Interactive computers and software will, I think, provide a less costly method of doing some kinds of inquiry, in knowledge acquisition and even reasoning and interaction.
quote by Roy Romer
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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
[...] Read more
poem by Innocent Masina Nkhonyo
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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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Interactive
Are u ready?
Picked up my paper 2day
Give u one guess what they say
Now we got 2 learn how 2 play
Interactive
Another cross in need of a road
Another loop in need of a hole
Another body in need of a soul
Interactive
Aint that a bitch?
Chorus:
Tell me what 2 do and Ill do it
I dont care just as long as we get 2 it
Up and down, around and all through it
Baby, baby, baby, lets do it
Interactive
Everything u got is so hot (interactive)
Bend me over what choice I got (interactive)
Neck and neck with u I am not
Interactive
Ahh, hey there baby, hook me up into your box
No no, I dont need the keys 2 the lock
Call me outta of luck laughin stock
Interactive
Oh, aint that a bitch?
Chorus
(as long as we get 2 it, 2 it, 2 it)
Yeah, yeah
I work twice as hard (interactive, interactive)
2 follow u no matter how far
2 u Im probably worth no more than the strings on this guitar
Aint that a bitch?
Ow!
Interactive
Oh, oh
One more, one more
song performed by Prince
Added by Lucian Velea
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Magnificently enchanting night
The calm which the stringent day miserably dithered to provide; was profoundly imparted by the chilly breeze of the dark night,
The tumultuous passion which the austerely acerbic day failed to provide; was profoundly imparted by the agony of the resplendent night,
The ocean of dreams which the acrimonious day floundered every second to provide; was profoundly imparted by the mesmerizing fantasy of the velvety night,
The cloud of tingling sensations which the sultry day stumbled to provide; was profoundly imparted by the tantalizing charisma of the moonlit night,
The poignant aroma of romance which the brilliantly sweltering day tripped to provide; was profoundly imparted by the overwhelmingly silvery night,
The delectably sweet flavor which the harshly perspiring day dawdled to provide; was profoundly imparted by the surreal and stormy night,
The stupendous congeniality which the monstrously illuminated day succumbed to provide; was profoundly imparted by the superlatively friendly and voluptuous night,
The tunnel of unrelenting adventure which the monotonous day ludicrously refrained to provide; was profoundly imparted by the spell binding and exotically perfumed night,
The astoundingly fragrant aura which the nondescript day faltered to provide; was profoundly imparted by the piquantly pepped up night,
The enigmatic tales of fascinating mystery which the day abysmally shirked to provide; was profoundly imparted by the enticing and profusely titillating night,
The vivacious rainbow of colors which the incorrigibly boring day fluttered to provide; was profoundly imparted by the gorgeously whispering night,
The flamboyant rays of fire which the cloudy day horrendously nictitated to provide; was profoundly imparted by the vividly vibrant night,
The dreary trail of incredulous sedation that the day obnoxiously dwindled to provide; was profoundly imparted by the incomprehensibly seductive night,
The magical wave of longing that the stoical day irrevocably refused to provide; was profoundly imparted by the mystically simmering night,
The cold beads of unprecedented exhilaration that the abysmally hot day pathetically slithered to provide; was profoundly imparted by the majestic and princely night,
The ardently milky aroma which the intractably bright day disastrously shivered to provide; was profoundly imparted by the ravishingly dainty night,
The unparalleled tremors of ecstasy which the brutal beams of day insurmountably struggled to provide; was profoundly imparted by the stringently spicy winds of night,
The opulent showers of nostalgia which the murderously blazing day wavered to provide; was profoundly imparted by the opalescent shades of the night,
And the celestial stupor which the savagely bubbling day thoroughly failed to provide; was profoundly imparted by the magnificently enchanting night…
poem by Nikhil Parekh
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Self Is Grand Mother Of All!
Knowledge is mother of fear,
minion of mother,
Understands what is fear,
Knowledge of pain,
Knowledge of failure,
knowledge of action and reaction
and when grown up,
becomes minion of fears!
Soul in the growing body,
knowledge becomes mother of fear,
May be pain of a fall,
Or a bite of ants or wasps,
knowledge of things around us is mother of fear!
Knowledge of own capabilities and inabilities,
Knowledge of bondage and faults,
Old age and death,
knowledge of pain
strain,
failure or insult,
knowledge of fall is mother of all fears!
Body, mind and intelligence,
When glows with knowledge of world,
Every thought and action,
Orbits around unknown fear,
Spinning or rotating around axis of fear,
its cute pet name is carefullness!
Paradoxically,
Fear is mother of all Knowledge,
Fear of fall,
Makes one carefull on walk,
Fear of consequences,
Makes one to think right,
act right or walk straight,
Fear is mother of all Knowledge,
Takes one above the plane,
or takes one to man of knowledge,
Make one polite and flexible,
fear of death makes one to think of eternal,
Fear of law, may be law of land,
Law of divine or law of nature is mother of knowledge,
Everyone is comes with lesson,
Either to teach or to learn,
Every fear of consequences is mother of all Knowledge divine!
Fear of flaws of own,
or flaws in human laws is mother of all Knowledge!
[...] Read more
poem by Ramdas Bhandarkar
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13 Question Method
(chuck berry)
Now, the thirteen question method is the one to use
Listen to me!
Thirteen question method is the one to use
Im saying that the thirteen question method is the one you gotta use
If you wanna have some fun
cause the thirteen question method is the one to use
Uhn!
Question number one: you wanna have fun, uh hun
Question number two: what to do ?
Lets see!
Question number three: wanna go out and eat burger with me ?
God almighty!
For the thirteen question method is the one to use
Now the question number five: dont give me no jive this morning
Question number six: dont try no tricks, this evening
Question number seven: Ill pick you up at a quarter to eleven, baby
And question number eight: its a date
Thats question number nine: where to dine, this evening ?
Question number ten: ah, can we get in ?
Question number eleven: gonna be just like heaven ?
God almighty!
Question number twelve: we get by ourselves ?
cause the thirteen question method is the one to use
The thirteen question method is the one to use
Now the thirteen question method is the one gotta use if you wanna...
The thirteen question method is the one to use
And she says ah...
She says...
The thirteen question method is the one to use
The thirteen question method is the one to use
Now the thirteen question method is the one gotta use if you wanna have some fun
cause the...
song performed by Ry Cooder
Added by Lucian Velea
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My Own Kind Of Hat
Cowboys and outlaws, right guys and south-paws
Good dogs and all kinds of cats.
Dirt roads and white lined, and all kinds of stop signs
Ill stand right here where Im at
cause I wear my own kind of hat.
Theres two kinds of lovers, two kinds of brothers
Two kinds of babies to hold.
Theres two kinds of cherries, two kinds of fairies
Two kinds of mothers Im told...............Im told
Cowboys and outlaws, right guys and south-paws
Good dogs and all kinds of cats.
Dirt roads and white lines and all kinds of stop signs
Ill stand right here where Im at
Cause I wear my own kind of hat.
Theres two kinds of brother, two kinds of lovers
Two kinds of babies to hold
Theres two kinds of cherries, two kinds of fairies
Two kinds of mothers Im told .............. Im told
Repeat first chorus:
song performed by Alan Jackson
Added by Lucian Velea
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Linux Concept(.SVCPD)
Name: Standardize Version Compatible Package Deployment.
Goals: 1. Make All Software On Linux Compatible By A Version Standard.
a: By this if you name something name_x.x.x.(1) and something else of the same version will not conflict with it. Only the number in the brackets will be important for this standardisation. Allow the software creators, programmers, and designers to state what stage the software is in. Why because I believe good organisation will produce better coding. Not just clean code, but clean files that call upon that code.
b: The inner compatibility is important an key. Why are Linux competing against each other? Why is it not a joint effort in it's entirety? Now I'm not speaking of their design or how something works by itself but with other and completely different software. Now imagine for a second if you wanted something that wasn't on you current os (Operating System) , but was on another Linux. Wouldn't it be nice if you could install their package. Without having to rebuilding the source to a package, compiling natively, or having to worry about if it will conflict with any of your currently installed files.
Now the third part of the version number name_x.x.2.x Let it describe the hardware it will work with. Let this number be tested and proven before it is given and if it not let the number clarify what hardware it is for and state it hasn't been completely tested yet. Thus the alpha betas what ever you want call them. Now the second number let it define a controlled listing of bugs/errors. And
let the very first number describe the current version of the modification in code or design.
Next let us add another number x.x.x.x -x
To describe any unavoidable conflicts in detail and to keep a listing of them of files in a specific version type.
Another thing I want from this packaging software.
Is the ability to covert packages between different types.
And upon conversion to.SVCPD I want it automatically generate this version number. I want to it access a database and return a number that describes everything I listed above. I want the user to see what will work, what won't, and explanation why other then just an error code. Or a compiler code. We need to make Linux more user friendly. But not in the eye candy sort of way. But instead in the usability way. Make it to where you can almost install any software on Linux within reason. I want to make it where the design of an operating system is more important then the window environment.
And it is already happening for alot operating systems already have multiple window environments installed.
Another goal is to have the software packaged in.SVCPD to no matter what software environment it is installed it calls upon files from that environment and has a gui interface of that environment. And it not to be necessary to install a different environment for it.
poem by Ace Of Black Hearts
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All Kinds Of Time
The clocks running down
the teams losing ground
to the opposing defense
the young quarterback
waits for the snap
when suddenly it all starts to make sense
he's got all kinds of time
he's got all kinds of time
all kinds of time
he's got all kinds of time
all kinds of time
he takes a step back
he's under attack
but he knows that no one can touch him now
he seems so at ease
a strange inner peace
its all that he's feeling somehow
he's got all kinds of time
he's got all kinds of time
all kinds of time
he's got all kinds of time
all kinds of time
he thinks of his mother
he thinks of his bride to be
he thinks of his father
his two younger brothers
gathered around the wide screen t.v.
he looks to the left
he looks to the right
and there in a golden ray of light
and there his open man
just like he planned
the world is his tonight
he's got all kinds of time
he's got all kinds of time
all kinds of time
he's got all kinds of time
all kinds of time
song performed by Fountains Of Wayne
Added by Lucian Velea
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Info Superhighway
Key:-
A - anita
R - ray
A: technology
R: virtual society
Info superhighway interaction
A: into the future, into the furture
Technology
A: see the world progressing all around us, its a virtual society
Info superhighway interaction, computer pal or enemy
So communicate with me
Wont you interact with me?
R: technicians, technique, technology
Its the most important thing in the industry
Its going further nowadays, cause they wanna get paid
Every day new discovery and plans to be made
Now get connected like an electric wire
Look out for the shock, look out for the fire
Just imagine how it would be
Without the thing they call technology.
A: interactive main
Interactive main
Info superhighway
A: see the world progressing all around us, its a virtual society
Info superhighway interaction, computer pal or enemy
So communicate with me
Wont you interact with me?
R: technicians, technique, technology
It runs the world and society
Digital revolution, technical solutions
For some it only brings more and more confusion
Do we still talk about civilization
cause we gotta look out for the computer invasion
Radio, telephone, or tv..
Would it be there without technology?
A: into the future
Into the future
R: energy from the inner mind
Technology
A: so communicate with me
Want you interact with me
A: see the world progressing all around us, its a virtual society
Info superhighway interaction, computer pal or enemy
So communicate with me
Wont you interact with me?
R: info superhighway interaction
A: technology
Technology
Technology
song performed by 2 Unlimited
Added by Lucian Velea
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The Teacher Of Wisdom
From his childhood he had been as one filled with the perfect
knowledge of God, and even while he was yet but a lad many of the
saints, as well as certain holy women who dwelt in the free city of
his birth, had been stirred to much wonder by the grave wisdom of
his answers.
And when his parents had given him the robe and the ring of manhood
he kissed them, and left them and went out into the world, that he
might speak to the world about God. For there were at that time
many in the world who either knew not God at all, or had but an
incomplete knowledge of Him, or worshipped the false gods who dwell
in groves and have no care of their worshippers.
And he set his face to the sun and journeyed, walking without
sandals, as he had seen the saints walk, and carrying at his girdle
a leathern wallet and a little water-bottle of burnt clay.
And as he walked along the highway he was full of the joy that
comes from the perfect knowledge of God, and he sang praises unto
God without ceasing; and after a time he reached a strange land in
which there were many cities.
And he passed through eleven cities. And some of these cities were
in valleys, and others were by the banks of great rivers, and
others were set on hills. And in each city he found a disciple who
loved him and followed him, and a great multitude also of people
followed him from each city, and the knowledge of God spread in the
whole land, and many of the rulers were converted, and the priests
of the temples in which there were idols found that half of their
gain was gone, and when they beat upon their drums at noon none, or
but a few, came with peacocks and with offerings of flesh as had
been the custom of the land before his coming.
Yet the more the people followed him, and the greater the number of
his disciples, the greater became his sorrow. And he knew not why
his sorrow was so great. For he spake ever about God, and out of
the fulness of that perfect knowledge of God which God had Himself
given to him.
And one evening he passed out of the eleventh city, which was a
city of Armenia, and his disciples and a great crowd of people
followed after him; and he went up on to a mountain and sat down on
a rock that was on the mountain, and his disciples stood round him,
and the multitude knelt in the valley.
And he bowed his head on his hands and wept, and said to his Soul,
'Why is it that I am full of sorrow and fear, and that each of my
disciples is an enemy that walks in the noonday?' And his Soul
answered him and said, 'God filled thee with the perfect knowledge
of Himself, and thou hast given this knowledge away to others. The
[...] Read more
poem by Oscar Wilde
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Security Over Freedom, The Boot That Will Kill Open Source. Can it be considered within the bondaries of fairuse?
Secure boot is a monopolistic idea, in which the freedom is sacrificed for security.
In such a scenario where secure boot is enabled, and can't be disabled.
It can eliminate competing software on proprietary system.
They can then jack up prices because their is no competition.
How many will build their own computers to avoid it?
How many will throw away their old computer because it crashed and they can't afford to buy windows software, and with secure boot their is no free alternative?
Fair use is under question. For when I buy computer, I'm not looking for permanent software, but the right choose my software, whether it's free or not.
And with the death open source, where will all the innovated software come from?
Stifling creativity because you can't fairly compete in the market of today is like giving a black eye to the whole computer industry.
It's saying I don't care how much money you have if you want a computer it is going to us all.
And I hate to break it to you, it is already too late for that hail merry pass with giants like Google, Apple, even Mozilla existing in this competition. Each with their own experience in certain fields.
Your sale of software will decline upon the continuation of this path.
And lawsuits will ensue.
poem by Ace Of Black Hearts
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All Kinds Of People
Theres a time for love, and a time for healing
You cant go back and undo whats been done
Word of mouth, time is revealing
Just how far weve let this kingdom come
Hand in hand, were finding our way
And today is just tomorrows yesterday
Some will die for you; some would lie to you
Theres all kinds of people in this world
Turn the world around, tear the borders down
Theres all kinds of people in this world
Yeahhhh
A kiss of life, and the hand of faith
A boy grows up into his fathers son
And he learns to love, hes been taught to hate
To carry on the way it has been done
All our lives its debts to repay
And then someday we can put the past away
Some will die for you, some would lie to you
Theres all kinds of people in this world
Turn the world around, tear the borders down
Theres all kinds of people in this world
Some will die for you; some would lie to you
Theres all kinds of people in this world
Put your fear away, find a better way,
Theres all kinds of people in this world
Yeahhhh
In a moment, things can change
One look behind and its never the same
Some will die for you, some would lie to you
Theres all kinds of people in this world
Turn the world around, tear the borders down
Theres all kinds of people in this world
(all kinds of people of people in this world)
Some will die for you, some would lie to you
Theres all kinds of people in this world
Put your fear away, find a better way,
Theres all kinds of people in this world
Some will die for you; some would lie to you
Theres all kinds of people in this world
Put your fear away, find a better way,
Theres all kinds of people in this world
song performed by Sheryl Crow
Added by Lucian Velea
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An Abc Of Inner Peace
inner peace: a to z (© Raj Arumugam, September 2008)
Inner peace is effortless, as it’s always there within.
One just has to see it.
And once one truly sees this inner peace – not with words or just
intellectually, but actually see this inner peace within – it is one’s, always;
no one takes away that…
Nothing and no evil and no violent force or even the most difficult
of circumstances in one’s life can remove that inner peace that one
sees within; but let one see this not as a word, or as a phrase
but as an actuality.
Feel that peace, see that inner peace and let it radiate always – for it is
the harmony within each and it is always one’s own.
A
Let amity be your constant companion….Be at peace with all beings, equally at peace with those near and those far, and thus walk hand in hand with amity as in a bounteous garden…
B
Be mindful of your blessings always…To be alive, to breathe in fresh air;
and to be with the family and the companionship of good fellow-human
beings; and the kindness of strangers; and the creatures of this world
and the flowers that bloom, and to have a place in this marvelous planet
of ours….all these too are blessings….
There is a life of the body in the domain of the physical, and
the legitimate needs of the body are just as important as
one’s inner needs…
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poem by Raj Arumugam
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She Takes
She takes one step back
And falls to the ground
Can not seem to stop laughing
Joking they say to all she has done
Not nearly what she sees tonight
All kinds of time she says
All kinds of time
She has all kinds of time
Drinking with despair they take her down
Throwing it all around
She has no money to spare
As she ask for help from her friends
All kinds of time he says
All kinds of time
He has all kinds of time
Writing it all for him to see
The way he use to be
No father around as she passes out
From not sleeping she's been wishing
All kinds of time they say
All kinds of time
All kinds of time to break her down
Nothing around as she picks herself up
In a place that has no name
Came on a bus with a bottle
She's been drinking
She settles down with no help
Can't remember the last night she felt sound
All kinds of time she says
All kinds of time
She has all kinds of time
poem by Sara Pounds
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So Close To Love
Too close to love!
Yet it's,
Costly to keep.
And it's,
Too costly to leave it.
So close to love.
I prayed with faith to get it.
Never knowing love would be 'that' close.
Never knowing I would love it most.
Too close to love!
Yet it's,
Costly to keep.
And it's,
Too costly to leave it.
Too close to love!
Yet it's,
Costly to keep.
And it's,
Too costly to leave it.
So close to love.
Never knowing love would be 'that' close.
Never knowing I would love it most.
And I'm,
So close to love.
Never knowing love would be 'that' close.
Never knowing I would love it most.
Too close to love!
Yet it's,
Costly to keep.
And it's,
Too costly to leave it.
So close to love.
poem by Lawrence S. Pertillar
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Soccer Under 20
soccer teams close to pa
soccer teams cartoons
soccer teams england
soccer teams aurora co age 11
soccer teams for ren jacksonville fl
soccer teams for girls in atlanta
soccer teams for ren
soccer teams aurora co
soccer teams fo age 11
soccer teams from europe
soccer teams for toddlers
soccer teams from spain
soccer teams girls massachusetts
soccer teams in alberta
soccer teams for women in massachusetts
soccer teams for women n massachusetts
soccer teams for the facup 2007
soccer teams for toddlers in california
soccer teams from colombia and argentina
soccer teams for winfield
soccer teams games in sarasota florida
soccer teams hotels brescia
soccer teams for s in delaware
soccer teams in allen texas
soccer teams for undder 14s girls
soccer teams in 1987 varsity
soccer teams from mexico
soccer teams for s
soccer teams for youth in newark
soccer teams in clifton new jersey
soccer teams in chaicago
soccer teams in brazil
soccer teams in around chicago
soccer teams in cocoa
soccer teams in central america
soccer teams in chamblee georgia
soccer teams in chula vista
soccer teams in carrollton tx
soccer teams in canada
soccer teams in central valley
soccer teams in charlotte nc
soccer teams in athens greece
soccer teams in charlotte
soccer teams in chile
soccer teams in argintina
soccer teams in arizona
soccer teams in argentina and chile
soccer teams in argentina
soccer teams in concord mass
soccer teams in dundee il
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poem by Rwetewrt Erwtwer
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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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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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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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