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In general, the philological movement opened up countless sources relevant to linguistic issues, treating them in quite a different spirit from traditional grammar; for instance, the study of inscriptions and their language. But not yet in the spirit of linguistics.

quote by Ferdinand de Saussure
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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
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end of world war one
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end of world war 2 info
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end of ww 2
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end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
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end of ww2 date
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end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

[...] Read more

poem by Rwetewrt Erwtwer
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

[...] Read more

poem by Gert Strydom
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How Y' Livin'

I should have seen the signs you showed me
So many times, in so many ways
On a never ending journey though the cold light of day
Cold light of day
I spent nearly all my time
Thinking I know you but I still got my doubts
Little things to try to work you out
Playing on my mind
Will you leave her now
Like you left me then
Just forgot and leave me
With just enough to start again
Start a brand new life
Maybe have some kids
Never facing facts and never looking back
How y' livin',
Are y' living your life
How y' livin'
Are you treating her right
How y' livin'
Are y' living your life
How y' livin'
Are you treating her,
Treating her right
I don't see you anymore
Heard you're married
But you never know
You've never married enough to not want to let them go
You never fight enough to not want to fight no more
Just keep moving on,
Find another girl
Go out and party and make sure that she rocks your world
How y' livin'
Are you living your life
How y' livin'
Are you treating her right
How y' livin'
Are you living your life
How y' livin"
Are you treating her,
Treating her right
How y' livin baby,
Have you done what's right
How y' livin baby,
Are you treating her right
How y' livin' baby
Have you done what's right
How y' livin' baby,
Are you treating her,
Treating her right

[...] Read more

song performed by Vanessa Amorosi
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Exodus (Laswell Mix)

[Bob Marley]
Exodus: Movement of Jah people! Oh-oh-oh, yea-eah!
.......
Men and people will fight ya down (Tell me why!)
When ya see Jah light. (Ha-ha-ha-ha-ha-ha-ha!)
Let me tell you if you're not wrong; (Then, why?)
Everything is all right.
So we gonna walk - all right! - through de roads of creation:
We the generation (Tell me why!)
(Trod through great tribulation) trod through great tribulation.
Exodus, all right! Movement of Jah people!
Oh, yeah! O-oo, yeah! All right!
Exodus: Movement of Jah people! Oh, yeah!
Yeah-yeah-yeah, well!
Uh! Open your eyes and look within:
Are you satisfied (with the life you're living)? Uh!
We know where we're going, uh!
We know where we're from.
We're leaving Babylon,
We're going to our Father land.
2, 3, 4: Exodus: movement of Jah people! Oh, yeah!
(Movement of Jah people!) Send us another brother Moses!
(Movement of Jah people!) From across the Red Sea!
(Movement of Jah people!) Send us another brother Moses!
(Movement of Jah people!) From across the Red Sea!
Movement of Jah people!
---
/Instrumental break/
---
Exodus, all right! Oo-oo-ooh! Oo-ooh!
Movement of Jah people! Oh, yeah!
Exodus!
Exodus! All right!
Exodus! Now, now, now, now!
Exodus!
Exodus! Oh, yea-ea-ea-ea-ea-ea-eah!
Exodus!
Exodus! All right!
Exodus! Uh-uh-uh-uh!
Move! Move! Move! Move! Move! Move!
Open your eyes and look within:
Are you satisfied with the life you're living?
We know where we're going;
We know where we're from.
We're leaving Babylon, y'all!
We're going to our Father's land.
Exodus, all right! Movement of Jah people!
Exodus: movement of Jah people!
Movement of Jah people!
Movement of Jah people!

[...] Read more

song performed by Bob Marley
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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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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?

What is Culture?

I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

[...] Read more

poem by Nyein Way
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Tsunami Aftermath-Lividly living corpse

Their countless tears did definitely fill an ocean all right; but it was an ocean of unprecedented misery; with the wrath of the inexplicably crippling disaster transforming every trace of robust innocence into a mortuary of stinking death,

Their countless tears did definitely fill an ocean all right; but it was an ocean of hapless uncertainty; as boundless number of impeccable heads stared in distraught disbelief; for relentless hours towards empty sky,

Their countless tears did definitely fill an ocean all right; but it was an ocean of morbid blood; from which emanated the stench of pricelessly inimitable honesty hopelessly blended with the diabolical devil,

Their countless tears did definitely fill an ocean all right; but it was an ocean of unceasing sadness; in which perpetually floated innumerable lifeless bones of their enchanting siblings; children and immortal beloved,

Their countless tears did definitely fill an ocean all right; but it was an ocean of sadistic ridicule; where even the most eternally fructifying form of living kind was rendered to worthlessly lugubrious foam; salt and soap,

Their countless tears did definitely fill an ocean all right; but it was an ocean of parasitically ribald lechery; where man brutally asphyxiated his counterpart man; in an eventual bid to frenetically survive,

Their countless tears did definitely fill an ocean all right; but it was an ocean of cannibalistic hatred; from which spawned only the corridors of devilish hell; diffusing pain; pain and only intolerably inconsolable pain,

Their countless tears did definitely fill an ocean all right; but it was an ocean of bizarrely tawdry helplessness; where they were reduced to just infinitesimal frigid eunuchs; not able to do anything as the wave gobbled every trace of their celestial happiness,

Their countless tears did definitely fill an ocean all right; but it was an ocean of frenzied deliriousness; which apocalyptically shrieked the cry of ultimate extinction; the wholesome disappearance of this symbiotic planet from the map of this bountifully redolent Universe,

Their countless tears did definitely fill an ocean all right; but it was an ocean of unceasing remorsefulness; with the coffins of satanic oblivion ghoulishly transcending every conceivable happening in the atmosphere,

Their countless tears did definitely fill an ocean all right; but it was an ocean of limitless disbelief; with every stroke of destiny seeming to treacherously unfurl from the mouth of the venomously slandering devil,

Their countless tears did definitely fill an ocean all right; but it was an ocean of ominously pulverizing lies; where as if sacrilegiously wanton abuse had forever overridden the brilliantly majestic scepter of emollient truth,

Their countless tears did definitely fill an ocean all right; but it was an ocean of wastrel nothingness; with every wave that arose; hedonistically darting towards the infinite infinity of unfathomable despair,

Their countless tears did definitely fill an ocean all right; but it was an ocean of endless unemployment; where even the most divinely innocent source of life; was indiscriminately weighed on the scales of carnivorous crime,

Their countless tears did definitely fill an ocean all right; but it was an ocean of intransigently besmirching trauma; which licentiously gave birth to the graveyards of blackness; blackness and only savagely decrepit blackness,

Their countless tears did definitely fill an ocean all right; but it was an ocean of emotionlessly penalizing neglect; unforgivably ripping them apart from every tangible and intangible aspect and fabric of the civilized society,

Their countless tears did definitely fill an ocean all right; but it was an ocean of devastating disorientation; with even the most synergistically resplendent of smiles metamorphosing into gorily inane waywardness,

Their countless tears did definitely fill an ocean all right; but it was an ocean of unendingly excruciating torture; with human skin and emotions being ruthlessly excoriated apart like the inadvertent shedding of the lizard’s skin,

Their countless tears did definitely fill an ocean all right; but it was an ocean of amorphously sinful vindication; as fathomless deplorably orphaned took a solemn pledge; never to respect Mother Nature in their lifetimes again,

Their countless tears did definitely fill an ocean all right; but it was an ocean of ungainly fretfulness; with the horrendously wrinkled eye dispersing nothing else but blood; blood and punitively aggrieved blood,

Their countless tears did definitely fill an ocean all right; but it was an ocean of unparalleled divestation; with every beat of the heart; breath and blood; being transformed forever and ever and ever; as an aftermath of the murderous Tsunami; into a lividly living corpse….

poem by Nikhil Parekh
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Two Different Worlds

You know I dont understand why you treat me like this
Its almost like you feel like youre from two different worlds
well, we are todd I dont think so
You should have a listen to me right now
I can feel it now baby I can feel it now, I can feel that
Even though youre a queen and Im only a prince
I felt the magical between us ever since
The first time that I laid eyes on you
I want you to be my girl, so I can hold you
Caress you and let you know that I love you
And day by day my love grows
Heres where I stand, I gotta be your man
I dont care if were from two different worlds
But were from
Two different, two different, were from two different worlds
Two different, two different worlds
I dont understand the way you feel
But its just a dream and it could never be real
So face to face I cant love you
Were from two, different worlds
Two different, two different, were from two different worlds
Two different, two different worlds
Man things are different, birds and bees
Flowers and trees, you and me
But it really doesnt matter, it makes us stronger
Theres more to talk about, well be together longer
Trustin me, have faith in my love
It goes so deep, girl youre so sweet
As a matter of fact, I want you for my wife
Please be a part of my life
I cant believe you wont give up
Your love is strong but boy, so what so what
You cant love me, I cant love you
Were from two, different worlds it doesnt matter
Two different, two different two different,
Were from two different worlds i dont care
Two different so what two different worlds
It could never make a difference in my heart
it could never make a difference
Never could keep us apart
Hold on hold on who cares what the world is sayin?
i do my love goes so deep, mmm, baby hold on
I know baby, lets take it to the climax
Two different, two different two different so different
Were from two different worlds i dont care
Two different so what, two different worlds
So whats it gonna be, you wanna be with me?
I wanna be witchu, my love is true
All you gotta do is get into love
Its like a blessin in disguise, sent from up above

[...] Read more

song performed by LL Cool J
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Peace Proposal

Said General Clay to General Gore really must we fight this silly war
To kill and die in such a bore I quite agree said General Gore
Said General Gore to General Clay we could go to the beach today
And have some icecream on the way a grand idea said General Clay
Said General Clay to General Gore we'll build sand castles on the shore
Said General Gore we'll splash and play let's leave right now said General Clay
Said General Gore to General Clay but what if the sea's closed today
And what if the sand's been blown away the dreadful thought said General Clay
Said General Gore to General Clay I've always feared the ocean's spray
And we may drown it's true we may it chills my blood said General Clay
Said General Clay to General Gore my bathin' suit is slightly tore
We better go on with our war I quite agree said General Gore
The General Clay chanrged General Gore as bullets flew and cannons roared
And now at last there is no more of General Clay or General Gore

poem by Sheldon Allan Silverstein
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Down By The Riverside

(public domain)
Im gonna lay down my burden, down by the riverside,
Down by the riverside, down by the riverside
Im gonna lay down my burden, down by the riverside,
Im gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
Well, Im gonna put on my long white robe, (where? ) down by the riverside (oh)
Down by the riverside, down by the riverside
Im gonna put on my long white robe, (where? ) down by the riverside
Im gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
Well, Im gonna lay down my sword and shield, (where? ) down by the riverside
Down by the riverside, down by the riverside
Im gonna lay down my sword and shield, (a-ha) down by the riverside
Im gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more

song performed by Elvis Presley
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Reminders

Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As word
s confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.

song performed by Feeder
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Jewelry

I know that Im a diamond
But you dont gotta treat me like one
I know I shine like platinum
And Im about as real as they come
And I dont like the way youre doing me
You wear me then you put me away
Cant come out until you want me
And I cant let you keep it this way
I dont like the way that you be shining me
You be treating me like jewelry
Then you turn around and you stash me
You be treating me like jewelry
I dont like the way that you be shining me
You be treating me like jewelry
Then you turn around and you stash me
You be treating me like jewelry
This has become a problem
You watch me like youre security
You place me under lock and key
Like someones gonna run away with me
You keep the same old stories
You say that youre protecting me
But you only worry how long before you lose me
I dont like the way that you be shining me
You be treating me like jewelry
Then you turn around and you stash me
You be treating me like jewelry
I dont like the way that you be shining me
You be treating me like jewelry
Then you turn around and you stash me
You be treating me like jewelry
You make me feel like Im your jewelry
Im not your jewelry, dont put me on display
You make me feel like Im your property
Why dont you show me some respect
So now make your decision
Do you think that you could untie my hands
You know that youd be stressing
If you were no longer my man
And theres no combination
I can leave you anytime that I choose
So if you dont believe me
I guess you will just look like a fool
I dont like the way that you be shining me
You be treating me like jewelry
Then you turn around and you stash me
You be treating me like jewelry
I dont like the way that you be shining me
You be treating me like jewelry
Then you turn around and you stash me

[...] Read more

song performed by Nivea
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The Generals

Said General Clay to General Gore,
'Oh must we fight this silly war?
To kill and die is such a bore.'
'I quite agree,' said General Gore.
Said General Gore to General Clay,
'We could go to the beach today
And have some ice cream on the way.'
'A grand idea,' said General Clay.
Said General Gore to General Clay,
'But what if the sea is closed today?
And what if the sand's been blown away?'
'A dreadful thought,' said General Clay.
Said General Gore to General Clay,
'I've always feared the ocean's spray,
And we may drown!' 'It's true, we may.
It chills my blood,' said General Clay.
Said General Clay to General Gore,
'My bathing suit is slightly tore.
We'd better go on with our war.'
'I quite agree,' said General Gore.
Then General Clay charged General Gore
As bullets flew and cannons roared.
And now, alas! there is no more
Of General Clay or General Gore.

poem by Sheldon Allan Silverstein
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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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Feeling Out Of Sorts?

Feeling out of sorts these days?
Want to know what you can do?
Need help? Here are 50 ways,
Maybe you'll benefit from a few

ROTMS

SYMPTOMS OF SPIRITUAL AWAKENING

1. Changing sleep patterns: restlessness, hot feet, waking up two or three times a night. Feeling tired after you wake up and sleepy off and on during the day.
There is something called the Triad Sleep Pattern that occurs for many: you sleep for about 2-3 hours, wake up, go back to sleep for another couple of hours, wake again, and go back to sleep again. For others, the sleep requirements have changed. You can get by on less sleep.
Lately I have been experiencing huge waves of energy running into my body from the crown. It feels good, but it keeps me awake for a long time, then subsides.

Advice: Get used to it. Make peace with it and don't worry about getting enough sleep (which often causes more insomnia) . You will be able to make it through the day if you hold thoughts of getting just what you need. You can also request your Higher Power to give you a break now and then and give you a good, deep night's sleep.

If you can't go back to sleep right away, use the waking moments to meditate, read poetry, write in your journal or look at the moon. Your body will adjust to the new pattern.

2. Activity at the crown of the head: Tingling, itching, prickly, crawling sensations along the scalp and/or down the spine. A sense of energy vibrating on top of the head, as if energy is erupting from the head in a shower. Also the sensation of energy pouring in through the crown, described as 'sprinkles'.

This may also be experienced as pressure on the crown, as if someone is pushing his/her finger into the center of your head. As I mentioned in #1, I have been experiencing huge downloads of energy through the crown.
In the past, I have felt more generalized pressure, as if my head is in a gentle vise. One man related that his hair stood on end and his body was covered with goosebumps.

Advice: This is nothing to be alarmed about. What you are experiencing is an opening of the crown chakra. The sensations mean that you are opening up to receive divine energy.

3. Sudden waves of emotion. Crying at the dropp of a hat. Feeling suddenly angry or sad with little provocation. Or inexplicably depressed. Then very happy. Emotional roller coaster. There is often a pressure or sense of emotions congested in the heart chakra (the middle of the chest) . This is not to be confused with the heart, which is located to the left of the heart chakra.

Advice: Accept your feelings as they come up and let them go. Go directly to your heart chakra and feel the emotion. Expand it outward to your all your fields and breathe deeply from the belly all the way up to your upper chest. Just feel the feeling and let it evaporate on its own. Don't direct the emotions at anyone.

You are cleaning out your past. If you want some help with this, say out loud that you intend to release all these old issues and ask your Higher Power to help you. You can also ask Grace Elohim to help you release with ease and gentleness. Be grateful that your body is releasing the see motions and not holding onto them inside where they can do harm.

One source suggests that depression is linked to letting go of relationships to people, work, etc. that no longer match us and our frequencies. When we feel guilty about letting go of these relationships, depression helps us medicate that pain.

4. Old 'stuff' seems to be coming up, as described above, and the people with whom you need to work it out (or their clones) appear in your life. Completion issues.

Or perhaps you need to work through issues of self-worth, abundance, creativity, addictions, etc. The resources or people you need to help you move through these issues start to appear.

Advice: Same as #3. Additionally, don't get too involved in analyzing these issues. Examining them too much will simply cycle you back through them over and over again at deeper and deeper levels. Get professional help if you need to and walk through it.

Do not try to avoid them or disassociate yourself from them. Embrace whatever comes up and thank it for helping you move ahead. Thank your Higher Power for giving you the opportunity to release these issues. Remember, you don't want these issues to stay stuck in your body.

5. Changes in weight. The weight gain in the US population is phenomenal. Other people may be losing weight.

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poem by Ray Lucero
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Body Language

Words and music by freddie mercury
Give me body give me body body
Give me your body
Dont talk dont talk dont talk dont talk
Baby dont talk
Body language body language body language
Give me your body
Just give me yeah your body
Give me yeah your body
Dont talk
Body language huh huh
Body language body language
You got red lips snakes in your eyes
Long legs great thighs
You got the cutest ass Ive ever seen
Knock me down for a six any time
Look at me I gotta case of body language
Look at me I gotta case of body language
Look at me I gotta case of body language
Look at me I gotta case of body language
Of body language of body language
Yeah sexy body sexy sexy body
I want your body
Baby youre hot
Body language body language body language
Body language body language body language
Body language body language body language

song performed by Queen
Added by Lucian Velea
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Portugal Manoel Da Assumpcam Missionary.

'Portugal Manoel Da Assumpcam
Amar Sonar Moyna Pakki Amigo,
I never seen you in my live ever before
Which Country are you from?
My dear amigo Manoel Da Assumpcam.

Your colour of heritage in unknown Land l fear to bear your name in word.
I can't bear to missed you my amigo, Oh yes it can't be forgot either
You have contributed your nameless name in the nation without name
To influence other and to form the crowd in unknown Land,
Where are you from Sir?

And to shape not my nationalities in Language in Culture but yours!
The present Language in Bangla o' my dear amigo never was counted by.
You may be nothing To Government of Portugal than but today.
Priceless name in the heart of people's in the unknown Land.

I have nothing to say in Language Portuguese other than to say thank you.
For teaching and advocating me in Language in Bangla
That nation today celebrates every year.
With their tears on their eyes and face.

Bear to say words other than few minute in silent,
As orphanage children's looking at each other face.
Remembering those who gave their words in Bangla and live for.
And today I believe in visual hallucination it's not too late
to say how much I love you in Language in Bangla ‘Nil Dariar Prem'

The Birth of new Generation in Culture in Bangla.
Almost was given birth after more than three century in Bangla
'Inna-Lilla-He-O-Inna-He-La-He-Ra-Je-Ow n'
When will I met you?

Day of Kiamot is to far from Bay of Bengal to Portugal.
The mother of all living things on Earth,
Singing in the name of Almighty Lord ‘Allah' too
In the soil of unknown Land in British India my not his or her love.

How lucky you was never assassinated by knowing you was pigeons,
As Bongo Bandhu,
First Prime Ministers of Bangladesh.
I miss you ‘Manoel Da Assumpcam'
Your name prescribed in Language Bangla by name
'Shaheed Minar'
Capital City o Bangladesh.
By name once was known Dac-ca' now became ‘DHA-KA'

Your name in my Language Mother tongues days and nights,
‘Joy Bangla'
To Miss you my dear amigo you left us under your own broken umbrella.

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poem by Abdul Haye Amin
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Canto the Eighth

I
Oh blood and thunder! and oh blood and wounds!
These are but vulgar oaths, as you may deem,
Too gentle reader! and most shocking sounds:
And so they are; yet thus is Glory's dream
Unriddled, and as my true Muse expounds
At present such things, since they are her theme,
So be they her inspirers! Call them Mars,
Bellona, what you will -- they mean but wars.

II
All was prepared -- the fire, the sword, the men
To wield them in their terrible array.
The army, like a lion from his den,
March'd forth with nerve and sinews bent to slay, --
A human Hydra, issuing from its fen
To breathe destruction on its winding way,
Whose heads were heroes, which cut off in vain
Immediately in others grew again.

III
History can only take things in the gross;
But could we know them in detail, perchance
In balancing the profit and the loss,
War's merit it by no means might enhance,
To waste so much gold for a little dross,
As hath been done, mere conquest to advance.
The drying up a single tear has more
Of honest fame, than shedding seas of gore.

IV
And why? -- because it brings self-approbation;
Whereas the other, after all its glare,
Shouts, bridges, arches, pensions from a nation,
Which (it may be) has not much left to spare,
A higher title, or a loftier station,
Though they may make Corruption gape or stare,
Yet, in the end, except in Freedom's battles,
Are nothing but a child of Murder's rattles.

V
And such they are -- and such they will be found:
Not so Leonidas and Washington,
Whose every battle-field is holy ground,
Which breathes of nations saved, not worlds undone.
How sweetly on the ear such echoes sound!
While the mere victor's may appal or stun
The servile and the vain, such names will be
A watchword till the future shall be free.

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poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Na Tian Piet's Sha'er Of The Late Sultan Abu Bakar Of Johor

In the name of God, let his word begin:
Praise be to God, let praises clear ring;
May our Lord, Jesus Christ's[8] blessings
Guide my pen through these poetizings!

This sha'er is an entirely new composition
Composed by myself, no fear of imitation.
It's Allah's name, I will keep calling out
While creating this poem to avoid confusion.

This story I'm relating at the present moment
I copy not, nor is it by other hands wrought;
Nothing whatsoever is here laid out
That hereunder is not clearly put forth.

Not that I am able to create with much ease,
To all that's to come I'm yet not accustomed;
Why, this sha'er at this time is being composed
Only to console my heart which is heavily laden.

I'm a peranakan[9], of Chinese origin,
Hardly perfect in character and mind;
I find much that I can not comprehend,
I'm not a man given to much wisdom.

Na Tian Piet[10] is what I go by name
I have in the past composed stories and poems;
Even when explained to - most stupid I remain
The more I keep talking the less I understand.

I was born in times gone by
In the country known as Bencoolen[11];
Indeed, I am more than stupid:
Ashamed am I composing this lay.

Twenty-four years have gone by
Since I moved to the island of Singapore;
My wife and children accompanied me
To Singapore, a most lovely country.

I stayed in Riau[12] for some time
Together with my wife and children;
Two full years in Riau territory,
Back to Singapore my legs carried me.

At the time when Acheh[13] was waging war
I went there with goods to trade,
I managed to sell them at exhorbitant prices:
Great indeed were the profits I made.

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poem by T. Wignesan
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The language with largest vocabulary

It has only seven letters
And has the largest vocabulary
There is no dearth
Of expression
For any situation or emotion
One same thing
Can mean a million things

King Solomon deciphered
Ants’ impression using this language
Indian mythology has it that
A much revered teacher
Taught all his disciples
Using this language
Clearing their all doubts
On any subject

It is not written
It is not spoken
It is not heard
But has in-depth meaning
And a lot application

It is not formally taught
As it has no syllabus
People pick up this
In their life paths
Some do not just pick this up
But, make excellent use of it
And successfully overcome
Difficult and challenging maneuvers

This language came into being
Long before the creation of this universe
Yes, it is not a just a global language
It is a universal language

This is in use world over
This is a common language
But often not used
This language has no grammar
No problem of spelling words wrong
There are no present, future or past tenses
There is no subject, predicate or object
As there are no sentences framed with this language

When used the person can still keep smiling
Often understood as a consent granted

Even the just new born is

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poem by Bashyam Narayanan
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