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Jimmy Neutron Theme

Jimmy Neutron Theme
Bowling For Soup
(Jimmy Neutron)
From here to the stars,
With my candy bars,
Rides a kid
With a knack
For inventions.
A super-powered mind,
A mechanical canine,
He rescues the day
From sure destruction.
He's gotta save the world
And get to school on time,
So many things to do
And not much time
So off the ground,
Up in the air,
Out into the atmoshpere,
Who can we count on?
Jimmy Neutron!
Who can we count on?
Jimmy Neutron!
Who can we count on?
Jimmy Neutron!
No matter where you are,
You know he can't be far,
Watching the world
Through x-ray vision
And whenever he's around,
Where adventure can be found,
You know that Jimmy Neutron's
On a mission
He's gotta save the world
And get to school on time,
So many things to do
And not much time
So off the ground,
Up in the air,
Out into the atmoshpere,
Who can we count on?
Jimmy Neutron!
Who can we count on?
Jimmy Neutron!
Who can we count on?
Jimmy Neutron!
Who can we count on?
Jimmy Neutron!
Who can we count on?
Jimmy Neutron!

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song performed by Bowling For Soup
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Adrienne Vittadini

air bag blanco negro y
air bag bmw z3
air bag bmw2c defective
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air bag conveyor
air bag cop killer
air bag corvette driver repair
air bag cover 1999 honda prelude
air bag crash data reset

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poem by Caasder Fronds
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Trash Bag

1 bag cement mold
10 inch leather titleist golf bag
2006 kia rio side air bags
1900 s tapestry bag
1,000 face value silver bag buyers
100ft x 200ft plastic bag
16 flow-through infuser bags order e-mail
2001 accura air bags
1966 chevy pickup air bags
1st responder bag subdued
40 catchers equipment bag
10 dolars chanell bags for sale
$20,000 beanie bag
2 004 ben hogan golf bag
100 cotton childrens sleeping bags
2 mil designer bags
12 ounce bean bag
20 pound bag rabbit food
35 bag dirt james teen wendy
10 inch screen laptop bags
20 gallon garbage bags
30 gallon trash bags odor
17 leather laptop bag clearance
42 rolling duffle bag
2 section 17 roller cooler bag
40 long sportsequipment bag
2005 ford taurus air bag
06 toyota corolla air bag
3 x 8 cello bags
1 ball roller bowling bags
10020 garbage bags
250 liter bag
21 sensational patchwork bags
4 wheeler cargo bags
3 shelf laundry bag cart
2002 altima air bags
2003 crown victoria air bag recall
2 pc motorcycle tour bag
2 x3 zip lock bags
360121 bat bag
$1 tea bag holder
400 gauge thick poly bags
2005 jackie o gucci hand bag
1 bag cement mixers
1920s clutch bag
1.5 oz bag reg chips
1 bag popcorn serving size
2000 saturn sl air bag light
11 gallon garbage bags
306 leather tour sissy bag

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poem by Rwetewrt Erwtwer
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Fitration Bags

2.5 gallon shopvac bags
1995 ktm 400 rxc hard bags
2006 black leather prada bags list
24 x 36 shrink bags
18 x 9 padded bag
3m printscape personalized gift bag
20lb bag parrot food
40 inch round duffle bag
2001 explorer air bag light flashes
3rd street sissy bar bag
1997 nissan air bag sensor
12x18 carry bag
1001 grab bag ideas
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15,000 cfm used bag dustcollector
12 lb turkey recipies in bag
14.1 laptop messenger bags
3306 plan tackle bag
10 pound bag of endives yield
4 mil zip bags
$2 grab bag nsd
1970s bean bag
18th century shooting bags
48 superman bop bag
2006 kawasaki ninja 250r bags
1976 electra glide saddle bags
1940 s english aoutomobiles gas bags
40 lb bag of cement
07 cr-v safety bag plastic pillar
2 gauge ear plug grab bag
1998 saturn sl2 air bag module
40 degree helix sleeping bag
3x4 organza gift bags
3 bags full consignment
2000 mercedes air bag problem
2ply snap handle bag
1987 bmw k75s saddle bags
2003 bozo desktop bop bag
135 approved electronic flight bag
2005 toyota matrix side air bags
2006 bag gucci spring
3 insulated sleeping bags
4in bag ice one
2008 street bob hard bags
45 micron bag
250 ninja nelson-rigg saddle bag
24 wheeled garment bag
1996 lincoln continental air bag suspension
2006 aka boule bag
400d horn bag

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poem by Rwetewrt Erwtwer
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John Sinclair

It aint fair, john sinclair
In the stir for breathing air
Wont you care for john sinclair?
In the stir for breathing air
Let him be, set him free
Let him be like you and me
They gave him ten for two
What else can the judges do?
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta set him free
If hed been a soldier man
Shooting gooks in vietnam
If he was the cia
Selling dope and making hay
Hed be free, theyd let him be
Breathing air, like you and me
They gave him ten for two
What else can the judges do?
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta set him free
They gave him ten for two
They got ali otis too.
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta set him free
Was he jailed for what he done?
Or representing everyone
Free john now, if we can
From the clutches of the man
Let him be, lift the lid
Bring him to his wife and kids
They gave him ten for two
What else can the bastards do?
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta, gotta,
Gotta, gotta, gotta set him free

song performed by Lennon John
Added by Lucian Velea
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Candy Girl

When you were 17 and I was 19
We feel deep in love growin up in queens
We didnt know a thing about love
We was innocent, sneakin on the doorstep to hug
Held you tightly and promised you the world
You gave me hickeys and said you was my girl
When I think about it now it makes me smile
cause I aint felt these butterflies in a while
Funny how you grow up and innocence fades
We used to live for love but now were afraid
{of what? }
Of the darkness and bitter memories
Lovers who crushed us through infidelity
I promised you Ill love you to the end
Always and forever, since way back when, uh
Youre like candy,
The worlds sweetest friend
You taste better now than you did back then
You will always be my candy
[be my]
One day we will start a family
You will always be my candy girl
[you will always be my]
(youll be my candy girl forever)
You will always be my candy
[yes, you will]
I want your love girl understand me
[yes, you will]
You will always be my candy girl
(Im down for whatever)
While you suck caramel apple lollypops
Rain, sleet, or snow Im troopin up the murdock
We used to walk down the block, hold hands
I would get you after school cause I was your man
And, any guys that wanna socialize
Just know that imma flip on any cat that tries
My peeps used to say I was whipped
All your girls said, since you got with him you flipped
But, uh, they couldnt feel the feelings we felt
Mirrors on the ceiling we melt
I would look up at ya
I remember the afternoon you surrendered
We made love,
Your temperature was high as could be
You said, todd, promise you aint lyin to me
And as we went our separate ways you turned back
Smiled, I remember all that
You will always be my candy
[be my]
One day we will start a family

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song performed by New Edition
Added by Lucian Velea
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Super Sadist

Super angry
Super hated
Super evil
Super serrated
Super guitar
Super faded
Never sad sad sad

Super hated
Super sarcastic
Super sedated
The super sadist

Keeps his hands in his mouth
That's gold plated
Hates himself more and more
Cause he's made it
Super evil
Super jaded
Never sad sad sad

Super hated
Super sarcastic
Super sedated
The super sadist

Super high tech
Super pay check
Super ego
Super hate pro
Super cautious
Super nauseous
Never sad sad sad

Super all gone
Super hold on
Super ego
Super phenomenon
Super destroy
Super small boy
Never sad sad sad

Super asshole
Super nothing

song performed by Jack Off Jill from Sexless Demons And Scars
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Save Your Love

You were my woman and I was your man
You were good lookin
You know I was your biggest fan
You tried to teach me things I already knew
When you couldnt reach me
Girl, I think you knew that we were through
Baby, its over
Save your love, save it, save it
Save your love, save it, save it
Save your love, I dont want it (save your love)
Save it for someone else (save it, save it)
Save your love, I dont need it (save your love)
Put it back on the shelf
For somebody else
You said you love me, you may have been right
But hangin above me, girl,
You know that we would fight
You tried to change me and mess up my mind
Now, dont rearrange me
And girl, you know thats why youre left behind
Its over now
Save your love, save it, save it
Save your love, save it, save it
Save your love, I dont want it (save your love)
Save it for someone else (save it, save it)
Save your love, I dont need it (save your love)
Put it back on the shelf
For somebody else
Girl, you know its over
We had some good times
But now theyre gone, so long
Save your love, save it, save it
Save your love, save it, save it
Save your love, I dont want it (save your love)
Save it for someone else (save it, save it)
Save your love, I dont need it (save your love)
Put it back on the shelf
For somebody else
Save your love, I dont want it (save your love)
Save it for someone else (save it, save it)
Save your love, I dont need it (save your love)
Girl, I dont want it, save your love
Save your love, I dont want it (save your love)
Save it for someone else (save it, save it)
Save your love, I dont need it (save your love)
Girl, I dont want it, save your love
Save your love, I dont want it (save your love)
Save it for someone else (save it, save it)
Save your love, I dont need it (save your love)
Girl, I dont want it, save your love

song performed by Kiss
Added by Lucian Velea
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Candy

Candy
Its a rainy afternoon
In 1990
The big city geez its been 20 years-
Candy-you were so fine
Beautiful beautiful
Girl from the north
You burned my heart
With a flickering torch
I had a dream that no one else could see
You gave me love for free
Candy, candy , candy I cant let you go
All my life youre haunting me
I loved you so
Candy, candy , candy I cant let you go
Life is crazy
Candy baby
Yeah, well it hurt me real bad when you left
Im glad you got out
But I miss you
Ive had a hole in my heart
For so long
Ive learned to fake it and
Just smile along
Down on the street
Those men are all the same
I need a love
Not games
Not games
Candy, candy, candy I cant let you go
All my life youre haunting me
I loved you so
Candy, candy , candy I cant let you go
Life is crazy
I know baby
Candy baby
Uou uou uou
Candy, candy, candy I cant let you go
All my life youre haunting me
I loved you so
Candy candy candy
Life is crazy
Candy baby
Candy baby,
Candy, candy

song performed by Iggy Pop
Added by Lucian Velea
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Jimmy

Jimmy
It started out with a few misfortunes
His daddy ran off with some broad from the motown
When momma said we're leavin tomorrow
Jimmy already had his things together
So many days of thinking of the past
The girl he left behind and hangin out in the
free streets
Somehow Jimmy had survived his reflections
The broken glass in his hands, a noose before him
Said he did it before
He's gonna do it again
Give him a fix and a bottle and he won't complain
Until he's blue in the face
Jimmy's the leader of a losin' race
Hey Jimmy did you learn your lesson
You always know what you were missin'
Hey Jimmy did you solve the problem
Just a kid with no direction
Some people say it was fright that drove him
But Jimmy knows who's really scared of difference
The whipping boy won't take his beating
It only left them alone to their thinking
Of how he knew what they could never know
And he would live and learn to be himself
through his mistakes
Watch and laugh, pretend they were okay
Waiting for things to change is just another day
Said he did it before
He's gonna do it again
Give him a fix or a bottle and he won't complain
Until he's blue in the face
Jimmy's the leader of a losing race
Hey Jimmy did you learn your lesson
You always knew what you were missin'
Hey Jimmy did you solve the problem
Just a kid with no direction
Hey Jimmy don't you walk away
We'll look at life according to me
You're my life support auto biography
Hey Jimmy take a look inside
Let's take a chance, enjoy the ride
Impressions don't die
No one knew your story
Hey Jimmy did you learn you lesson
You always knew what you were missin' (Jimmy)
Hey Jimmy did you solve the problem
Just a kid with no direction (Jimmy)
Hey Jimmy did you learn your lesson
You always knew what you were missin' (Jimmy)

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song performed by 1208
Added by Lucian Velea
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Canto the Fourth

I.

I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!

II.

She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.

III.

In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!

IV.

But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.

V.

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poem by Byron from Childe Harold's Pilgrimage (1818)
Added by Veronica Serbanoiu
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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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Super Cop

Super cop (12 times)
I was born to serve justice
But I dont sermonize
Good is good
Bad is bad
And I never compromise
They lock me in a rocket
Made of flesh and bone
Ill meet you in the war zone
With my fists of stone
Im a super cop
Im a super cop
My bodys a machine
Made to synchronize
Every time Im called to action
Make me recognize
When the forces of corruption
Do the tyrannize
Then I shift to overdrive
And start to pulverize
Im a super cop
Eliminate the foe
With karate chops
Im a super cop
Im a super charged cop
And I cant be stopped.
Im a super cop
I was born to serve justice
Get my name
Im a super cop
Kung fu action is my game
Im a cop now
A super cop now
He drives around in a world turned upside down
Im a cop now
A super cop now
Hes gotta round up all the evil clowns
Im a cop now
A super cop now
What he sees just makes him want to cry
Im a cop now
A super cop now
He works alone cause if he dont hell die
(spoken) the truth and protect
The motto I ascribe to
With equal justice
For the down and out or well to do
Im a super cop
A gangsters worst nightmare
One man demolition team

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song performed by Devo
Added by Lucian Velea
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Canto the Second

I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.

II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.

III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.

IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.

V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:

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poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Lets Get Loud[Pablo Flores Remix]

Hey! hey!hey! hey!hey! hey!hey! hey!hey! hey!hey! hey!hey
Chorus: lets get loud, lets get loud
Turn the music up, lets do it
Cmon people lets get loud
Lets get loud
Turn the music up to hear that sound
Lets get loud, lets get loud
Aint nobody gotta tell ya
What you gotta do
If you wanna live your life
Live it all the way and dont you waste it
Every feelin every beat
Can be so very sweet you gotta taste it
You gotta do it (you gotta do it)
You gotta do it your way
You gotta prove it (you gotta prove it)
You gotta mean what you say
You gotta do it (do it)
You gotta do it your way
You gotta prove it (prove it)
You gotta mean what you say
Lifes a party, make it hot
Dance dont ever stop, whatever rhythm
Every minute, every day
Take them all the way you gotta live em (cause Im going to live my life)
You gotta do it (you gotta do it)
You gotta do it your way
You gotta prove it (you gotta prove it)
You gotta mean what you say
You gotta do it (do it)
You gotta do it your way
You gotta prove it (prove it)
You gotta mean what you say
Chorus:
Lets get loud, lets get loud
Turn the music up to hear that sound
Lets get loud, lets get loud
Aint nobody gotta tell you
What you gotta do, oh no
(make it hot)
Lets get loud, lets get loud
Lets get loud, letsget loud
Its just a party, baby
Lets get loud, lets get loud
Lets get loud, pop it up
(hey! hey!hey! hey!hey! hey!hey! hey!hey! hey!hey! hey!)
Life is meant to be big fun
Youre not hurtin anyone
Nobody loses
Let the music make you free

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song performed by Jennifer Lopez
Added by Lucian Velea
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Brice Lee (Short)

bullet got the wrong bloke.
life kid suck
drinkfromthebox
the juice kid suck
life kid
suck the box drink
yeah
life kid drinkfromthebox
the juice kid suck
life kid suck theboxdrink
yeah, bruce lee
life kid sinkfromthebox
seen from the box
the juice from the box
kid suck
life
kid yeah suckfromtheboxdrink
bruce lee
life kid suckfromthebox
drink from the box
the juice kid suck
life kid suckfromtheboxdrink
yeah, bruce lee
life kid sinkfromthebox
seen from a box
the juice from a box
kid suck
life
kid yeahsuckfromtheboxdrink
bruce lee
life kid suckfromthebox
drink from a box
the juice kid suck
life kid suckfromtheboxdrink
yeah, bruce lee
yeah,yeah,yeah
life kid suckfromthebox
drink from the box
the juice kid suck
life kid suckthebox
yeah, bruce lee
life kid drinkfromthebox
sinkfromthebox
straightfromthebox
the juice kid suck
life
kid sucktheboxdrink
yeah, bruce lee
tan blonde
life kid suckthebox...

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song performed by Underworld
Added by Lucian Velea
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Slip Kid

One, two, three, four, five, six, seven, eight ...
One, two, three, four, five, six, seven, eight ...
Ive got my clipboard, text books
Ive got my clipboard, text books
Lead me to the station
Lead me to the station
Yeah, Im off to the civil war
Yeah, Im off to the civil war
Ive got my kit bag, my heavy boots
Ive got my kit bag, my heavy boots
Im runnin in the rain
Im runnin in the rain
Gonna run till my feet are raw
Gonna run till my feet are raw
Slip kid, slip kid, second generation
Slip kid, slip kid, second generation
And Im a soldier at thirteen
And Im a soldier at thirteen
Slip kid, slip kid, realization
Slip kid, slip kid, realization
Theres no easy way to be free
Theres no easy way to be free
No easy way to be free
No easy way to be free
Its a hard, hard world
Its a hard, hard world
I left my doctors prescription bungalow behind me
I left my doctors prescription bungalow behind me
I left the door ajar
I left the door ajar
I left my vacuum flask
I left my vacuum flask
Full of hot tea and sugar
Full of hot tea and sugar
Left the keys right in my car
Left the keys right in my car
Slip kid, slip kid, second generation
Slip kid, slip kid, second generation
Only half way up the tree
Only half way up the tree
Slip kid, slip kid, Im a relation
Slip kid, slip kid, Im a relation
Im a soldier at sixty-three
Im a soldier at sixty-three
No easy way to be free
No easy way to be free
Slip kid, slip kid
Slip kid, slip kid
Keep away old man, you wont fool me
Keep away old man, you wont fool me

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song performed by Who
Added by Lucian Velea
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Canto the Third

I.

Is thy face like thy mother’s, my fair child!
Ada! sole daughter of my house and heart?
When last I saw thy young blue eyes, they smiled,
And then we parted, - not as now we part,
But with a hope. -
Awaking with a start,
The waters heave around me; and on high
The winds lift up their voices: I depart,
Whither I know not; but the hour’s gone by,
When Albion’s lessening shores could grieve or glad mine eye.

II.

Once more upon the waters! yet once more!
And the waves bound beneath me as a steed
That knows his rider. Welcome to their roar!
Swift be their guidance, wheresoe’er it lead!
Though the strained mast should quiver as a reed,
And the rent canvas fluttering strew the gale,
Still must I on; for I am as a weed,
Flung from the rock, on Ocean’s foam, to sail
Where’er the surge may sweep, the tempest’s breath prevail.

III.

In my youth’s summer I did sing of One,
The wandering outlaw of his own dark mind;
Again I seize the theme, then but begun,
And bear it with me, as the rushing wind
Bears the cloud onwards: in that tale I find
The furrows of long thought, and dried-up tears,
Which, ebbing, leave a sterile track behind,
O’er which all heavily the journeying years
Plod the last sands of life - where not a flower appears.

IV.

Since my young days of passion - joy, or pain,
Perchance my heart and harp have lost a string,
And both may jar: it may be, that in vain
I would essay as I have sung to sing.
Yet, though a dreary strain, to this I cling,
So that it wean me from the weary dream
Of selfish grief or gladness - so it fling
Forgetfulness around me - it shall seem
To me, though to none else, a not ungrateful theme.

V.

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poem by Byron from Childe Harold's Pilgrimage (1818)
Added by Veronica Serbanoiu
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Childe Harold's Pilgrimage: A Romaunt. Canto III.

I.
Is thy face like thy mother's, my fair child!
Ada! sole daughter of my house and heart?
When last I saw thy young blue eyes they smiled,
And then we parted,--not as now we part,
But with a hope.--
Awaking with a start,
The waters heave around me; and on high
The winds lift up their voices: I depart,
Whither I know not; but the hour's gone by,
When Albion's lessening shores could grieve or glad mine eye.

II.
Once more upon the waters! yet once more!
And the waves bound beneath me as a steed
That knows his rider. Welcome, to their roar!
Swift be their guidance, wheresoe'er it lead!
Though the strain'd mast should quiver as a reed,
And the rent canvas fluttering strew the gale,
Still must I on; for I am as a weed,
Flung from the rock, on Ocean's foam, to sail
Where'er the surge may sweep, or tempest's breath prevail.

III.
In my youth's summer I did sing of One,
The wandering outlaw of his own dark mind;
Again I seize the theme then but begun,
And bear it with me, as the rushing wind
Bears the cloud onwards: in that Tale I find
The furrows of long thought, and dried-up tears,
Which, ebbing, leave a sterile track behind,
O'er which all heavily the journeying years
Plod the last sands of life,--where not a flower appears.

IV.
Since my young days of passion--joy, or pain,
Perchance my heart and harp have lost a string,
And both may jar: it may be, that in vain
I would essay as I have sung to sing.
Yet, though a dreary strain, to this I cling;
So that it wean me from the weary dream
Of selfish grief or gladness--so it fling
Forgetfulness around me--it shall seem
To me, though to none else, a not ungrateful theme.

V.
He, who grown aged in this world of woe,
In deeds, not years, piercing the depths of life,
So that no wonder waits him; nor below
Can love, or sorrow, fame, ambition, strife,

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poem by Byron
Added by Poetry Lover
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