Thus bringth he many a meschief inne
Unwar, til that he be meschieved,
And may noght thanne be relieved.
And riht so nowther mor ne lesse
It stant of love and of lachesce:
Som time he slowtheth in a day
That he nevere after gete mai.
Now, Sone, as of this ilke thing,
If thou have eny knowleching,
That thou to love hast don er this,
Tell on. Mi goode fader, yis.
As of lachesce I am beknowe
That I mai stonde upon his rowe,
As I that am clad of his suite:
For whanne I thoghte mi poursuite
To make, and therto sette a day
To speke unto the swete May,
Lachesce bad abide yit,
And bar on hond it was no wit
Ne time forto speke as tho.
Thus with his tales to and fro
Mi time in tariinge he drowh:
Whan ther was time good ynowh,
He seide, 'An other time is bettre;
Thou schalt mowe senden hire a lettre,
And per cas wryte more plein
Than thou be Mowthe durstest sein.'
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poem by John Gower
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The Avowyng of Arthur
He that made us on the mulde,
And fair fourmet the folde,
Atte His will, as He wold,
The see and the sande,
Giffe hom joy that will here
Of dughti men and of dere,
Of haldurs that before us were,
That lifd in this londe.
One was Arther the Kinge,
Wythowtun any letting;
Wyth him was mony lordinge
Hardi of honde.
Wice and war ofte thay were,
Bold undur banere,
And wighte weppuns wold were,
And stifly wold stond.
This is no fantum ne no fabull;
Ye wote wele of the Rowun Tabull,
Of prest men and priveabull,
Was holdun in prise:
Chevetan of chivalry,
Kyndenesse and curtesy,
Hunting full warly,
As wayt men and wise.
To the forest thay fare
To hunte atte buk and atte bare,
To the herte and to the hare,
That bredus in the rise.
The King atte Carlele he lay;
The hunter cummys on a day -
Sayd, 'Sir, ther walkes in my way
A well grim gryse.
'He is a balefull bare -
Seche on segh I nevyr are:
He hase wroghte me mycull care
And hurte of my howundes,
Slayn hom downe slely
Wyth feghting full furcely.
Wasse ther none so hardi
Durste bide in his bandus.
On him spild I my spere
And mycull of my nothir gere.
Ther moue no dintus him dere,
Ne wurche him no wowundes.
He is masly made -
All offellus that he bade.
Ther is no bulle so brade
That in frith foundes.
[...] Read more
poem by Anonymous Olde English
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Confessio Amantis. Explicit Prologus
Incipit Liber Primus
Naturatus amor nature legibus orbem
Subdit, et vnanimes concitat esse feras:
Huius enim mundi Princeps amor esse videtur,
Cuius eget diues, pauper et omnis ope.
Sunt in agone pares amor et fortuna, que cecas
Plebis ad insidias vertit vterque rotas.
Est amor egra salus, vexata quies, pius error,
Bellica pax, vulnus dulce, suaue malum.
I may noght strecche up to the hevene
Min hand, ne setten al in evene
This world, which evere is in balance:
It stant noght in my sufficance
So grete thinges to compasse,
Bot I mot lete it overpasse
And treten upon othre thinges.
Forthi the Stile of my writinges
Fro this day forth I thenke change
And speke of thing is noght so strange,
Which every kinde hath upon honde,
And wherupon the world mot stonde,
And hath don sithen it began,
And schal whil ther is any man;
And that is love, of which I mene
To trete, as after schal be sene.
In which ther can noman him reule,
For loves lawe is out of reule,
That of tomoche or of tolite
Welnyh is every man to wyte,
And natheles ther is noman
In al this world so wys, that can
Of love tempre the mesure,
Bot as it falth in aventure:
For wit ne strengthe may noght helpe,
And he which elles wolde him yelpe
Is rathest throwen under fote,
Ther can no wiht therof do bote.
For yet was nevere such covine,
That couthe ordeine a medicine
To thing which god in lawe of kinde
Hath set, for ther may noman finde
The rihte salve of such a Sor.
It hath and schal ben everemor
That love is maister wher he wile,
Ther can no lif make other skile;
For wher as evere him lest to sette,
Ther is no myht which him may lette.
Bot what schal fallen ate laste,
[...] Read more
poem by John Gower
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The Origin Of The Universe -ten Questions Answered
1.How did the UNIVERSE originate?
It was from the bang, bang and the bang,
It was through the big bang
And you know it for certain.
Yes, the universe originated through the Big Bang.
2.What was the Big Bang?
An explosion of a particle was it
And the particle was smaller than an atom.
It was first explosion for our cause.
Yes, it was a causeless act of explosion of a small particle that resulted in the evolution of an ever expanding universe. Before the Big Bang the universe was smaller than an atom! There was only a point of time then and not a place! The Big Bang theory is the prevailing cosmological model that describes the early development of the Universe.According to the Big Bang theory, the Universe was once in an extremely hot and dense state which expanded rapidly.
3.What followed the act of expansion of the universe?
Then began the expansion,
An expansion that is still going on
And then and thus began the life of our universe.
The rapid expansion caused the Universe to cool and resulted in its present continuously expanding state. According to the most recent measurements and observations, the Big Bang occurred approximately 13.75 billion years ago, which is thus considered the age of the Universe.
4.What happened in the next stage?
There came the phases of energy
And the wonder of electrons, protons and neutrons.
We learnt about from the sweet mouth of our teacher first.
After its initial expansion from a singularity, the Universe cooled sufficiently to allow energy to be converted into various subatomic particles, including protons, neutrons, and electrons.While protons and neutrons combined to form the first atomic nuclei only a few minutes after the Big Bang, it would take thousands of years for electrons to combine with them and create electrically neutral atoms.The first element produced was hydrogen, along with traces of helium and lithium. Giant clouds of these primordial elements would coalesce through gravity to form stars and galaxies, and the heavier elements would be synthesized either within stars orduring supernovae.
5.What is the scientific theory/relevance of the Big Bang?
Truth is that matters much to us
And the core ideas have to lead us.
Or else we might go back to life darker still.
The Big Bang is a well-tested scientific theory and is widely accepted within the scientific community. It offers a comprehensive explanation for a broad range of observed phenomena. Since its conception, abundant evidence has been uncovered in support of the model. The core ideas of the Big Bang—the expansion, the early hot state, the formation of helium, and the formation of galaxies—are derived from many observations that are independent from any cosmological model; these include the abundance of light elements, the cosmic microwave background, large scale structure, and the Hubble diagram for Type I - a supernovae.
6.What will be the phases of the expansion of the universe?
An ever expanding mystery it is
Closer it was then and now it will be farther and farther.
And once begun it can`t go back ever.
As the distance between galaxy clusters is increasing today, it can be inferred that everything was closer together in the past. This idea has been considered in detail back in time to extreme densities and temperatures, and large particle accelerators have been built to experiment in such conditions, resulting in further development of the model. On the other hand, these accelerators have limited capabilities to probe into such high energy regimes.
7.Does the Big Bang theory explain everything?
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poem by M.d Dinesh Nair
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Make It Clap
[Intro: Sean Paul (Busta Rhymes)]
We make it clap, we make it clap (Huh!)
Yeah yeah yeah (Flipmode!!!) Busta Rhymes (Busta Rhymes!!!)
Sean-A-Paul (Sean Paul!!!)
One more time (Ha!!!) kill 'em with a rhyme (Huh!!!)
Remix time (remix!!!) a dutty yeah, yo, Spliff Star (Spliff!!!)
Flipmode Squad (Ha!!!) we kill 'em with a rhyme, a dutty yeah
[Verse 1: Busta Rhymes]
Cau mi seh jump up clap oonu hand and siddung get up
And mi nah wig out mek everybody flip out oonu fi carry on
To get tired I waan chillout, all a di gal a sweat out
Mek your body keep clappin on
[Sean Paul]
Flipmode a roll wid all di hottest set a gal dem inna di dance
And Dutty Cup we deyah mek di gal dem jump up and prance
Busta Rhymes and Sean-A-Paul di lyrical magician
There fi mek dem switch and jump up wave up dem hands
Flipmode a roll wid all di hottest set a gal dem inna di dance
And Dutty Cup we deyah mek di gal dem jump up and prance
Busta Rhymes and Sean-A-Paul di lyrical magician
There fi mek dem switch and jump up wave up dem hands, so push it up deh
[Busta Rhymes]
Back with the remix with Spliff and Sean-A-Paul on the corner
Can't believe when we do it we smack it down how we wanna
Keepin it comin keepin it goin cause we ain't playin
I'm talkin to all my people cause what I'm sayin is
[Chorus: Busta Rhymes]
In case you ain't know and in case you ain't heard
And if you want us to set it just give me the word
This one goes out to my soldiers that be flippin them birds
To all my shorties wigglin they shakin they curves
[Sean Paul]
We make it clap, we make it clap, we make it clap, we make it clap
[Verse 2: Spliff Star]
Poor snapper, lookin at shorty shakin it and makin it clap
Booty big pokin out like twenties on the lap
When I give it to her shorty know how to throw it back
Booty bangin to the beat sometimes we overlap-sing
Gal peel out your blouse and your tight-jeans
Let me lick you down dip you with some ice-cream
Gal holla holla my name when I slide-in
Thunderstorm, rain, sleet and light-ning
Hold me tight feel the triniman grin-ding and grin-ding and grin-ding
Gal dip and bounce start whin-ning
You see Spliff, Sean Paul and Busta Rhymes, seen
([Busta Rhymes:] We got dough) You could tell by what we dri-ving
([Busta Rhymes:] Lookin to chose) How it's different and blin-ding
And blin-ding and blin-ding it's like that make it clap now
[Chorus]
[Sean Paul]
[...] Read more
song performed by Busta Rhymes
Added by Lucian Velea
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Make It Clap (remix)
[Sean Paul]
We make it clap, we make it clap (Huh!)
Yeah yeah yeah (Flipmode!!!) Busta Rhymes (Busta Rhymes!)
Sean-A-Paul (Sean Paul!)
One more time (Ha!) kill 'em with a rhyme (Huh!)
Remix time (remix!) a Dutty yeah, yo, Spliff Star (Spliff!)
Flipmode Squad (Ha!) we kill 'em with a rhyme, a dutty yeah
[Busta Rhymes]
Cau mi seh jump up clap oonu hand and siddung get up
And mi nah wig out mek everybody flip out oonu fi carry on
To get tired I waan chillout, all a di gal a sweat out
Mek your body keep clappin on
[Sean Paul]
Flipmode a roll wid all di hottest set a gal dem inna di dance
And Dutty Cup we deyah mek di gal dem jump up and prance
Busta Rhymes and Sean-A-Paul di lyrical magician
There fi mek dem switch and jump up wave up dem hands
Flipmode a roll wid all di hottest set a gal dem inna di dance
And Dutty Cup we deyah mek di gal dem jump up and prance
Busta Rhymes and Sean-A-Paul di lyrical magician
There fi mek dem switch and jump up wave up dem hands, so push it up deh
[Busta Rhymes]
Back with the remix with Spliff and Sean-A-Paul on the corner
Can't believe when we do it we smack it down how we wanna
Keepin it comin keepin it goin cause we ain't playin
I'm talkin to all my people cause what I'm sayin is
[Busta Rhymes]
In case you ain't know and in case you ain't heard
And if you want us to set it just give me the word
This one goes out to my soldiers that be flippin them birds
To all my shorties wigglin they shakin they curves
[Sean Paul]
We make it clap,
We make it clap,
We make it clap,
We make it clap
[Spliff Star]
Poor snapper, lookin at shorty shakin it and makin it clap
Booty big pokin out like twenties on the lap
When I give it to her shorty know how to throw it back
Booty bangin to the beat sometimes we overlap-sing
Gal peel out your blouse and your tight-jeans
Let me lick you down dip you with some ice-cream
Gal holla holla my name when I slide-in
Thunderstorm, rain, sleet and light-ning
Hold me tight feel the triniman grin-ding and grin-ding and grin-ding
Gal dip and bounce start whin-ning
You see Spliff, Sean Paul and Busta Rhymes, seen
(We got dough) You could tell by what we dri-ving
(Lookin to chose) How it's different and blin-ding
[...] Read more
song performed by Sean Paul
Added by Lucian Velea
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Slave To The Wage
Run away from all your boredom
Run away from all your whoredom and wave
Your worries and cares
Goodbye
All it takes is one decision
A lot of guts, a little vision to wave
Your worries and cares
Goodbye
Its a maze for rats to try
Its a maze for rats to try
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Sick and tired of maggies farm
Shes a bitch with broken arms to wave
Your worries and cares
Goodbye
Its a maze for rats to try
Its a maze for rats to try
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Burn away
Run away, run away
Run away, run away
Run away, run away
Run away, run away
song performed by Placebo
Added by Lucian Velea
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