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The most extreme individuals and factions in Islamic countries are now more motivated than ever to kill Americans, and the number of potential terrorists has greatly expanded.

quote by John Olver
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Static Factions

Static...
Factions.
Static...
Factions.

You will get a bit of it,
If you are in the middle of...
Static...
Factions.
Static...
F actions.

Erractic people panicked,
With fanatics on the scene.
And everything is evilized,
To make sure there's a realized...
Static,
Factions.
Static,
Factions.

You will get a bit of it,
If you're in the middle of...
Static,
Factions.
Static,
Factions.

Erractic people panicked,
With fanatics on the scene.
And everything is evilized,
To make sure there's a realized...
Static,
Factions.
Static,
Factions.
To make sure nothing's minimized.
Static,
Factions.
Static,
Factions.

Erractic people panicked,
With fanatics on the scene.
In their static,
Factions.
Static,
Factions.

And everything is evilized,

[...] Read more

poem by Lawrence S. Pertillar
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A Bloody Christmas

Dark rewrite of Have Yourself A Merry Little Christmas

Terrorists, you're gonna have yourselfs a bloody little Christmas this year
Watch out for our dynamite
From this moment on
You will live on in an endless nuclear night

Terrorists, you're gonna have yourselfs a bloody little Christmas this year
Especially those of you ugly mugs who are gay
From this moment on
You will live yearning and hopeless
For your families and friends so many miles away

For the good ole U.S.A
These will be our most golden days
Happy golden days of yore
As one by one
Metals and badges of the highest honor are awarded to us
Because we torn apart and took down you terrorist whores

Through the long, cruel years ahead
If the fates allow
We will fly our star spangled flag high on the highest bough
Just to show you who's truely in charge
Sleep tight tonight if you can
For soon enemy foes
You'll be having yourselfs a bloody little Christmas now

For the good ole U.S.A
These will be our most golden days
Happy golden days of yore
As one by one
Metals and badges of the highest honor are awarded to us
Because we torn apart and took down you terrorist whores

Through the long, cruel years ahead
If the fates allow
We will fly our star spangled flag high on the highest bough
Just to show you who's truely in charge
Sleep tight tonight if you can
For soon enemy foes
You'll be having yourselfs a bloody little Christmas now

Terrorists, you're gonna have a bloody Christmas
Terrorists, you're gonna have a bloody Christmas
Terrorists, you're have a bloody Christmas
And an even worse New Year

Terrorists, you're gonna have a bloody Christmas
Terrorists, you're gonna have a bloody Christmas

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poem by Ramona Thompson
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An Evolution Of Javanese Religion?

Who lives on this island of Java
stone age Java man is long gone?

Java world's most populous island
scene of dramatic Indonesian history

powerful centre of Hindu-Buddhist empires
Islamic sultanates Mataram in Central Java
sultanates of Ternate and Tidore to the east
Java core of the colonial Dutch East Indies
centre of Indonesia's independence campaign

Java a population of over 136 million one
of the most densely populated places on
earth this most densely populated region
is the world home to 60% of Indonesia's
population and Indonesian capital Jakarta

Java an island formed by volcanic events
thirty-eight mountains form an east-west
spine once active volcanoes Mount Merapi
erupts most active Mount Semeru highest

Java a melting pot of religions and cultures
Indian Hinduism then Mahayana Buddhism
Shaivism Buddhism sunk roots into psyche
pre-Islamic Islamic lore belief and practice

merge murky mystic sharp divisions kyais
orthodox merely instructed in Islamic law
versus mysticism those who seek reformed
Islam with modern scientific concepts war

for mind control santri believe more orthodox
Islamic belief practice versus abangan mixed
pre-Islamic animistic Hindu-Indian concepts
with a superficial acceptance of Islamic belief

Abangan local adat beliefs integrates Hinduism
Buddhism Animist traditions or pure Sharia law?
Indonesian variance from Islam sect mushrooms

Kebatinan metaphysical search for harmony
within one's inner self spiral connection with
the universe with an Almighty God Javanese
occultism metaphysics mysticism and esoteric
doctrines exemplify search tendency synthesis

flexible syncresis in all manifestations attainable
even in conflict Javanese ideals combine human

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poem by Terence George Craddock
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Zero Covers All

Lately I realize.
I am a numb number,
living through life.
First child.
Date of birth.
Sixth star of twenty-seven.
Scorpio numbers six of twelve.
Studied tenth class,
Then 5-year’s graduation,
Every class I had a scroll number.
Exams written on id number.
Studied law.
Head churning three years,
with numbered sections.
Penal code, constitution.
Clauses of law in numbered sects.
Registered in bar council.
Legal practice.
Case files are numbered.
Subsequently I got,
House number, door number.
Phone number.
Mobile number.
Account numbers.
Credit card number.
Pan card number,
Folio numbers,
Car number,
License number,
Policy number,
Health card number,
Election card number,
Passport number,
Ration card number,
Ultimately, when you put me in morgue,
allotted me a number.
Which, I do no know.
However, I know a number.
I am a big zero.
It covers all my life
Yes, we discovered zero.
What a relief?
Does it not cover all?
fulfill all values!
By the way your number please?
X number or N number?
Infinite numbers.
________________

poem by Satheesan Rangorath
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Divorced from Dumb Reality - Number Lesson on Numb Pointless Love

DIVORCED FROM DUMB REALITY
My fun begun with number one,
swore to be true to number two,
happy to be with number three,
then to adore fair number four.
No more alive is number five,
mix stones and sticks Styx number six,
who’s in heaven, number seven?
its now too late for number eight.
Another line for number nine,
begin again with number ten.

13 May 1982 revised 20 January 2009

robi03_0199_robi03_0000 WXX_LXX

for previous version entitled Numbers see below

Numbers

My fun begun with number one,
swore to be true to number two,
happy to be with number three,
then to adore sweet number four.
No more alive is number five,
beset by tics was number six,
she’s in heaven, number seven,
its now too late for number eight.
Another line for number nine,
begin again for number ten.

13 May 1982

poem by Jonathan Robin
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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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Public Animal #9

Me and G.B.
We ain't never gonna confess
We cheated at the math test
We carved some dirty words in our desk
Well now it's time for recess
Old man waitin by the monkey bars
Tradin all his ball cards
And they promised him a gold star
And they told him he could go far
Hey Mr. Bluelegs
Where are you takin me?
I'm like a lifer
In the state penitentiary
If I keep my nose clean
I won't get my eyes shined
But I'm proud to be
Public Animal Number Nine
License plates are runnin
Out of my ears
I'd give a month of cigarettes
For just a couple of lousy beers
Or even a bottle of
Real cheap wi-hine
But that's the price you pay to be
Public Animal Number Nine, Number Nine
Hey Mrs. Cranston
Where are you takin me?
I feel like a lifer
In the state penitentiary
She wanted an Einstein
But she got a Frankenstein
Yeah, I'm proud to be
Public Animal Number Niiiirrrrrgh
Public Animal Number Nine
Public Animal Number Nine
Public Animal Number Nine Nine
Public Animal Number Nine Number Nine
Number Nine Number Nine
Number, Number Nine Animal Number Nine
Public Animal Number Nine Nine
Public Animal Numbergh Niiiirrrrrgh
Public Animal Nurrrgh Nirrrgh
Errrrrrrrrrrrgh
Public Animal Number Ni-yine
Public Animal Number Ni-yine
Public Animal Number Number Nine Nine
Public Animal Naaaaaaaagh

song performed by Alice Cooper
Added by Lucian Velea
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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

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poem by Nyein Way
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How Long Must I Wait For You

You told me you would me at the station gate
For our honeymoon excursion
You told me you would me at the station gate
But I got a different version
Train number one is gone
Train number two is gone
Train number three is been gone
How long must I wait for you?
Train number four is gone
Train number five is gone
Train number six is been gone
How long must I wait for you?
I got my tickets and a reservation set for two
Luggage waiting on the track
But I got no use for reservations without you
I got to give the tickets back
Cause train number one is back
Train number two is back
Train number three is been back
How long must I wait for you?
You told me you would me at the station gate
For our honeymoon excursion
You told me you would me at the station gate
But I got a different version
Train number one is gone
Train number two is gone
Train number three is been gone
How long must I wait for you?
Train number four is gone
Train number five is gone
Train number six is been gone
How long must I wait for you?
I got the tickets and a reservation set for two
Luggage waiting on the track
But I got no use for reservations without you
I got to give the tickets back
Cause train number one is back
Train number two is back
Train number three is been back
How long must I wait for you?
How long, baby
How long, baby
How long, how long . . .
How long must I wait for you?

song performed by Joe Jackson
Added by Lucian Velea
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To Be No. 1

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

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song performed by Scorpions
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Hot 2 Nite (feat. The Game) (remix)

Ohhh (yeah)
All right
Hey
NE keep it hot for y'all
Now let me set it off in the right way
You got a bangin booty and a tight waist
I've been a fan since I met you in the lobby
And hopefully you'll end up over my place
I can't believe I never saw you coming over
Until you put your pretty hand up on my shoulder
I wanna touch, I wanna kiss, I wanna hold ya
(yeah) I really wanna get you hot tonight (come on)
So tell me what I gotta do to
Get the hookup in the future
Baby you choose the night
Whatever you like and I'm a pick you up on time
And it's cool if you don't want to
But you'd be a fool if you don't want to
Cuz I guarantee, that if you with me, you're gonna be feeling how you supposed to be
[Chorus] x2
Girl give me your number (give it to me)
Forget it, here go my number (here you go)
Forget it, you don't need my number (no you don't)
Cuz we gonna get hot tonight
(That's right)
And if you say
You don't like it my way
We can do it your way
Anyway is OK
And if you say (you say)
You don't like it my way (it don't matter)
We can do it your way (we can do it)
Anyway is OK (anyway that you like it babe)
So tell me what I gotta do to
Get the hookup in the future
If you choose the night
Whatever you like and I'm a pick you up on time
And it's cool if you don't want to
But you'd be a fool if you don't want to
Cuz I guarantee, that if you with me, we're gonna have a good time tonight
(So get your hands up)
[Chorus]
Girl give me your number (yeah)
Forget it, here go my number (here you go)
Forget it, you don't need my number (i said forget it, you don't)
Cuz we gonna get hot tonight (right now)
(Come on girl) Girl give me your number (said give it me babe)
Forget it, here go my number (come and get it)
Forget it, you don't need my number (you don't really need it at all)
Cuz we gonna get hot tonight

[...] Read more

song performed by New Edition
Added by Lucian Velea
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You Know My Name

You know my name
Look up the number
You know my name
Look up the number
You you know you know my name
You you know you know my name
Good evening and welcome to slaggers
Featuring denis o'bell
Come on ringo, let's hear it for denis
Good evening
You know my name
Better look up the number
You know my name
(that's right) look up the number
You you know you know my name
You you know you know my name
You know my name
Ba ba ba ba ba ba ba ba ba
Look up my number
You know my name
That's right look up the number
Oh you know you know
You know my name you know you know you know my name.
Huh huh huh huh
You know my name
Ba ba ba pum
Look up the number
You know my name
Look up the number
You-a you know you know my name
Baby you-a you know you know my name
You know my name you know you know you know my name
Go on denis, let's hear it for denis o'bell
You know my name you know you know you know you know you know my name
Prrr you know my name and the number
You know my name and the number you know you know my name
Look up me number
You know my number three you know my number two
You know my number three you know my number four
You know my name you know number too
You know my name you know my number
What's up with you?
You know my name
That's right
Yeah.

song performed by Beatles
Added by Lucian Velea
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Shorty

Intro]
Shorties everywhere
Bounce, bounce
Uh huh, now bounce, bounce
Come on, uh huh
Come on shorty
Bounce, bounce
(Bounce for me)
That's right, come on
I met her at a naughty show
I'm thinking 'bout felacio
But, but you gotta hit me, oh
Didn't think she would though
Got home and had a voice mail
It's her, like butter for real
Left the number to her cell
Sayin' when I'll be free, give her a yell
Never knew you'd be the one for me
Never knew all the things you done, done for me
Who'd have known you'd have a son for me
Just gotta let you know
Shorty
You can have my box number, cell number
Fax number, mamma number
Call me
I'll be right there
Always baby, cuz you want me
Phone me
I will never hurt you
Never leave you, I'll always want you
Shorty
You know you're like my homey
Cuz you're my shorty
She the type that go outside, house shoes
Weave undone, and still look good, son
Type to fight at the club
When a nigga' tryin' to mug
Cuz it's how she show her love
Type that go through your pants pockets when you sleep
Check your pager when it beep
Tryin' to catch you on the creep
She'll wash your clothes, cook your food
Watch the kids, love at the same time
I'm so glad she's mine
I knew you were the one for me
I know my playa days were done for me
Shorty girl, you're really something
And I just wanna let you know, oh
Shorty
You can have my box number, cell number

[...] Read more

song performed by Next
Added by Lucian Velea
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As I Sat Alone By Blue Ontario's Shores

AS I sat alone, by blue Ontario's shore,
As I mused of these mighty days, and of peace return'd, and the dead
that return no more,
A Phantom, gigantic, superb, with stern visage, accosted me;
Chant me the poem, it said, that comes from the soul of America--
chant me the carol of victory;
And strike up the marches of Libertad--marches more powerful yet;
And sing me before you go, the song of the throes of Democracy.

(Democracy--the destin'd conqueror--yet treacherous lip-smiles
everywhere,
And Death and infidelity at every step.)

A Nation announcing itself,
I myself make the only growth by which I can be appreciated, 10
I reject none, accept all, then reproduce all in my own forms.

A breed whose proof is in time and deeds;
What we are, we are--nativity is answer enough to objections;
We wield ourselves as a weapon is wielded,
We are powerful and tremendous in ourselves,
We are executive in ourselves--We are sufficient in the variety of
ourselves,
We are the most beautiful to ourselves, and in ourselves;
We stand self-pois'd in the middle, branching thence over the world;
From Missouri, Nebraska, or Kansas, laughing attacks to scorn.

Nothing is sinful to us outside of ourselves, 20
Whatever appears, whatever does not appear, we are beautiful or
sinful in ourselves only.

(O mother! O sisters dear!
If we are lost, no victor else has destroy'd us;
It is by ourselves we go down to eternal night.)

Have you thought there could be but a single Supreme?
There can be any number of Supremes--One does not countervail
another, any more than one eyesight countervails another, or
one life countervails another.

All is eligible to all,
All is for individuals--All is for you,
No condition is prohibited--not God's, or any.

All comes by the body--only health puts you rapport with the
universe. 30

Produce great persons, the rest follows.

[...] Read more

poem by Walt Whitman
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

[...] Read more

poem by Tom Zart
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One

One is the loneliest number that youll ever do
Two can be as bad as one, its the loneliest number since the number one
No is the saddest experience youll ever know
Yes is the saddest experience youll ever know
Cause one is the loneliest number that youll ever know
One is the loneliest number even worst then two
Yeah
Its just no good anymore since you went away
Now I spend my time just making up rhymes of yesterday
One is the loneliest number
One is the loneliest number
One is the loneliest number
Since you went away
Since you went away
(one is the loneliest number since youve gone away)
One is the loneliest number
One is the loneliest number
One is the loneliest number
Since youve gone away
Its just no good anymore since you went away
Now I spend my time just making up rhymes of yesterday
One is the loneliest number
One is the loneliest number
One is the loneliest number
Since you went away
Since you went away

song performed by Filter
Added by Lucian Velea
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The Victim In Me

On the radar again.
Scope it out.
Stealth to the extreme.

Oh how their is a victim in me.
I know what I'd do put in the position.
I know how I would do it.
Reading minds.

On the radar again.
Scope it out.
Stealth to the extreme.

Oh how their is a victim in me.
Coordinating the attack.
Knowing they won't be able to do jack.
How I love the powerless.

On the radar again.
Scope it out.
Stealth to the extreme.

Oh how their is a victim in me.
Can feel the desperation.
Can you see the celebration.
The joyous occasion of misery.

On the radar again.
Scope it out.
Stealth to the extreme.

Oh how their is a victim in me.
On the retreat.
A sign of defeat.
Isn't it neat.
The blood flows right beneath your feet.

On the radar again.
Scope it out.
Stealth to the extreme.

Oh how their is a victim in me.
It's never easy for a king to capture his throne.
Be careful of mercy.
Be you not considered weak.

On the radar again.
Scope it out.
Stealth to the extreme.

[...] Read more

poem by Ace Of Black Hearts
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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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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

[...] Read more

poem by Samuel Butler
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Why Fight Terrorism?

No nation can try to be both
A haven to terrorists and
A heaven to its citizens!

Nations mustn’t use the terrorists
To fight a proxy war for them
With neighbors over all disputes!

‘Violence begets violence! ’ ’Tis told.
Mere wars can’t usher peace on earth;
Love of brethren must rule all hearts!

The terrorists whom you support
Could ruin your own country too!
Root out terrorism in truth!

Terrorists are mere insane men!
They’re distraught, dissatisfied ones,
Who kill ruthlessly and get killed!

The bomb-culture and abductions
Must be fought relentlessly to
Free the world for peaceful men!

Unite against the terrorists!
Religion shouldn’t slacken your move;
The right to life belongs to all!

All terrorists are keen to kill,
And are willing to die as well!
‘Make world free of terrorism! ’

Copyright by Dr John Celes 10-18-2009

poem by John Celes
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