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end of summer
school bell rings-
empty cereal bowls

senryu by Don Haney
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Allegany Camp

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poem by Rwetewrt Erwtwer
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Veterinary Camps

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poem by Caasder Fronds
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Twin State

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poem by Caasder Fronds
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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Using Boot Camp

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poem by Caasder Fronds
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Dinner Bell

Ive been leaving on my things
So in the morning when the morning bird sings
Theres still dinner on my dinner jacket
til the dinner bell rings
Experimental dog*
Salivating dog
Good dog
Waiting for the dinner bell to do the bell thing (waiting for the dinner bell)
Dinner bell dinner bell ring
Ive been leaving on my things
So in the morning when the morning bird sings
Theres still dinner on my dinner jacket
til the dinner bell rings
I dont want a pizza, I dont want a piece of (experimental dog)
Peanut brittle, I dont want a pear.
I dont want a bagel I dont want a bean I wouldnt like (salivating dog)
A bag of beef or a beer or a
Cup of chowder, corn, cake, or creamed cauliflower cause Im (good dog)
Waiting for the dinner bell to do the bell thing (waiting for the dinner bell)
Dinner bell dinner bell ring
Shoulder, bicep, elbow, arm
Forearm, thumb, wrist, knuckle, palm
Middle, pinky, index, ring
Dinner bell dinner bell ding
I dont know whether Id rather be having a bottle of vinegar (experimental dog)
I dont know whether Id rather be having an egg.
I dont know whether Id rather be having an order of bacon (salivating dog)
Or whether Id rather be having a basket of garlic bread.
I dont know whether Id rather be having some pie or (good dog)
Saving my appetite cause im
Waiting for the dinner bell to do the bell thing (waiting for the dinner bell)
Dinner bell dinner bell ring
Ive been leaving on my things (Ive been leaving on)
So in the morning when the morning bird sings (the morning)
Theres still dinner on my dinner jacket (on my)
til the dinner bell does the bell thing
Dinner bell dinner bell do the bell thing
Im waiting for the dinner bell to do the bell thing (waiting for the ding)
Dinner bell dinner bell ding ding ding
Waiting for the dinner bell to do the bell thing (waiting for the ding)
Dinner bell dinner bell ding ding ding
Waiting for the dinner bell to do the bell thing (waiting for the ding)
Dinner bell dinner bell ding

song performed by They Might Be Giants
Added by Lucian Velea
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Milky Cereal

Ooh yeah
Mh
Hey yo, man
Ain't nothin like a nice bowl of cornflakes in the morning
to smooth you out
Milky
Cereal
(Baby)
Milky
Cereal (2x)
[ VERSE 1 ]
Mirror, mirror on the wall
Who's the baddest female of them all?
It was Frosted Flake, she loved to bowl
And although her skin was white she had a lot of soul
Rich female, very debonnaire
Drivin a Rolls with rollers in her hair
We was hangin out, pumpin the stereo
She took me to a club, I think the name was Cheerio's
She walked like she was jumpin a hurdle
I was happy as a kid that just saw _Mutant Ninja Turtles_
A guy walked over, said, "Your earring's cute"
I said, "I'm wearin a earring, but it ain't no Fruit Loop"
Me and Frosted went to get a drink
But she ordered somethin bugged and I ain't know what to think
She ordered potassium, calcium
Carbohydrate scotch with sodium
She took me to her crib, threw me on the couch
I woke up the next morning with a spoon in my mouth
She's
Milky
Cereal
(Baby)
Milky
Cereal (4x)
[ VERSE 2 ]
I went to Vegas, didn't think it'd do any harm
I walked into this girl named Lucky Charm
For some reason we walked in the rain
She had a four-leaf clover with a big gold chain
She had a salary that was full of calories, for real
And I was in the mood for a homecooked meal
So we went to be alone
But we had to be quiet, cause her cornpops was home
Kissed her neck, kissed her back, kissed her arms
I said, "Forget it, let me see your lucky charms"
When we began her hairstyle was neat
But when I left the next morning it looked like shredded wheat
Talked about marriage, I said, "That's risky
Besides, it's such a waste of Rice Crispies"

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song performed by LL Cool J
Added by Lucian Velea
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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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Keepin The Summer Alive

When its ice cream weather get the gang back together
Roll down your windows and ride
Theyll be sleepin in the sand dunes dancin in the streets
Theyre just tryin to keep the summer alive
Theyre just tryin to keep the summer alive
(sum sum summer ah live)
Theyre just tryin to keep the summer alive
(ah keep the summer)
Theyre just tryin to keep the summer alive
(sum sum summer alive)
Theyre just tryin to keep the summer alive
(try to keep the summer)
When its ice cream weather all the girls will look better
The boys try to give them a ride
To the one last party fore the school bell rings
Theyre just tryin to keep the summer alive
Theyre just tryin to keep the summer alive
(sum sum summer)
Theyre just tryin to keep the summer alive
(sum sum summer)
Theyre just tryin to keep t alive)
Theyre just tryin to keep the summer alive
(alive)
Lay down in the sun
And watch the clouds roll by
And bein with the one you love
In the summertime
When its last september back in school well remember
The cure for the wintertime blues
Grab your girl hit the road head on down to the beach
Youll be comin home with sand in your shoes
Theyre just tryin to keep the summer alive
(sum sum summer )
Theyre just tryin to keep the summer alive
(sum sum summer)
Theyre just tryin to keep the summer alive
(sum sum summer)
Theyre just tryin to keep the summer alive
(alive)
Theyre just tryin to keep the summer alive
(yeah yeah uh huh I know well keep the summer)
Were just tryin to keep the summer alive
(yeah yeah uh huh I know well keep the summer)
Just tryin to keep the summer alive
(yeah yeah uh huh I know well keep the summer)
Just tryin to keep the summer alive
(yeah yeah uh huh I know well keep the summer)
Keep the summer alive
(yeah yeah uh huh I know well keep the summer)
Well just

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song performed by Beach Boys
Added by Lucian Velea
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Slow Summer Dancin'

I'll set the stage while she's still dancing
I'll make the music soft and slow
Then i'll turn down the lights
Make things just right
For every slow song that we know
Over and over again
One summer night
(do do do)
We fell in love
One summer night
I held you tight
(one summer, one summer)
You and i
(one summer, one summer)
Under the moon for love
(ooo one summer, one summer)
We'll spin around this room together
I'll treat my angel really nice
We'll fall in love, we'll fall forever
Thank god for lazy summer nights
Over and over again
One summer night
(do do do)
(one summer, one summer)
I kissed your lips
(one summer, one summer)
One summer night
(one summer, one summer)
I held you close
(one summer, one summer)
You and i
(one summer, one summer)
Under the moon of love
(ooo one summer, one summer)
(one summer, one summer)
One summer night
(one summer, one summer)
(one summer, one summer)
(one summer, one summer)
(one summer, one summer)
(one summer, one summer)
(one summer, one summer)
One summer night
(one summer, one summer)
Under the moon of love
(ooo one summer, one summer)
Under the moon of love
(ooo one summer, one summer)
Under the moon of
Love

song performed by Beach Boys
Added by Lucian Velea
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Slow Summer Dancin' (One Summer Night)

I'll set the stage while she's still dancing
I'll make the music soft and slow
Then I'll turn down the lights
Make things just right
For every slow song that we know
Over and over again
One summer night
(Do do do)
We fell in love
One summer night
I held you tight
(One summer, one summer)
You and I
(One summer, one summer)
Under the moon for love
(Ooo one summer, one summer)
We'll spin around this room together
I'll treat my angel really nice
We'll fall in love, we'll fall forever
Thank God for lazy summer nights
Over and over again
One summer night
(Do do do)
(One summer, one summer)
I kissed your lips
(One summer, one summer)
One summer night
(One summer, one summer)
I held you close
(One summer, one summer)
You and I
(One summer, one summer)
Under the moon of love
(Ooo one summer, one summer)
(One summer, one summer)
One summer night
(One summer, one summer)
(One summer, one summer)
(One summer, one summer)
(One summer, one summer)
(One summer, one summer)
(One summer, one summer)
One summer night
(One summer, one summer)
Under the moon of love
(Ooo one summer, one summer)
Under the moon of love
(Ooo one summer, one summer)
Under the moon of
Love

song performed by Beach Boys
Added by Lucian Velea
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Bell's Palsy I Penned stroke on stroke penned - Optimistic In...Sight

Bell's Palsy I

December turns November's page.
Assumptions artificial,
priorities age must regauge
of ease so superficial
the tenets, try to disengage
from palsy interstitial,
periphery extend sans rage
ineptly hit-and-missile.
Paralysis as passing stage
perceived though prejudicial
as challenge met we trust will wage
war on clock lock official,
ensuring both for sot and sage
return to strength initial...

II

Bell’s Palsy II – Number Seven Optic Nerve

Number seven optic nerve, now numb,
taken for granted, normally ignored,
leaves facial features slanted. Voice, not dumb,
answers questions with weak monochord.
Flesh elastic flaccid has become,
control relinquished, hanging on a word.
Vision peripheral blurred. Though rule of thumb
Provides for time-line, faculties restored,
Frustration, hope, play hide-and-seek, mind glum,
stares awry at some lop-sided smile. Record
of former glory plays back yet stays mum.
May this as an example serve, health granted
For future learning curve can’t be transplanted.

3 December 2007 revised 8 August 2008

Bell's Palsy III - Recounting Countdown

Recounting Countdown

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poem by Jonathan Robin
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Bell's Palsy XIV - Dew Diligence

Bell's Palsy XIV - Dew Diligence

Dew diligence when eyelid is denied
control of wink, when blink becomes a feat
beyond the ken of mice and men, conceit
melts to humility, while cares abide.
Heartbeat accelerates to concide
with worry, movements taken for a ride
by malady haphazard striking fleet.
Fixed expression canvas could complete
as flexibility falls to one side,
focus reduced, no longer far and wide,
too close for comfort, wanders off the beat.
Pride, knocked for skittles, cannot make ends meet,
patience, once praised, stays stage-struck, sorely tried.
Fixed interest stocks soar, gilt lining’s sought
to train too slack to credit outlook taut.

5 December 2007

Bell's Palsy XV - Dissymmetry

Confusion from confusion must adjust
to face tomorrow’s out of kilter grin
with humour ‘til the specialists non-plussed
seize on season’s reason, find win-win
solution to an accident now cussed
in no uncertain terms as worms begin
to lay their weight on current state where lust
must bridled be, - who’d seek as kith and kin
one open eye, one which retains unfussed
perspective, lacks control of muscle spin
to twin both sides in unison true, just.
Dissymmetry becomes a moral gin
and handicap self-efident, untrussed
is optic nerve from verse which would begin
to laugh at luck, continue tongue in cheek
to find new way to strength transformed from weak.

5 December 2007

Bell's Palsy XVI - To Test Frontiers

Inertia catalyzes swift reaction

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poem by Jonathan Robin
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Bell's Palsy XV - Dissymmetry

Bell's Palsy XV - Dissymmetry

Confusion from confusion must adjust
to face tomorrow’s out of kilter grin
with humour ‘til the specialists non-plussed
seize on season’s reason, find win-win
solution to an accident now cussed
in no uncertain terms as worms begin
to lay their weight on current state where lust
must bridled be, - who’d seek as kith and kin
one open eye, one which retains unfussed
perspective, lacks control of muscle spin
to twin both sides in unison true, just.
Dissymmetry becomes a moral gin
and handicap self-efident, untrussed
is optic nerve from verse which would begin
to laugh at luck, continue tongue in cheek
to find new way to strength transformed from weak.

5 December 2007

Bell's Palsy XVI - To Test Frontiers

Inertia catalyzes swift reaction
testing limits unbeknownst before,
experienced elsewhere, though, we ignore
discomforts which might hamper freedom, action.
Impervious to muscular contraction,
left eyelid, lip, unable are to draw
lines which smile, frown designed, while vision poor
interferes, and adds unsought distraction.
In health, free from nervous petrifaction
few seek out illness, won’t by choice explore
the options close to those that chance, gene flaw
or accident are trapped, lose speech, sight, traction.
Fresh emphasis on disabilities
should top the list of our priorities.

5 December 2007

Bell's Palsy XVII - Temptations

Blessed externals force the mind to turn

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poem by Jonathan Robin
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Bell's Palsy XVI - To Test Frontiers

Bell's Palsy XVI - To Test Frontiers

Inertia catalyzes swift reaction
testing limits unbeknownst before,
experienced elsewhere, though, we ignore
discomforts which might hamper freedom, action.
Impervious to muscular contraction,
left eyelid, lip, unable are to draw
lines which smile, frown designed, while vision poor
interferes, and adds unsought distraction.
In health, free from nervous petrifaction
few seek out illness, won’t by choice explore
the options close to those that chance, gene flaw
or accident are trapped, lose speech, sight, traction.
Fresh emphasis on disabilities
should top the list of our priorities.

5 December 2007

Bell's Palsy XVII - Temptations

Blessed externals force the mind to turn
within to test perception shared by all
who, sight curtailed, or lost beyond recall,
must grasp at straws, effect and cause discern,
too well aware temptations bridges burn.
First impressions seem attaitned, ball
‘questions aye’s and no’s’, past free-for-all
is circumcised, undertain seems return
to ‘normalcy’ which, hitherto could earn
approval’s hallmark stamp. Cramps now forestall
options infinite. Cut and dried, in thrall,
one’s tied who far and wide went, wit withdrawn
from choice unlimited as on this page
fragility highlights restictive cage.

5 December 2007

Bell's Palsy XVIII - Fragility

Ink flows as if it knows that tale once writ
cannot rephrase a passing phase whose light

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poem by Jonathan Robin
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Bell's Palsy XVII - Temptations

Bell's Palsy XVII - Temptations

Blessed externals force the mind to turn
within to test perception shared by all
who, sight curtailed, or lost beyond recall,
must grasp at straws, effect and cause discern,
too well aware temptations bridges burn.
First impressions seem attaitned, ball
‘questions aye’s and no’s’, past free-for-all
is circumcised, undertain seems return
to ‘normalcy’ which, hitherto could earn
approval’s hallmark stamp. Cramps now forestall
options infinite. Cut and dried, in thrall,
one’s tied who far and wide went, wit withdrawn
from choice unlimited as on this page
fragility highlights restictive cage.

5 December 2007

Bell's Palsy XVIII - Fragility

Ink flows as if it knows that tale once writ
cannot rephrase a passing phase whose light
too soon extinguished must merge into night
where sot or sage blot page, through age unfit.
We’re puppets strung, hands wrung won’t change a bit
repeated role enforced by karmic spite.
If free-will reigns, there’s no pre-destined right
or wrong, no rung to heav’n, no roasting spit.
Through ‘accident’ or ‘fate’ fragility
in spotlight’s thrown, ‘to be, or not to be’
depends upon coincidence where rules
few follow with prescient authority.
Manage man age when palsied dry eye’s numb
is out of reach with speech deformed, near dumb.

5 December 2007 revised 17 January 2008

Bell's Palsy XIX - Moving Finger Writes

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poem by Jonathan Robin
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Bell's Palsy XX - Infinite Designs

Bell's Palsy XX - Infinite Designs

Comparisons with hindsight simple seem
when fateful footfall flays ‘unkindest cut’
to sever fancy, fact, where yawns redeem
no nightmare fears when eyelid cannot shut.
No need to add to those prose screeds which teem
prolific on life’s rhymeless time climb, but
terse verse may show dimensions unforeseen,
alternate aspects of ill health’s dark rut,
reflections which on higher plane help gleam
hope’s beacon ‘fore life’s final uppercut
replacing frown with fixed grin, skinless cut
from niche so ‘indispensable’ on team.
Palsy surprises, stimulating lines
upon creation’s infinite designs.

5 December 2007 revised 17 January 2009

Bell's Palsy XXI - Lopsided

Sore cornea, slack lip, mind grind uncheered
are juxtaposed within this swift spun sonnet
as optic nerve’s observed when crookèd, sheared,
recuperation’s odds: few bet upon it.
Partnering frustration has appeared
unbridled spleen, an angry bee in bonnet,
weighing all options with perception cleared
of wishful thinking, been and gone and done it.
Paralysis shows fall from grace, grown beard
can’t mask misfortune though mind tries to con it
committing rambling thoughts to paper smeared
with words erased, replaced, blue blot spots on it.
Lopsided outlook focus finds for mind
assailed by palsy it would leave behind.

5 December 2007 revised 17 January 2009

Bell's Palsy XXII – Match Met

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poem by Jonathan Robin
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Bell's Palsy XXI - Lopsided

Bell's Palsy XXI - Lopsided

Sore cornea, slack lip, mind grind uncheered
are juxtaposed within this swift spun sonnet
as optic nerve’s observed when crookèd, sheared,
recuperation’s odds: few bet upon it.
Partnering frustration has appeared
unbridled spleen, an angry bee in bonnet,
weighing all options with perception cleared
of wishful thinking, been and gone and done it.
Paralysis shows fall from grace, grown beard
can’t mask misfortune though mind tries to con it
committing rambling thoughts to paper smeared
with words erased, replaced, blue blot spots on it.
Lopsided outlook focus finds for mind
assailed by palsy it would leave behind.

5 December 2007 revised 17 January 2009

Bell's Palsy XXII – Match Met

Through metaphors one strikes symphonic chords,
sonnet metamorphosis complete,
one mirror image more before towards
tossed sleep’s return’s embossed on crinkled sheet.
One little cares for life’s snares, strife filled street,
when sense of humour, dream denied, affords
itself the luxury of lines to beat
eternity’s sharp introspective swords
to ploughshares. Match met, mighty pen would treat
itself to compensation’s grained awards,
rewards grasped unexpected from defeat
when unresponsive jaws snatch victory
day, night, writes words dry eye can hardly see.

5 December 2007 revised 17 January 2009

Bell's Palsy XXIII – Ta[l]king for Granted

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poem by Jonathan Robin
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Bell's Palsy XXII – Match Met

Bell's Palsy XXII – Match Met

Through metaphors one strikes symphonic chords,
sonnet metamorphosis complete,
one mirror image more before towards
tossed sleep’s return’s embossed on crinkled sheet.
One little cares for life’s snares, strife filled street,
when sense of humour, dream denied, affords
itself the luxury of lines to beat
eternity’s sharp introspective swords
to ploughshares. Match met, mighty pen would treat
itself to compensation’s grained awards,
rewards grasped unexpected from defeat
when unresponsive jaws snatch victory
day, night, writes words dry eye can hardly see.

5 December 2007 revised 17 January 2009

Bell's Palsy XXIII – Ta[l]king for Granted

On palsy’s cause no recitation
consensual has been agreed,
in any case fear, greed, elation,
soon sink however great the need
perceived to safeguard life’s rank station
for illness executes trust deed.
What’s blasphemy? what’s profanation?
what prayer path may be decreed
when out of sight slips pagination?
Re-education may succeed
yet there’s no fail-safe medication
providing progress guaranteed
to soothe uncalled for inflamation.

Who takes for granted daily feed
on dainties drawn from every nation,
gaily ignoring [s]he should heed
each morning’s warning present station,
may t[r]ail to full stop won’t succeed
in meeting deadlines, consternation
in turn encounters end indeed,
wormed, urned, CO² cremation.

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poem by Jonathan Robin
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Bell's Palsy XXIII – Ta[l]king for Granted

Bell's Palsy XXIII – Ta[l]king for Granted

On palsy’s cause no recitation
consensual has been agreed,
in any case fear, greed, elation,
soon sink however great the need
perceived to safeguard life’s rank station
for illness executes trust deed.
What’s blasphemy? what’s profanation?
what prayer path may be decreed
when out of sight slips pagination?
Re-education may succeed
yet there’s no fail-safe medication
providing progress guaranteed
to soothe uncalled for inflamation.

Who takes for granted daily feed
on dainties drawn from every nation,
gaily ignoring [s]he should heed
each morning’s warning present station,
may t[r]ail to full stop won’t succeed
in meeting deadlines, consternation
in turn encounters end indeed,
wormed, urned, CO² cremation.

Objections Death will supercede,
replaced by funeral oration.
No moral’s offered. Rose and weed
first struggle, then succumb, vocation
shared by all flora, fauna, lead
reduced to naught ‘spite invocation
to greedy gods, bead creed, to speed
from illness into true salvation
redemption grant, emancipation.

5 December 2007 revised 17 January 2009

Bell's Palsy I

December turns November's page.
Assumptions artificial,
priorities age must regauge
of ease so superficial
the tenets, try to disengage
from palsy interstitial,
periphery extend sans rage

[...] Read more

poem by Jonathan Robin
Added by Poetry Lover
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