Urban deprivation is one of the characteristics of large cities in all parts of the world Free Essays

The inner city areas of many Global cities have an image of decay with poverty, pollution, crime, overcrowding, poor housing conditions and unemployment. Such problems are more prevalent in inner-city areas than in other areas of the city. Deprivation has been caused by old industries closing down and increasing the unemployment levels which are not tackled due to the old workers not being skilled enough to work in these new factories or line of jobs. We will write a custom essay sample on Urban deprivation is one of the characteristics of large cities in all parts of the world or any similar topic only for you Order Now This happens more in MEDC’s compared to LEDC’s where overpopulation and urbanization have cause the problems in the inner city. Counterurbanization has been another problem within MEDC’s as it has left houses derelict and the people would rather commute than live in the inner city. This has then led to out of town shopping centers being set up. In MEDC’s the inner city initiatives for reversing the decline of the inner city started back in 1945 with comprehensive redevelopment. This program involved large-scale clearance of old terraces in order to provide space for new housing and inner city environmental features. Over twenty years 1. 5 million properties wee knocked down in the inner city. Elswick and Kenton in Newcastle were two areas embarked for comprehensive redevelopment. Existing residents were moved either into new towns of Cramlington or to extensive council houses estates built in areas such as, Byker. Many local authorities followed identical planning and soon the landscape of the inner city was transformed with huge concrete and glass tower blocks separated by flat expanses of grass. At the time these high-rise flats were a great success architecturally however the policy failed due to redevelopment underachieving demolition. This gave a housing shortage and vast spaces of derelict land. This policy that lasted till 1967 also failed to tackle the social and economic problems. 1968 saw another scheme come into action; the Urban Aid programme gave grants to local authorities to expand services in deprived areas and to establish community development projects using self help. This scheme was a great deal more localized and it was unfortunate that the economic downturn limited the funds and therefore by 1977 the scheme had finished. The next year the new towns policy was abandoned in an effort to stop decentralization of people and businesses. For the first time inner cities were officially declared problem areas. In 1988 Margaret Thatcher introduced the â€Å"Action for cities† policy. From 1991 onwards-Local authorities were able to bid for funds for specific urban projects. An example is Sunderland; the money was used to redesign parts of the city center with a new shopping precinct. And bus station. A single government department, the end of the 1990’s had created the Urban Regeneration Agency. In Greater Manchester 4. 5 hectares of the city were destroyed with 30,000 homes left damaged form the bombing of World War II. By the end of the war 70,000 homes were deemed unfit for living mostly in the high density Victorian inner center. The plan for Manchester was launched in 1945 with the aim of clearing all Victorian housing. Following the repair of the war the Manchester Slum Clearance Programme restarted in 1954. Over five years 7500 properties were demolished mostly in the Miles Platting area. In 1961 the policy of comprehensive development took place with the clearance programme expanding in four main areas: Hulme, Beswick, Longsight and Harpurhey. Over 55,00 new houses, a mixture of low and high rise were built to replaced the cleared terraces reducing the housing density and population by up to 50% in some areas. The Hulme area was a typical Victorian area of Manchester and was tightly packed with terraces. Conditions were overcrowded and polluted with few housing having toilets. After the demolition of the terraces, shopping facilities were introduced in three areas. By 1972 the redevelopment of Hulme was completed with 5,000 new houses being built. Problems did arise with new properties leaking and then the heating bills were too high for the residents and many found the accommodation inappropriate. This area fell into a spiral of decline with growing unemployment, drugs and violence along with eh deteriorating environment. The Hulme city challenge was launched in 1992. This plan involved building of 3000 new homes, shops, roads, offices and community facilities to replace existing properties in a 60-hectare area. The funds of i200 million came from the government, local authority and private finance. Manchester faced other problems form the closure of the nineteenth century industries that left 24,000 jobs unavailable between 1974 and 1984. Plans included 2000 new houses and 375,000 square meters of industrial and commercial floor space to provide 10,000 jobs. In 1988 central Manchester was given n UDC to regenerate 200 hectares of land and buildings in the southern part of the city center. This area included six conservation areas, over ninety listed buildings, three universities, the Granada Studios Tour and the Museum of Science and Industry. However these were the areas of contaminated land, derelict warehouses, mills and canals. The IDC ended in 1996 and in the eight years of operation invested i420 million. Urban deprivation in the LEDC’s have been tackled in many ways however there have been schemes that have proven to be a lot more successful than the others. In Chennai there has been a rapid increase in population due to the rural to urban migration and the high birth rates. About one third of the population lives in the slums, mostly shantytowns. The planning solutions began with the building of four to six storey blocks however these largely failed due to high maintenance and lack of uptake as the tenants would be unable to afford the rent. If the rent were reduced the scheme would lose money. After this initial failure The Board took up a new idea of upgrading the slums. The aims set were providing one bath and one toilet per ten families; one public fountain per twenty families; one street light per forty meters of road and one pre school per two hundred families. Other initiatives required self-help financing after an initial investment had been made either by the World Bank or welfare organizations. These schemes encouraged greater community involvement. Some of the start up loans were gave to families to build their own homes. Site and service schemes were implemented with finance provided for the acquisition of land; purchase of building materials, road building and the provision of basic services such as, water and sewage. New owners were then responsible for building the property on their allocated land. The upgrading after that often led to the sale of homes to higher income groups. The generated some money for the poor families and allowed the Board to re-invest in new schemes. An area in the southern outskirts of Chennai was the location for a site and services scheme known as Velacheri. It provided fourteen hectares of land to house 2,640 families many of whom were being forced out of Chennai. Waiting for the new residents building their homes would have caused a delayed the rail building so contractors were used to begin the building of properties. Along with the roads, water supply, streetlights and many other services. These services did face problems with many being left unfinished and extra floors being added without regulation. Some families sold their home for profit and the poorest were unable to afford these houses. These are some example of the initiatives being taken in order to solve the problem of urban deprivation. However there have been many other schemes and one of the most successful was that of the Favelas in Brazil redevelopment that won several prizes such as, the famous Habitat Award from the United Nations. These have been more successful as it didn’t break up the families and kept the community spirit and the families could continue to access their place of employment. The similarities between the initiatives of the MEDC and LEDC worlds that have been undertaken for there reduction of urban deprivation are not all that similar. This is due to the fact that the MEDC’s have more finance so there are able to use other schemes to tackle their problems. Also the fact that the problems they face are of a different cause. In the LEDC’s it tends to be shanty towns are therefore have to look to house these people unlike the MEDC it not so overcrowding but unemployment due to the decline of the Industrial Revolution and recently Counterurbanization has left old Victorian buildings derelict and an eye-saw. How to cite Urban deprivation is one of the characteristics of large cities in all parts of the world, Papers

From Heaven To Hell Essay Example For Students

From Heaven To Hell Essay In the United States we often look to European and African countries for examples of dictatorship, civil war, inequality and genocide. In the 1990s, several countries experienced mass exodus, civil war, race war, religious war, and genocide. Yugoslavias Serbian population attempted to cleanse itself of Muslims and Croats, in Rwanda the Hutu population exterminated almost the entire Tutsi population, while in East Timor and several other countries refugees fled from the tyranny of their government. Less often however do we look, or even realize that our neighbors to the south are experiencing remarkably similar acts of violence, hate, and misuse of power. Bordered mostly by Mexico, Belize, and Honduras Guatemala is known for its volcanoes, exquisite beaches, gorgeous landscapes, ancient Mayan ruins, and a unique culture. However, it is also a country tainted by oppression, injustice, servitude, racial inequality, and genocide. Andrew Miller, a Penn State University student describes G uatemala: Guatemala, it has been said, is a country of extremes. Within can be witnessed the riches of breathtaking scenery, natural resources and cultural diversity. Simultaneously, however, one sees extreme poverty and exploitation of indigenous peoples which characterize the countrys history. Another view, by Jean-Marie Simon, describes the Guatemalan dark side, the reality of all Guatemalans. Guatemala is a place where the political, economic, and social panorama is unfairly skewed in every possible way. In Guatemala, life gets better for a minority, at the expense of millions of others. After centuries of race and class wars, Guatemala teetered between peace and war during the ten years of spring, or ten years of democracy. Unfortunately, Guatemala finally plunged into complete darkness and genocide followed. Guatemalas genocide now serves humanity, along with all other occurrences of genocide, as a reminder that we are all capable of committing acts of horror. History is the only reference that humanity has to use to answer the unanswerable questions that surround any genocide. The questions include why and how could this have ever happened, and what makes humans capable of terror? Through understanding and studying the causation and actual genocide in Guatemala, it may be possible to shed some light on the questions that humanity faces. What, one may ask, causes a country with such obvious beauty and potential to recess into a shadow of hate, racism, and classism that can only lead to one result, genocide? Guatemala was not always teetering between genocide and no genocide. Rather the genocide that occurred in Guatemala happened as a result of a sort of evolution from a dictatorship to a largely peaceful revolution to conditions embracing hate, violence, and finally genocide. Several factors influenced this transition from relative peace to extreme violence. Economic issues regarding land and labor fueled the fire, as did political issues. In fact, the United States of America greatly contributed to the violence by training Guatemalan police in torture tactics in the late 1950s and early 1960s. Between 1956 and 1963 annual U.S. military assistance to Guatemala multiplied by tens times. Conflicts between races and classes also contributed to the evolution. However, what remains amazing about Guatemalas genocide is th at it followed ten years of a relatively peaceful revolution from 1944 when Ubico was overthrown to 1954 when President Arbenz resigned (due to a coup led by the United States). In his history of Guatemala, Gift of the Devil Jim Handy, a Central America historian describes those ten years as Ten Years of Spring. Nevertheless, and while generally peaceful, the national revolution between 1944 and 1954 provided Guatemala with a foundation for decades of racial injustice, economic and political inequality, and the worst genocide in the Americas since the first arrival of the Europeans.General Jorge Ubico, who Handy describes as the archetype of Guatemalan dictators, led the dictatorship that existed before the ten years of spring. To many Guatemalans, the rule of Jorge Ubico too closely resembled the European and Japanese fascist dictatorships they were now joined in struggle against. During the last years of Ubicos reign, from the late 1930s to the early 1940s, Guatemala experienced a growth of workers, small businessmen, professionals, and students. While the indigenous and poor workers of Guatemala were the most involved in the opposition to Ubico, all of these groups of Guatemalans proved critical to the revolution as they led the desire for reform. They sought a new leader as well as economic and social reforms. Finally in 1944, students, workers, professionals, intellectuals, and young military officers overthrew Ubico. A year later, in 1945, a teacher was appropriately named president, Juan Jos? Ar?valo. Juan Jos? Ar?valo wanted to create a capitalist economy while leading a democratic and nationalistic revolution that was sympathetic to the working man and woman. In his inaugural speech he proclaimed, Now we are going to begin a period of sympathy for the man who works in the fields, in the shops, on the military bases, in small business. This is a monumental proclamation. In Guatemala it was and remains rare for any political figure with power to openly support the indigenous majority. For decades, the white minority had ruled with an iron fist creating barely bearable living conditions for the working man, woman, and child. Ar?valo sought to change all this, and began by signing into law the 1945 Constitution. The 1945 Constitution reflected Ar?valos first four political reforms. First, the constitution created new voting regulations. This is a substantial reform because it allowed illiterate men and literate women the right to vote. As well, the new voting regulations allowed Guatemala to catch up in voting rights with fully developed democratic nations. In the United States the 19th Amendment granted women the right to vote in 1920, the 15th Amendment granted black men the right to vote in the US in 1870. The second major provision of the 1945 Constitution attacked Guatemalas history of dictatorships. It prevented the re-election of any president. This, in theory, ensured that Guatemala would no longer be subjugated to dictatorial rule and ensured democracy for the future. Thirdly, the new Constitution required the military to be apolitical and uphold the 1945 Constitutional decrees. Making the military apolitical is another device that Ar?valo used to prevent future dictatorships. An ap olitical military is only a tool for the government, and cannot act as the government in any way, thus preventing a man like General Jorge Ubico from taking power. Finally, the 1945 Constitution paid tribute to the students who had fueled Ubicos overthrow. The Constitution allocated money to the University of San Carlos and granted it autonomy and the right of association. This of course ensured that there would always be students and intellectuals to counter aspirations of dictatorial rule. Ar?valo did not stop his reformation of Guatemala with the 1945 Constitution; in fact, he almost immediately embarked on creating health and social reforms for Guatemala. Truly revolutionary, the health and social reforms instituted under Ar?valo targeted the poor and working class individual. The first four reforms focused on health and safety issues, while the fifth and sixth reforms were social in nature. Ar?valo first instituted rural health clinics, and then projects to provide potable water in isolated villages. White Cross-clinics were also set up and the infrastructure improved in the poor neighborhoods of the cities. To ensure a healthier lifestyle Ar?valo set up sewage systems in poor neighborhoods as well. The social reforms included a higher income (wage reform) and freedom for unions to organize and operate, which Ubico did not allow during his dictatorship. In 1946, Ar?valo also instituted the Social Security Law and began his school reform that would last until 1950. The Social Security Law did several things for Guatemala to ensure good health and prosperity. It establish the Guatemalan Social Security Institute (IGSS) and provid injur y compensation, maternity benefits and health care. The school reforms Ar?valo created from 1946 to 1950 also did several things to ensure future prosperity for Guatemala and all its citizens. Ar?valo allocated more money to schools for the expansion and improvement of the schools, and instituted literacy campaigns. By 1950 the Ar?valo government was spending over $7 million on educational projects. Never before had the Guatemalan government cared for or spent so much on the education of not just the white minority but also the indigenous and peasant majority. The ten years of spring also saw major attempts at labor and wage reform under Ar?valo. In 1947, the Ar?valo government passed into law the Labour Code. The Labour Code took steps towards providing economic equality and dignity for all Guatemalans. This is significant because it attempted to bridge the gap between the elite minority and poor majority. The Labor Code first provided workers with the right to strike. Before the Ar?valos Labor Code workers who went on strike faced serious punishments including torture, imprisonment, and even death. While the Labour Code did not completely abolish such acts of employer violence, it at least made them illegal and punishable under the law. The Labour Code also gave workers the right to collective bargaining, which is a tool for unions. In addition, the code set minimum wages, restricted child and female labor, and legislated working hours. Finally, the Labour Code created labor courts. Designed to deal with labor-management problems the lab or courts often reimbursed for lost wages if a strike was found to be the fault of management. In addition, in 1947, the Ar?valo government created the Agrarian Studies Commission. The government designed the commission to evaluate the use and ownership of Guatemalas lands and to study agrarian reform in other countries, with the intent of producing a report with recommendations for agrarian reform in Guatemala. Ar?valo also in 1947 abolished the Vagrancy Law and adopted Law(s) of Forced Rental. Eric Repas EssayDuring the Mendez Montenegro presidency the peak of the counter insurgency occurred, in which FAR was wiped out. The elections of 1966 marked the beginning of the end for the guerrilla forces of that era. Taking advantage of the guerrillas unofficial truce, the army unleashed a brutal counter-insurgency under the command of Colonel Carlos Arana Osor?o. As well, 1966 and the Mendez presidency saw the formation of death squads. The first death squad to appear was Mano Blanca, or white hand. The government and Mario Sandoval Alarc?n, a right-wing political leader of the National Liberation Movement (MLN) organized Mano Blanca. By 1967, a year after its formation, Mano Blanca was accompanied by over 20 other death squads that targeted over 500 individuals whose names appeared on the lists. The death squads that came into being during this time consisted mainly of off duty police officers and soldiers who acted as a sort of vigilante. During this time, the United States became even more involved with Guatemalan politics. The counterinsurgency was a campaign that included the use of U.S. advisers and American pilots flying napalm attacks on suspected guerrilla strongholds from the U.S. base in Panama.In the four years of the Mendez presidency, over 30,000 Guatemalans lost their lives. The indigenous peoples, during this time, were murdered, disappeared, tortured, raped, and beaten. A decade earlier the people of Guatemala lived in relative peace, now they lived in state of terror. Between 1966 and 1970, on the pretext of eliminating communism, some 10,000 non-combatants were killed in order to assassinate an estimated 300 to 500 guerrillas who retreated to the northern Pet?n jungle to recover and regroup. While the guerrilla movement had virtually stopped by 1970 when Carlos Arana Osorio took office disappearances, which most often led to death not only continued but also according to Amnesty International peaked during the 1970s. Between 1970 and 1 974, 15,325 Guatemalans ?disappeared.' Nevertheless, peasant organizations began to form during the mid-1970s. Much of the organization of peasant groups and unions was due to the Christian Democrat arty and the Catholic Church. Two prominent unions emerged at this time, the National Workers Confederation (CNT) and the Autonomous Trade Union Federation of Guatemala (FASGUA). As well by 1974 when Laugerud Garc?a was inaugurated the guerrilla movement had regrouped and grown. In addition to the previous guerrilla groups a new one emerged, the Guerrilla Army of the Poor (EGP). The Guatemalan government and military responded forcefully to the growing guerrilla groups. Under the Laugerud Garc?a government, army penetration of the rural countryside began, establishing in many areas the groundwork for later occupation. In 1976, Guatemala received another blow; this one however came from Mother Nature. On February 4, 1976 an earthquake, that registered 7.5 on the Richter Scale, hit Guatemala. It killed 22,000 people, injured 77,000, and left one million peasants homeless. Nevertheless opposition gro ups and recouped continued to grow, and on May 1, 1978 the Committee for Peasant Unity, or CUC, publicly announced its existence. Rigoberta Mench?, an indigenous peasant woman from Guatemala turned human rights activist, explains how her father, a political prisoner and other peasants started the CUC. So my father came back very proudly and said, ?We must fight the rich because they have become rich with our land, our crops. That was when my father started to join up with other peasants and discussed the creation of the CUC with them. A lot of peasants had been discussing the Committee but nothing concrete had been done, so my father joined the CUC and helped them understand things more clearly. Thats how the CUC began to form as such. It organized the peasants both in the Altiplano and on the coast. It wasnt a formal organization with a name and all that : more like groups of communities, at the grass roots, that sort of thing, (emphasis added). Nevertheless, while peasant and student organizations grew along with guerrilla groups the repression continued. Massive violence began during the last year of the Laugerud Garc?a government, with mounting selective assassinations in Guatemala City and large-scale army repression in the countryside.Such violence continued into the Lucas Garc?a government. An example of this repression and violence is apparent in the Panz?s massacre of 1978. The governments scorched earth campaign against isolated peasant villages believed to support the opposition carried a deadly toll, with a massacre at Panz?s in May 1978 being perhaps the best known military operation of this type. On May 29, 1978, 500 to 700 Kekch?, an indigenous Mayan group from Guatemalas highlands, gathered in Panz?s to protest their expulsions from their land to the Mayor and an official of INTA. Once in the central square the military ringed the square and opened fire killing over 100 protestors. The dead were put into mass graves, supposedly dug beforehand. The government later asserted that the Indians had started the violence, and only admitted to killing 38 people. The violence and repression did not end unfortunately with the Lucas Garc?a government either. While Rios Montt declared in 1982 after a coup that he led, that there would be no more assassinations and fair trials from those who violated the law, rural repression soared immediately after the coup, and continues, though in lesser amounts, today. Since 1982 Guatemala has lived through two presidential elections, two military coups, two states of alert, two Constitutions, an eleven-month state of siege, a three month state of emergency, at least four amnesty periods, and four heads of state ? three of them army generals. Could all of this and the genocide of Guatemala been prevented during the ten years of spring? Possibly if Arbenz and Ar?valo had restricted union organization to non-communist unions, which would have, in theory prevented U.S. involvement. However it remains unlikely that this would have been enough. The UFCO and United State could have found, or created other reasons for the coup, which ultimately destroyed the democracy and peace in Guatemala. Now Guatemala is left with the remnants of genocide, oppression, and political instability. Terror remains a driving force in Guatemalan society, and to think it all could have been avoided if the United States had not led the coup on the Arbenz administration. BibliographyAndrew Miller: http://www.west.net/~tmiller/gh/Simon, Jean-Marie. Guatemala: Eternal Spring ? Eternal Tyranny. Pgs. 16-17. Handy, Jim. Gift of the Devil. USA: South End Press, 1984. Pg. 156. Handy. Handy, pg. 106. Handy, pg. 107. Handy, pg. 108. Handy, pg. 108. Handy, pg. 108. Handy, pg. 109. Handy, pg. 110. Handy, pg.110. Handy, pg. 113. Handy. Handy, pg. 115. Handy, pg. 115. Handy, pg. 115. Handy, pg. 115. Handy, pg. 116. Simon, pg. 21. Simon, pg. 23. Andrew Miller: http://www.west.net/~tmiller/gh/Jim Handy: Gift of the Devil: A History of GuatemalaJim Handy: Gift of the Devil: A History of GuatemalaSimon, pg. 25. Simon, pg. 25. Simon, pg. 28. Simon, pg. 28. Burgos-Debray Elisabeth, ed. I Rigoberta Mench?: An Indian Woman in Guatemala. Trans. Ann Wright. London: Verso, 1984. Pg. 115 and pg. 159. Simon, pg. 29. Handy. Simon, pgs. 109-110. Simon, pg. 14.

Speaking Skill free essay sample

Some speaking situations are partially Interactive, such as when gluing a speech to a live audience, where the convention Is that the audience does not interrupt the speech. The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood. Some few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast . Micro-skills Here are some of the micro-skills involved in speaking.The speaker has to: renounce the distinctive sounds oaf language clearly enough so that people can distinguish them. This includes making tonal distinctions. 0 use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said. 0 use the correct forms of words. This may mean, for example, changes in the tense, case, or gender. 0 put words together in correct word order. We will write a custom essay sample on Speaking Skill or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Use vocabulary appropriately. Use the register or language variety that is appropriate to the situation and the allegations to the conversation partner.C] make clear to the listener the main sentence constituents, such as subject, verb, object, by whatever means the language uses. 0 make the main ideas stand out from supporting ideas or information. Make the discourse hang together so that people can follow what you are saying. Speaking Skill By Jan_Anton There are three kinds of speaking situations in which we find ourselves: interactive, partially interactive, and 0 non-interactive Interactive speaking situations include face-to-face conversations and telephone alls, in which we are alternately listening and speaking, and in which we have a partner. Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech. The speaker nevertheless can see the audience and Judge from 0 pronounce the distinctive sounds oaf language clearly enough so that people can 0 use vocabulary appropriately. 0 use the register or language variety that is appropriate to the situation and the relationship to the conversation partner.

10 Tips Every Freshman needs to Know for Back to School Season by EssaySupply.com

10 Tips Every Freshman needs to Know for Back to School Season 10 Tips To Know Before School Season As you get ready to begin your first year of college, there are probably dozens of things you have done to prepare yourself. You’ve most likely shopped for dorm room furnishings, purchased a new laptop for studying and entertainment, taken a tour of the classroom, introduced yourself to your new dorm mate, and more. Hopefully, you are as prepared as you can be. However, if you aren’t feeling as confident about the start of the school year as you should be, don’t worry. We have compiled a list of ten tips for new college freshmen that you won’t hear in any orientation. 1. Create an Open and Honest Relationship with Your Roommate Here is the deal. Unless something extreme happens, you and your roommate will be together for one semester at a minimum before your RA will even entertain the thought of making a move. Try getting together and setting up a few ground rules around issues such as visitors, cleaning, and food. Then, agree to approach each other honestly when there are issues and avoid being passive aggressive. 2. Grades Aren’t Everything Here’s a shocking revelation. Many of your future employers will care less about your GPA. They’ll care that you graduated. They’ll care about research projects, whether or not you’ve been published, internships, work experience, and relevant activities. So, study hard, but take the time to be a well-rounded student. 3. Party Wisely Let’s be realistic. You will go to parties. Just be safe and use some common sense. Go to parties with friends and leave with friends. Make sure there is one person in the group that will not be drinking. Don’t binge drink or accept drinks from anybody you do not trust explicitly. Leave enough time in your schedule for sleep and studying. 4. Scope out Places Near Campus that Serve food all Night Every college student needs a go-to diner, cafà ©, or greasy spoon to hit late at night when they have the munchies. These are great places to go for a burger, a cup of coffee, or just a quiet late night study spot. 5. Say Hi to Your Professors If you have questions, a comment on a lecture, or a concern about an upcoming assignment stop by your instructor’s office. They will be more than happy to hear from you. If you have nothing to say, just pop your head in the door to say hello. 6. It’s okay to Befriend Upper Classmen This isn’t high school where upper classmen would never lower themselves to hang with a ‘frosh’. Friendships in college tend to be founded around common interests, not grade level or age. 7. There are more ways to get Help than you are told You have many options for getting help with school work on campus. This is great, but sometimes that help isn’t what you need. If you need real help with writing assignments, look into a service like where you can buy essay online that are custom written and quality-guaranteed. 8. Print Everything the Night Before The biggest mistake you can make is to finish your homework and then plan to print it out before class. It is almost guaranteed that you will run into problems. Leave yourself plenty of time to get things printed out. Also, don’t forget to upload your writing assignments to turnitin.com or your instructor’s web portal. 9. Find a Place to Study Outside of your Room Your dorm room has your roommate, visitors, and a ton of electronics. Then, there’s also the temptation to sleep or clean. Find a nice quite spot on or off campus to do your studying. 10. Keep Healthy Snacks on Hand You won’t always have time to get a proper meal. Carry healthy snacks to munch on during the day, and you won’t be tempted to pig out at night.

3 Hit Rammstein Songs Translated From German

3 Hit Rammstein Songs Translated From German Rammstein is a famous German band whose music is best described as dark, heavy rock. They are somewhat political and often take on social issues in their songs and that has led to controversy. Whatever your take on Rammsteins political views, the bands lyrics are also a lesson in German. If you are studying the language, you might find these lyrics and the English translations to three of their most popular songs helpful. An Introduction to Rammstein Rammstein was formed in 1993 by six men who grew up in East Germany  and were all born after the Berlin Wall went up. They took their name from the American Ramstein air base near Frankfurt (adding an extra m). The bands members are  Till Lindemann (b. 1964), Richard Z. Kruspe-Bernstein (b. 1967), Paul Lander (b. 1964), Oliver Riedel (b. 1971), Christoph Schneider (b. 1966), and Christian Flake Lorenz (b. 1966). Rammstein  is a unique German band in that it has managed to become popular in the English-speaking world by singing almost exclusively in German. Most other German artists or groups (think the Scorpions or Alphaville) have sung in English in order to reach the English-language market or they sing in German and remain virtually unknown in the Anglo-American world (think Herbert Grà ¶nemeyer). Yet, Rammstein has somehow turned their German lyrics into an advantage. It certainly can become an advantage for learning German. Rammenstein Albums Herzeleid  (1995)Sehnsucht  (1997)Live aus Berlin  (1998, also a  DVD)Mutter  (2001)Lichtspielhaus  (2003, DVD)Reise, Reise  (2004) The Controversy That Surrounds Rammstein Rammstein has also stirred up controversy on their road to fame.  One of the most famous incidents occurred in 1998. It involved their use of clips from the work of the Nazi  filmmaker  Leni Riefenstahl  in one of their music videos. The song, Stripped, was a cover of a  Depeche Mode song and the films used spurred protests against what some saw as a glorification of Nazism. Even before that well-publicized incident, their lyrics and images had given rise to the criticism that the band has neo-Nazi or far-right tendencies. With German lyrics that are often far from politically correct, their music was even linked to the Columbine, Colorado school shooting in 1999. Some British and American radio stations have refused to play Rammstein songs (even if they dont understand the German lyrics). There is no real evidence that any of Rammsteins six eastern German musicians themselves hold such right-wing beliefs. Yet, some people are either a little naive or in denial when they claim that Rammstein has done nothing to lead people to suspect the band of fascist leanings. The band itself has been a bit coy in their claims of why would anyone accuse us of such things? In light of some of their lyrics, they really should not pretend to be so innocent. The band members themselves have admitted they intentionally make their lyrics ambiguous and full of double entendre (Zweideutigkeit). However... we refuse to join those who totally reject artists for their supposed or actual political views. There are people who wont listen to Richard Wagner  operas because he was antisemitic (which he was). For me, the talent evident in Wagners music  rises above other considerations. Just because we condemn his antisemitism doesnt mean we cant appreciate his music. The same goes for Leni Riefenstahl. Her former Nazi connections are undeniable, but so is her cinematic and photographic talent. If we choose or reject music, cinema, or any art form only for political reasons, then we are missing the point of art. But if youre going to listen to Rammsteins lyrics and their meaning, dont be naive about it. Yes, you can learn German through their lyrics, simply be aware that those lyrics may have offensive overtones of a political, religious, sexual,  or social nature that people have a right to object to. Keep in mind that not everyone is comfortable with lyrics about sadistic sex or the use of the f-word - even if its in German. If Rammsteins lyrics make people think about issues from fascism to misogyny, then thats for the good. If listeners also learn some German in the process, so much the better. Amerika Lyrics Album: â€Å"Reise, Reise† (2004) Amerika is a perfect example of Rammsteins controversial style and it is also one of their best-known songs worldwide. The lyrics include both  German and English and it includes countless references about how America reigns over world culture and politics- for good or bad. As you can tell by the last verse (recorded in English, so no translation is needed), this song was not written with the intent of idolizing America. The music video is filled with clips of American influence throughout the world and the overall feel of the song is rather dark. German Lyrics Direct Translation by Hyde Flippo Refrain:*Were all living in America,America is wunderbar.Were all living in America,Amerika, Amerika.Were all living in America,Coca-Cola, Wonderbra,Were all living in America,Amerika, Amerika. Refrain:Were all living in America,America is wonderful.Were all living in America,America, America.Were all living in America,Coca-Cola, Wonderbra,Were all living in America,America, America. Wenn getanzt wird, will ich fhren,auch wenn ihr euch alleine dreht,lasst euch ein wenig kontrollieren,Ich zeige euch wies richtig geht.Wir bilden einen lieben Reigen,die Freiheit spielt auf allen Geigen,Musik kommt aus dem Weien Haus,Und vor Paris steht Mickey Maus. When Im dancing, I want to lead,even if you all are spinning alone,lets exercise a little control.Ill show you how its done right.We form a nice round (circle),freedom is playing on all the fiddles,music is coming out of the White House,and near Paris stands Mickey Mouse. Ich kenne Schritte, die sehr ntzen,und werde euch vor Fehltritt schtzen,und wer nicht tanzen will am Schluss,wei noch nicht, dass er tanzen muss!Wir bilden einen lieben Reigen,ich werde Euch die Richtung zeigen,nach Afrika kommt Santa Claus,und vor Paris steht Mickey Maus. I know steps that are very useful,and Ill protect you from missteps,and anyone who doesnt want to dance in the end,just doesnt know that he has to dance!We form a nice round (circle),Ill show you the right direction,to Africa goes Santa Claus,and near Paris stands Mickey Mouse. This is not a love song,this is not a love song.I dont sing my mother tongue,No, this is not a love song. * This refrain is used throughout the song, at times it is only the first four lines. In the last refrain, the sixth line is replaced with Coca-Cola, sometimes WAR,. Spieluhr (Music Box) Lyrics Album: Mutter (2001) The Hoppe hoppe Reiter phrase, repeated often in Spieluhr comes from a popular German nursery rhyme. The song tells the dark story about a child who pretends to be dead and is buried with a music box. It is the music box song that alerts people of the childs presence. German Lyrics Direct Translation by Hyde Flippo Ein kleiner Mensch stirbt nur zum Scheinwollte ganz alleine seindas kleine Herz stand still fr Stundenso hat man es fr tot befundenes wird verscharrt in nassem Sandmit einer Spieluhr in der Hand A small person just pretends to die(it) wanted to be completely alonethe small heart stood still for hoursso they declared it deadit is buried in wet sandwith a music box in its hand Der erste Schnee das Grab bedeckthat ganz sanft das Kind gewecktin einer kalten Winternachtist das kleine Herz erwacht The first snow that covered the gravewoke the child very gentlyin a cold winter nightthe small heart is awakened Als der Frost ins Kind geflogenhat es die Spieluhr aufgezogeneine Melodie im Windund aus der Erde singt das Kind As the frost flew into the childit wound up the music boxa melody in the windand the child sings from the ground Refrain:*Hoppe hoppe Reiterund kein Engel steigt herabmein Herz schlgt nicht mehr weiternur der Regen weint am Grabhoppe hoppe Reitereine Melodie im Windmein Herz schlgt nicht mehr weiterund aus der Erde singt das Kind Refrain:*Bumpety bump, riderand no angel climbs downmy heart does not beat any longeronly the rain cries at the graveBumpety bump, ridera melody in the windmy heart does not beat any longerand the child sings from the ground Der kalte Mond in voller Prachthrt die Schreie in der Nachtund kein Engel steigt herabnur der Regen weint am Grab The cold moon, in full magnificencehears the cries in the nightand no angel climbs downonly the rain cries at the grave Zwischen harten Eichendielenwird es mit der Spieluhr spieleneine Melodie im Windund aus der Erde singt das Kind Between hard oak boardsit will play with the music boxa melody in the windand the child sings from the ground Hoppe hoppe Reitermein Herz schlgt nicht mehr weiterAm Totensonntag hrten sieaus Gottes Acker diese Melodieda haben sie es ausgebettetdas kleine Herz im Kind gerettet Bumpety bump, ridermy heart does not beat any longerOn Totensonntag** they heard thismelody from Gods field [i.e., a cemetery]then they unearthed itthey saved the small heart in the child * The refrain is repeated after the next two verses and again at the end of the song. *  *Totensonntag  (Dead Sunday) is a Sunday in November when German Protestants remember the dead. Du Hast (You Have) Lyrics Album: Senhsucht (1997) This Rammstein song plays on the similarities of the conjugated forms of the verbs  haben  (to have) and  hassen  (to hate). It is a good study for anyone learning the German  language. German Lyrics Direct Translation by Hyde Flippo Dudu hast (hat)*du hast mich(4 x)du hast mich gefragtdu hast mich gefragtdu hast mich gefragt,und ich hab nichts gesagt Youyou have (hate)you have (hate) me*(4 x)you have asked meyou have asked meyou have asked meand I have said nothing Repeats twice:Willst du bis der Tod euch scheidettreu ihr sein fr alle TageNein, nein Repeats twice:Do you want, until death do you part,to be faithful to her for all your daysNo, no Willst du bis zum Tod der Scheide,sie lieben auch in schlechten TagenNein, nein Do you want until the death of the vagina,to love her, even in bad timesNo, no * This is a play on two German verbs:  du hast  (you have) and  du haßt  (you hate), spelled differently but pronounced the same way. The German  lyrics are provided for educational use only. No infringement of copyright is implied or intended. The literal, prose translations of the  original German  lyrics by Hyde Flippo.

The Masterpiece in Public Enemys Hip Hop Track Essay

The Masterpiece in Public Enemys Hip Hop Track - Essay Example The essay "The Masterpiece in Public Enemy’s Hip Hop Track" discusses the Public Enemy’s Hip Hop Track â€Å"Fight the Power†, one of the greatest musical works in history. The track features a hard, intense sound – one that is clearly different from the other hip-hop songs produced earlier. Produced in June 1989 as a single, at the request of Spike Lee, the track was to be used as the theme song to the movie ‘Do The Right Thing’. The movie focused on the racial tension that was then being experienced in Brooklyn, New York and in the rest of the United States of America. Contrary to what the title of the song literally suggests, â€Å"Fight the Power† was not about fighting the authorities that reigned at the time but rather it had all to do with fighting the abuse of powers by them. The abuse of power by white authorities led to oppression and violation of human rights. This song came at a very significant point in the history of the black people in America. Because after the Civil War of the 1960s that were believed to have ended racism, the song revealed the situation on the ground. It was believed that racism did not exist in the 1980s - a notion that is very far from the truth as racism had only taken another form. During the 80s, racism hurt mor e because most of the black people knew their rights and still experienced its harsh effects. According to the song, being black made one an enemy of the public. If a crime was committed in the U.S. during the 80s, the first suspects were the African Americans. Accusations against people were simply based on their race. The blacks were effectively considered to be guilty until proven innocent in spite of the fact that the law stated that one is innocent until proven guilty. The song urged people to talk against racism and make use of their right to freedom of speech (Lyrics Depot par. 1). The song noted that it was time to do the right thing; talk against all forms of racism. The right to freedom of speech for the black community had long been a foreign concept. The song urged the blacks to fight for their constitutional right to be respected unto death. The lyrics of the song state that â€Å"Our freedom of speech is freedom or death† (Lyrics Depot par. 1). The song also vie wed everybody as equal regardless of race, age and neighbourhood. The song â€Å"Fight the Power† addresses the issue of Blacks’ history. For a long time, it had been assumed in the U.S. that Blacks did not have a history, this in spite of the fact that they had been in existence for a long time. The heroes that were being recognized in one way or another and their pictures featuring on the stamps are the very ones that the Blacks could not relate with. In the song, one example of such heroes is Elvis who was considered to be the king of rock and roll (Lyrics

Beatles Essay Example | Topics and Well Written Essays - 500 words

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