For the introduction of a new kind of music must be shunned as imperiling the whole state; since styles of music are never disturbed without affecting the most important political institutions.
Related quotes
Hudibras: Part 3 - Canto II
THE ARGUMENT
The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.
THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,
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poem by Samuel Butler
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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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Let It All Be Music
Music is a mirror
Near around my soul
Music is the spirit
Come on let it roll
Music is my nature
People have you heard
Music is my future
Music is the world
Let it all be music
People sing a song
Let it all be music
Let us sing it on and on and on and on
Lets play the music
My kind of music
Lets play the music
Play it on
Lets play the music
My kind of music
Lets play the music
Play it on and on and on
Music isnt somewhere
Music turns you right
Music is a fever
Leads you day and night
Music is like heaven
Where you wanna be
Music is religion
Music sets you free
Let it all be music
People sing a song
Let it all be music
Let us sing it on and on and on and on
Lets play the music
My kind of music
Lets play the music
Play it on
Lets play the music
My kind of music
Lets play the music
Play it on and on and on
Music is tomorrow
Music is today
Music is forever
Music is the way
Music is for women
Music is for men
Music is for children
Sing it all again
Let it all be music
People sing a song
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song performed by Boney M.
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Attica State
-"it is my pleasure and privilige at this very solumn moment to introduce a young man and his wife.
Who saw fit to put down in music and lyrics so that it will never be forgotten in our country, by anyone, the tragedy of attica state.
There's no more that i can say, ladies and gentlemen. i would like to introduce you to john and yoko lennon."
-"i'd just like to say, it's an honour and a pleasure to be here at the apollo and for the reasons we're all here.
This song, yoko and i wrote, is called 'attica state'"
One, two, three, four!
What a waste of human power,
What a waste of human lives.
Shoot the pris'ners in the towers,
Forty-three poor widowed wives.
Attica state, attica state,
We're all mates with attica state.
Media blames it on the pris'ners,
But the pris'ners did not kill.
"rockefeller pulled the trigger,"
That is what the people feel.
Attica state, attica state,
We're all mates with attica state.
Free the pris'ners, jail the judges,
Free all pris'ners ev'rywhere.
All they need is truth and justice,
All the want is love and care.
Attica state, attica state,
We're all mates with attica state.
They all live in suffocation,
Let's not watch them die in sorrow.
Now's the time for revolution,
Give them all a chance to grow.
Attica state, attica state,
We're all mates with attica state.
Come together, join the movement,
Take a stand for human rights.
Fear and hatred clouds our judgement,
Free us all from endless night.
Attica state, attica state,
We're all mates with attica state.
Attica state, attica state,
We all live in attica state.
Attica state, attica state,
Attica, attica, attica state.
-"thank you, aah, thank you, thank you, aah,. some of you, eh, wonder what i'm doinh here with no drummers and no nothin' like that.
Well, you might know i lost my me old band, or i left it. i'm puttin' a, i'm puttin' an elecric band together, it's not ready yet.
Ah, things like this keep comin' up so, i just have to busk it. so i'm gonna sing you a song now you might know
It's called 'imagine'
song performed by Yoko Ono
Added by Lucian Velea
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Attica State
-"it is my pleasure and privilige at this very solumn moment to introduce a young man and his wife.
Who saw fit to put down in music and lyrics so that it will never be forgotten in our country, by anyone, the tragedy of attica state.
There's no more that i can say, ladies and gentlemen. i would like to introduce you to john and yoko lennon."
-"i'd just like to say, it's an honour and a pleasure to be here at the apollo and for the reasons we're all here.
This song, yoko and i wrote, is called 'attica state'"
One, two, three, four!
What a waste of human power,
What a waste of human lives.
Shoot the pris'ners in the towers,
Forty-three poor widowed wives.
Attica state, attica state,
We're all mates with attica state.
Media blames it on the pris'ners,
But the pris'ners did not kill.
"rockefeller pulled the trigger,"
That is what the people feel.
Attica state, attica state,
We're all mates with attica state.
Free the pris'ners, jail the judges,
Free all pris'ners ev'rywhere.
All they need is truth and justice,
All the want is love and care.
Attica state, attica state,
We're all mates with attica state.
They all live in suffocation,
Let's not watch them die in sorrow.
Now's the time for revolution,
Give them all a chance to grow.
Attica state, attica state,
We're all mates with attica state.
Come together, join the movement,
Take a stand for human rights.
Fear and hatred clouds our judgement,
Free us all from endless night.
Attica state, attica state,
We're all mates with attica state.
Attica state, attica state,
We all live in attica state.
Attica state, attica state,
Attica, attica, attica state.
-"thank you, aah, thank you, thank you, aah,. some of you, eh, wonder what i'm doinh here with no drummers and no nothin' like that.
Well, you might know i lost my me old band, or i left it. i'm puttin' a, i'm puttin' an elecric band together, it's not ready yet.
Ah, things like this keep comin' up so, i just have to busk it. so i'm gonna sing you a song now you might know
It's called 'imagine'
song performed by Yoko Ono
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Paradise Lost: Book 09
No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:
If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring
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poem by John Milton
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Attica State
What a waste of human power
What a waste of human lives
Shoot the prisoners in the towers
Forty-three poor widowed wives
Attica state, attica state,
Were all mates with attica state
Media blames it on the prisoners
But the prisoners did not kill
Rockefeller pulled the trigger
That is what the people feel
Attica state, attica state,
Were all mates with attica state
Free the prisoners, jail the judges
Free all prisoners everywhere
All they want is truth and justice
All they need is love and care
Attica state, attica state,
Were all mates with attica state
They all live in suffocation
Lets not watch them die in sorrow
Nows the time for revolution
Give them all a chance to grow
Attica state, attica state,
Were all mates with attica state
Come together join the movement
Take a stand for human rights
Fear and hatred clouds our judgement
Free us all from endless night
Attica state, attica state,
Were all mates with attica state
Attica state, attica state,
We all live in attica state
Attica state, attica state,
Attica, attica, attica state
song performed by Lennon John
Added by Lucian Velea
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Charismatic Personalities Transcend Styles
there is a trendy style
trend seekers follow styles
slaves to fashion styles
style is the moves of the moment
the status looks feel of the moment
style is sold trend setter moments
three choices define criteria styles
follow trend current styles be styles
be out of style or transcend styles
unique charismatic personalities transcend styles
transcend fashion defined now hype popularities
star quality self shines in spaces of hyper realities
poem by Terence George Craddock
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David
My thought, on views of admiration hung,
Intently ravish'd and depriv'd of tongue,
Now darts a while on earth, a while in air,
Here mov'd with praise and mov'd with glory there;
The joys entrancing and the mute surprize
Half fix the blood, and dim the moist'ning eyes;
Pleasure and praise on one another break,
And Exclamation longs at heart to speak;
When thus my Genius, on the work design'd
Awaiting closely, guides the wand'ring mind.
If while thy thanks wou'd in thy lays be wrought,
A bright astonishment involve the thought,
If yet thy temper wou'd attempt to sing,
Another's quill shall imp thy feebler wing;
Behold the name of royal David near,
Behold his musick and his measures here,
Whose harp Devotion in a rapture strung,
And left no state of pious souls unsung.
Him to the wond'ring world but newly shewn,
Celestial poetry pronounc'd her own;
A thousand hopes, on clouds adorn'd with rays,
Bent down their little beauteous forms to gaze;
Fair-blooming Innocence with tender years,
And native Sweetness for the ravish'd ears,
Prepar'd to smile within his early song,
And brought their rivers, groves, and plains along;
Majestick Honour at the palace bred,
Enrob'd in white, embroider'd o'er with red,
Reach'd forth the scepter of her royal state,
His forehead touch'd, and bid his lays be great;
Undaunted Courage deck'd with manly charms,
With waving-azure plumes, and gilded arms,
Displaid the glories, and the toils of fight,
Demanded fame, and call'd him forth to write.
To perfect these the sacred spirit came,
By mild infusion of celestial flame,
And mov'd with dove-like candour in his breast,
And breath'd his graces over all the rest.
Ah! where the daring flights of men aspire
To match his numbers with an equal fire;
In vain they strive to make proud Babel rise,
And with an earth-born labour touch the skies.
While I the glitt'ring page resolve to view,
That will the subject of my lines renew;
The Laurel wreath, my fames imagin'd shade,
Around my beating temples fears to fade;
My fainting fancy trembles on the brink,
And David's God must help or else I sink.
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poem by Thomas Parnell
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State Of Mind
You don't need to hang around
You don't need to talk right now
Gotta feeling, it's a mistake
Gotta feeling, it's gonna break
Some days, sometimes just don't feel right
Too hot to touch
It's getting too much
You know it's just a state of mind
Driving you wild
You're torn up inside
You know it's just a state of mind
State of mind
All I need is to breathe
All I need is to believe
Gotta have it, now I know
Gotta have it, take it slow
Some days, sometimes it just goes right
Too hot to touch
It's getting too much
You know it's just a state of mind
Driving you wild
You're torn up inside
You know it's just a state of mind
State of mind
State of mind
State of mind
Ahhh
Too hot to touch (Yeah)
Ahhh
(It's my state of mind)
Driving you wild
(I was driving you wild)
Too hot to touch
It's getting too much
You know it's just a state of mind
Driving you wild
You're torn up inside
You know it's just a state of mind
State of mind
State of mind
State of mind
Too hot to touch
It's getting too much
You know it's just a state of mind
Driving you wild
You're torn up inside
You know it's just a state of mind
State of mind
State of mind
State of mind
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song performed by Holly Valance
Added by Lucian Velea
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The Ghost - Book IV
Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;
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poem by Charles Churchill
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Gee, Officer Krupkee
Salt-n-pepa, left eye, etc.
(appears on the songs of west side story)
Excuse me mr. officer
You think were bad, huh?
You wanna clean up the streets, huh?
Well you better put society in handcuffs
Ha ha, you got a hard job
Music by bernstein
Lyrics by sondheim
Im talkin bout west side story
Its before my time
Police sweat me like the sharks & the jets
Because I do what I does
So they wanna hit me
If you let me
Ill explain the game
Clear my name
And show you aint a damn thing changed
So dont criticize the way that I ball hey
This aint broadway
We learned it the hard way
Dear kindly sergeant krupke
You gotta understand
Its just our bringin upke
That gets us out of hand
Our mothers all are junkies
Our fathers all are drunks
Golly moses, naturally were punks
Gee, officer krupke
Were very upset
We never had the love
That every child oughta get
We aint no deliquents
Were misunderstood
Deep down inside us there is good
There is good!
There is good, there is good
There is untapped good
Like inside, the worst of us is good
You see, officer krupkee
You gotta have some compassion
You know, you always harrassin me
But what you dont understand is
I come from a broken home
My momma dont care about me
My daddy dont care about me
And you always gettin on my case
It aint me homeboy
Its society
Dear kindly judge, your honour
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song performed by TLC
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Mammary Tunes
Under heavy haze I cast an ear…
Was that a distant hymn?
To view, to peer ahead,
I span thro’ sharpened eyes,
Connecting brain. Surprise
Awards emotion to the show –
A fine refrain.
I think I know the source:
Without recourse my keen and
Eager shoes propel my whole.
And she regales me as I close –
The drifting notes propose I place
An ear to verge upon the emanation.
Choice of left or right
Invites and overwhelms;
A brief respite, and then
I poise an aural organ,
Seeking out the balance
In the tone from rhythmic flesh.
O Holy Grail, the sweet spot!
Honed in stereophony and
Mastered out of euphony:
Her music –
Diaphragms of luscious areolae
Give the tune
Atop a vibrant bass –
Quivers in the
Belly of her breast.
And presently
I fall beneath a spell of heady music
As her reproductive cushions do the rest.
Copyright © Mark R Slaughter 2011
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poem by Mark R Slaughter
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Tale XXI
The Learned Boy
An honest man was Farmer Jones, and true;
He did by all as all by him should do;
Grave, cautious, careful, fond of gain was he,
Yet famed for rustic hospitality:
Left with his children in a widow'd state,
The quiet man submitted to his fate;
Though prudent matrons waited for his call,
With cool forbearance he avoided all;
Though each profess'd a pure maternal joy,
By kind attention to his feeble boy;
And though a friendly Widow knew no rest,
Whilst neighbour Jones was lonely and distress'd;
Nay, though the maidens spoke in tender tone
Their hearts' concern to see him left alone,
Jones still persisted in that cheerless life,
As if 'twere sin to take a second wife.
Oh! 'tis a precious thing, when wives are dead,
To find such numbers who will serve instead;
And in whatever state a man be thrown,
'Tis that precisely they would wish their own;
Left the departed infants--then their joy
Is to sustain each lovely girl and boy:
Whatever calling his, whatever trade,
To that their chief attention has been paid;
His happy taste in all things they approve,
His friends they honour, and his food they love;
His wish for order, prudence in affairs,
An equal temper (thank their stars!), are theirs;
In fact, it seem'd to be a thing decreed,
And fix'd as fate, that marriage must succeed:
Yet some, like Jones, with stubborn hearts and
hard,
Can hear such claims and show them no regard.
Soon as our Farmer, like a general, found
By what strong foes he was encompass'd round,
Engage he dared not, and he could not fly,
But saw his hope in gentle parley lie;
With looks of kindness then, and trembling heart,
He met the foe, and art opposed to art.
Now spoke that foe insidious--gentle tones,
And gentle looks, assumed for Farmer Jones:
'Three girls,' the Widow cried, 'a lively three
To govern well--indeed it cannot be.'
'Yes,' he replied, 'it calls for pains and care:
But I must bear it.'--'Sir, you cannot bear;
Your son is weak, and asks a mother's eye:'
'That, my kind friend, a father's may supply.'
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poem by George Crabbe
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Feel The Music
What is music and why is it here?
Music is made for the ear.
To be made and played for many of decades.
To be embraced by different cultures and race,
Music
the heart of man
Only it seems now only a few understand
Music.
The upbeat the down beat the chords the rhythm it plays.
Exchanging and changing forever.
Music.
Not one man can take the responsibility for making the music the music made us.
You have to trust in the
Music
Classical Jazz, Swing, Country everything it brings.
Music.
Although music has a lot of names it will always remain the same
Music will always change.
The dramatic character of a story.
It will always end with the final glory.
Because of its graceful authority
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poem by Tiffany Burton
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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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Sigismond And Guiscardo. From Boccace
While Norman Tancred in Salerno reigned,
The title of a gracious Prince he gained;
Till turned a tyrant in his latter days,
He lost the lustre of his former praise,
And from the bright meridian where he stood
Descending dipped his hands in lovers' blood.
This Prince, of Fortune's favour long possessed,
Yet was with one fair daughter only blessed;
And blessed he might have been with her alone,
But oh! how much more happy had he none!
She was his care, his hope, and his delight,
Most in his thought, and ever in his sight:
Next, nay beyond his life, he held her dear;
She lived by him, and now he lived in her.
For this, when ripe for marriage, he delayed
Her nuptial bands, and kept her long a maid,
As envying any else should share a part
Of what was his, and claiming all her heart.
At length, as public decency required,
And all his vassals eagerly desired,
With mind averse, he rather underwent
His people's will than gave his own consent.
So was she torn, as from a lover's side,
And made, almost in his despite, a bride.
Short were her marriage joys; for in the prime
Of youth, her lord expired before his time;
And to her father's court in little space
Restored anew, she held a higher place;
More loved, and more exalted into grace.
This Princess, fresh and young, and fair and wise,
The worshipped idol of her father's eyes,
Did all her sex in every grace exceed,
And had more wit beside than women need.
Youth, health, and ease, and most an amorous mind,
To second nuptials had her thoughts inclined;
And former joys had left a secret string behind.
But, prodigal in every other grant,
Her sire left unsupplied her only want,
And she, betwixt her modesty and pride,
Her wishes, which she could not help, would hide.
Resolved at last to lose no longer time,
And yet to please her self without a crime,
She cast her eyes around the court, to find
A worthy subject suiting to her mind,
To him in holy nuptials to be tied,
A seeming widow, and a secret bride.
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poem by John Dryden
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Political World
We live in a political world
Where love dont have any place
Were living in times where men commit crimes
And crime dont have a face
We live in a political world
Icicles hangin down
Wedding bells ring and angels sing
And clouds cover up the ground
We live in a political world
Wisdom is thrown into jail
It rots in a cell misguided as hell
Leaving no one to pick up the trail
We live in a political world
Where mercy walks the plank
Life is in mirrors, death disappears
Up the steps into the nearest bank
We live in a political world
Courage is a thing of the past
Houses are haunted, children arent wanted
Your next day could be your last
We live in a political world
The one we can see and feel
But theres no one to check, its all a stacked deck
We all know for sure that its real
We live in a political world
The cities are a lonesome fear
Little by little, you turn in the middle
Youre never sure why youre here
We live in a political world
Under the microscope
You could travel anywhere and hang yourself there
Youve always got more than enough rope
We live in a political world
Turning and a-thrashing about
As soon as youre awake youre trained to take
What looks like the easy way out
We live in a political world
Where peace is not welcome at all
Its turned away from the door to wander some more
Or put up against the wall
We live in a political world
Everythings hers and his
Climb into the flame and shout gods name
But youre not even sure what it is
song performed by Bob Dylan
Added by Lucian Velea
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Allegany Camp
amazing grace circus camp
amazing grace day camp
amazing grace hallelujah jeremy camp
amazing grace jeremy camp
amazing love jeremy camp
amazing place chalet pigeon forge
amazing race church camp
amazing race games for camps
amazing race girl scout camp
amazon camp dutch lodge oven
amazon camp in sweetwater missouri
amazon cast iron dutch lodge camp
amazon dutch oven camp
amazon lodge dutch oven camp
ambassador camp at lake waccamaw nc
ambassador camp inc
ambassador chalet
ambassador chalet at doral
ambassador chalet wgc
amber bowers
amber camp lazlo
amber pow camp
amberg germany dp camp
ambition camp hockey pro
ambler baseball camp
ambleside scotland school camp
ambon pow camp
ambor island pow camp
ambor pow camp
ambulance bower
amc camp dodge
amc camp movie summer
amc camp summer theater
amc little lyford camps
amc movie camp
amc movie camps
amc north west camp bear mountain
amc pinkham notch camp
amc summer camp for s
amc summer camp for s 2007
amc summer camp movies
amc summer movie camp
amc summer movie camp 2007
amc summer movie camp 2008
amc summer movie camp arlington
amc summer movie camp ontario california
amc theater camp hill
amc theatres summer camp
amcmovie camps
amelia earhart in japanese war camp
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poem by Rwetewrt Erwtwer
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The Piano Lurched
Contact was sharp…
I jolted from immediacy of senses torn from mind:
Such was I at unawares with you –
To strike with Master’s single chord that pounced and caught me blind –
Piano, how you lurched and rent me through!
Delightful music welcomed me to drift in quasi-syncope:
Soft tranquillo sought to rest my bones –
I glided reaching largo; sang with sweet cantabile, and
Forte let me in to louder tones.
I cried with lacrimoso; squirmed when agitato flared;
My hearing rang when fingers danced the trill.
And so it was, this maestro grand was genius declared –
Acting out in music for the thrill.
Translating pen to piano, this player takes me back thro’ time…
In the chamber, fine composers charm:
I watch the manic hands of Liszt abound with tunes sublime;
Mozart teased my mood with stark alarm.
Then entered Bach to demonstrate his mathematic flare,
Calculating notes supreme of form.
And I – the minion audience – sat wanting in my chair,
Having heard my idols all perform.
Did Darwin’s theory tell at all why Man evolved this way?
Why would music help him to survive?
But scientific muse had veered my thoughts from this display, and
Music called: ‘Just listen - you’re alive! ’
The maestro draws conclusion; lets the piano die a death
To stand as wood, inert just as before –
A pollished casket lined with keys, at calm from naught of breath,
Bade me scream: ‘Bravo! ’ and ‘Hail! Encore! ’
He wakes the box to dance again with noble works of art:
Resurrected; fully primed with zest.
Now even I was back to life with reason in my heart –
Heightened from the pounding in my chest.
Copyright © Mark R Slaughter 2009
All rights reserved
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poem by Mark R Slaughter
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