How to Tackle the Why Us School-Specific Essay (with Examples!)

Of all the supplemental college essays out there, the â€Å"Why Us?† essay is the most difficult to master, especially when you have to write one for each school on your college list. So, how do you convince admissions officers at each college you belong there, while staying true to yourself? With AdmitSee’s database of successful application files we will show you essay examples that address key elements every â€Å"Why Us† supplemental essay should include. 1. Example with a UMich Essay Excerpt It’s essential to talk about the school you’re applying to. After all, you are answering the question â€Å"Why Us†? What makes this specific school you’re applying to stand out from others? Talk about your academic interests and how the school you’re applying can help you explore that Be specific about the academic programs at the university Are these academic programs unique? Are they the best? If there’s other schools have this program, why theirs? Throughout high school, I discovered that I enjoy a variety of subjects; therefore, I am entering Michigan with an undeclared major. However, I am not exactly undecided; rather, I am multi-interested. I love the areas of mathematics and statistics, yet the economy and government fascinates me as well. Still, the field of art history beckons me, and luckily the University of Michigan has enough museums to pursue endless hours of thorough art appreciation. Thankfully, LSA allows me to explore a plethora of majors found in the various colleges of the University of Michigan. With forty top ten programs, no matter what major I ultimately chose, I can feel assured that I will be working with the most talented and experienced faculty. In addition, University of Michigan’s research program, one of the best in the United States, will allow me to make discoveries and contributions as an undergraduate student. The University of Michigan is the ideal school for me, and has been my number one since I first saw the maize and blue uniforms take Michigan Stadium by storm. MichiganMath, ‘19 In this excerpt, the author starts by talking her interests in a number of fields, thereby leading her to show off her knowledge about UMich’s academic programs. She is concise about how each of her interest can be furthered by the opportunities that University of Michigan can offer her if she’s accepted. In a paragraph, she demonstrated how her interests and resources at UMich are an ideal match without simply regurgitating informative facts about UMich. 2. Example with a Barnard Essay Excerpt Don’t forget this is a part of your college application! Every supplement you send in should provide another perspective of who you are. This is another opportunity for you to highlight something about yourself that you weren’t able to in our common app personal statement What other information about yourself will help paint a full picture of who you are in your application? Not only is NYC an incredibly diverse place, but Barnard is as well. The unique backgrounds of its community members create a compelling dynamic in and out of the classroom. I grew up in a half French and half Chinese household, which gave me a very different perspective than a lot of my peers. My father grew up in France, then immigrated to San Francisco after living in the Congo. My mother grew up in China, then immigrated to Wisconsin after living in Nigeria. Throughout my childhood, I was lucky enough to be able to learn multiple points of views from my parents because of their unique backgrounds, leading to a fascinating upbringing which I believe Barnard students possess as well. ccg32, ‘19 The author of this excerpt draws a parallel between the diverse background of NYC and her own. She uses this opportunity to share how incredibly diverse her family background is and what that has done for her. In fact, she’s able to share this intimate detail to connect to the community of Barnard students, again pointing out she’s an ideal prospective student. 3. Examples with NYU Excerpt Finally, think about this supplemental essay as a way to express how compatible you are with the college you are applying to. You can talk about university programs in relation to your interests, but you can also connect it to something about you. This is how you connect point 1 + 2 Never have I encountered an atmosphere so invigorating and so impassioned as I found during my visit to NYU. It is this passion that unites the urban campus and forms a profound sense of unity within its diversity. I could want nothing more than to one day call myself a part of this motivational community, building relationships with people who share my passion for helping others and who will both value my talents as well as challenge me to grow. As a student at NYU, I could continue my tutoring and mentoring work through the university’s America Reads program or explore my love for travelling while providing invaluable aid as a part of the unique option for alternative breaks. Regardless of what path I find myself taking as NYU opens my eyes to growth and change, I know that an education and an experience spent in such a special community is one that has the potential to change my life and make an everlasting impact. Katiedolci ‘19 Here you see the author use the university’s programs and unique offerings to demonstrate the author’s own interests and passion. She explicitly mentions programs that NYU offers to highlight the extracurriculars she’s been involved with. By doing so, she has also subtly emphasized her compassionate nature and desire to help others not only in the area she studies, but in her free time as well. Want to see more successful examples? AdmitSee has the largest database of successful college application files to help you through the admission season. View full college essays in the context of the rest of their application to better understand how to craft the best version of yours.

Analysis of Alex Pardees Artwork - 1492 Words

And so he bathed in the blood of the lepers. Why would anyone want to bathe in the blood of a leper? They’re infected people. Rejected. Shunned. Unwanted. Useless. Or is that how society chooses to view them? Good morning fellow classmates. What is a leper anyway? In the past, it was simply a disease. When you caught this disease you were isolated. Taken out of society, never to return again. Your life would never be the same again. As time passed this disease obviously died out. Nowadays not many people have leprosy in its serious form. But we do have leprosy of a different sort. This leprosy is even worse than the physical illness. It is something that gets worse over time and will continue to do so unless we as human†¦show more content†¦They are now able to understand and empathise with the subculture they have joined so would it actually seem so different to them now? No it wouldn’t, further underlining the fact that we only label people as being differen t, of being social lepers, only because we do not understand them. However if we were a part of what they believe in, i.e. a part of their subculture, then we would no longer think they are so different. Only an outsider to this subculture would consider them to be lepers. Again, we humans label that which is not. We have established what it means to be different and why it is important, but what about the bar of soap at the chicken hand creatures feet? What would this symbolise? This symbolises the other perspective of this two sided argument of acceptance. The soap represents the cure for leprosy. The means to be cleaned from this disease. In the modern world this soap bar would represent the views of people who believe that removing yourself from a subculture is the true path to acceptance. However, like the size of the soap bar, these people are very few because we all have an innate need to belong to a community, society, club, culture or subculture. In short, we all need to fe el like we belong somewhere, no matter how much of an illusion this feeling of belonging is. We desire to be persuaded to believe in something only to feel accepted and wanted by a community. This image drawn by the talented Alex Pardee shows us

Aesthetic Quality in The Design by Robert Frost Essay

Aesthetic quality is the most important characteristic of a poem. Poetry is an art form, and as painters use colours and techniques to define their works, a poet uses language. Symbolism, metaphors, and knowledge of past works, are the ingredients in which all forms of art are comprised. No matter what form art chooses it will leave a lasting impression on those considering it. In the case of the poet, the author must paint a picture in our minds, with the intention that we may question, remember, and appreciate, the beauty of what the poem is trying to say. An excellent example of aesthetic quality in a poem would be that of Robert Frosts Design. This Poem encompasses various forms of aesthetic dimensions, from the selection of†¦show more content†¦The chances of a white spider, sitting on a white flower, carrying a white moth is very unique. This is perhaps the first indication of coincidence, or fate, which is interwoven throughout the poem. Frost also chose the colour white to signify purity, and innocence. By accepting innocence, we are able to forgive the spider for its station in life as a killer, and view the moth as a victim of life`s design (fate). White can also signify death. When a person is deceased, the colour of their skin is a pale white. The dead moth is held up like a white piece of rigid satin cloth(Design, ln.3) Forcing the reader to look past the innocence of nature, and think of the rigid lining of a coffin. At first this line made me think of a wedding dress, being made of satin cloth, but the use of the word rigid, made me reconsider, Due to the fact that a corpse is rigid. This connotation of death brings to light yet another possible use for the colour white. After introducing the situation of the spider and the moth, Frost proceeds to use the word death twice: death and blight(4), dead wings(8), as well as witches broth(6), night (12), and darkness(13). These words are in contrast with the snowdrop spider (7) and flower like a froth(7) compelling the reader to think of the colour black, evenShow MoreRelatedComparision Between Rigid and Flexible Pavement7537 Words   |  31 Pagesexcessive deformation or cracking. 2. Smoothness: Pavement material can be placed and maintained much smoother than in situ material.   This helps improve ride comfort and reduce vehicle operating costs. 3. Drainage: Pavement material and geometric design can effect quick and efficient drainage thus eliminating moisture problems such as mud and ponding (puddles). Types of pavements 1. Flexible pavement 2. 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Early Childhood Learning Growth and Development

Question: Discuss about theEarly Childhood Learningfor Growth and Development. Answer: Introduction Childhood is the most sensitive as well as the integral part of life. The mental growth and development occurs at this particular stage which later on plays very crucial role (Britto et al. 2017, p.91). Therefore it is very necessary to nourish the little hearts with appropriate education by means of different forms so that it can get absorbed easily in a positive manner. In this context various methods of childhood learning are discussed. Discussing the Early LEarning Method which either Features or Incorporates the Arts There are various types of early learning methods that are helpful is restoring features and arts. The early learning includes very small kids mostly till five years including toddlers. Therefore it is very important to provide special attention in their upbringing unlike grownup kids. While educating children of these ages; every child needs attention individually (Wright Ford, 2017, p.111). Mostly preschools or crches take care of them; hence the approach should be very gentle. Toddlers develop feeling of insecurity when they are left there for any interval of time. Therefore it is very necessary to make them feel the homely atmosphere with so many friends around (McDermott, Rikoon, Fantuzzo, 2016, p.54). Describing the Features of Art that has been used in the Early Learning Method The features that are mostly used in early education are as follows: Rhyming poetry: it is observed that children enjoy the rhyming words of poem and they try to connect the rhyming words with the tune despite not understanding its meaning. This is why it is important to rhyme the poem with expression and gestures because kids will capture that expression and follow accordingly (Bradley Corwyn, 2016, p.29). Drama: this is generally done for the little grown up kids where an interesting fairy tale can be acted upon. This will help them to remember the entire scenario. Singing: singing is an effective approach which is found to be enjoyed very much by the children. For very young toddlers they can be made quiet by singing. Kids love to be connected with any kind of song, humming the tune (McDermott, Rikoon, Fantuzzo, 2016, p.23). Explaining how Children Develop their Awareness and Knowledge of Concepts through Arts Toddlers are not developed to build or link to any kind of concepts therefore 2-3years old kids can be educated through pictorial representation and coloring (Proud et al. 2017, p.79). For example they can learn basic knowledge such as domestic animals and their products, family tree, find the color, puzzles and so on (Bradley, Corwyn, 2016, p.29). This is the best learning methods through gaining sufficient knowledge. This is the ideal age to prepare the kids for better admission to schools. So visual learning is most effective here than the traditional learning skills. Research says that kids tend to remember the visuals more than the bookish education (Payler et al. 2017, p.24). Illustrating the Way Students are Taught, with Help of Kolbs Learning Style Through Kolbs style children are educated in terms of models and experimental approach. This is estimated that the perception of the learners is accomplished through concrete experience and abstract conceptualization (Bishop et al. 2016, p.300). Hence this particular learning style includes the following Accommodating Diverging Reflective observation Assimilating Converging The major motto behind this style is to participate in the active experimentation. Developing an Arts Module Appropriate in an Early Learning Context The art module can be programed as, playing a moral story with CD player so that the learners get attached with the moral of the story emotionally (Richter et al. 2016, p.103). Pausing player after certain scenes, the learners can be interacted by asking questions based upon the story shown so far. This will help them to know the backdrop much better and clear concepts. At the same time if doubts raised, that can also be resolved so that they do not develop any misconceptions about the morality of that particular lesson. On the next day a small quiz session can be organized based upon the questions on the story followed by the kids may be asked to draw their favorite character shown on the previous day. This will help the children to get acquired to the morality as well as they will develop the judgmental power to distinguish right and wrong. Similarly on the other days the story can be acted and played assigning different roles to the kids (Manning et al. 2016, p.18). This will be v ery enjoying part of their learning session, children dressed up colorful communicating with other kids through play. If the kids are too small to play their role, they can simply fancy dressed and the trainers can stand behind them to act on their behalf as this can also give them the idea of role play as well as the story itself. Apart from these, the children may be made to learn to distinguish between breakfast, lunch and dinar and take the right meat by themselves. For this different big paper models of food items can be used so that they can identify the correct model when called aloud. This will prepare their daily routine and they can learn easily when to switch the exact activity (Elliott et al. 2016, p.319). Based upon the Module Theme, Preparing Stages of Development with Help of Arts that has been Utilized Based upon the module theme some of the major developmental stages through which kids develop themselves are identified. The stages are describes as follows: Sensorimotor stage: this stage is applicable for children who are below 2 years age. The child is initially made to adjust with the new environment. Here through physical perception he acquires the knowledge of the surroundings. His sense organs are stimulated with a new experience on every single day (DeBruin?Parecki, Slutzky, 2016, p.52). Preoperational stage: this stage is suited for a little grown up kids who can be taught to do things by themselves. In some situations it is observed that the kid is unable to conceptualize things mostly the abstract belongings. In this case the kid needs more physical experience (Asimow, Kennedy, Lees, 2016, p.276). Concrete stage: the concrete stage signifies to the stage applicable for grown up kids who are capable enough to accumulate through physical experience. In this case the child has the capacity to look things and judge them through concepts (Lastikka, Lipponen, 2016, p.75). Children of these ages can also solve abstracts such as puzzles and games. Going much into the detail it can be said that the children can solve sums and arithmetic logic which were taught to the beginners in terms of building blocks and colorful objects. Formal operations: formal operation stage refers to those particular children who are already in step to their adulthood. Their physical structure is developed, they has the judgmental capacity and see every topic through logic reasoning. The teenagers can be grouped into this category. The children of this age have their own likings and disliking. Mostly it is observed that many of them imitate adults. Identifying the Required Resources Helping to Demonstrate the Stages of Learning According to Robert Gagne (2002), an educational psychologist there are some resources that help to demonstrate the learning stages. Hence Gagne illustrated a nine-stage process that highlighted each element required for the process of effective learning. This model has proved very much useful for every type of learning, but this project illustrates on applying it to only training purpose of learning for the learners (Reynolds et al. 2016, p.378). The stages are detailed below. Level 9: enhancing retention and transfer: this level is also known as generalization Level 8: assisting the performance which is also known as retrieval Level 7: next level talks about providing feedback, also known as reinforcement Level 6: electing performance is the next 6th level. This level called as responding Level 5: level 5 is about providing any kind of learning guidance and also called as semantic encoding Level 4: next is presentation of the stimulus. Here at this stage selective preparation starts to occur Level 3: immediately after stimulus presentation there comes stimulation of recall of prior learning also known as retrieval Level 2: level 2 is all about informing the learners about the objectives. This is expectancy Level 1: the last and final level is level 1 which is gaining attention. Level 1 is also known as reception As for example if one talks about level 1 which is to gain attention, that can be easily accomplished by reading aloud, raising voice, instruction through gestures and so on. Similarly the other stages follow as detailed (Chambers et al. 2016, p.88). Hence these Levels of Learning model provides trainers as well as educators a response rather a checklist so that they can use before they engage themselves into education or training activities. Every step details a type of communication that enhances the learning process. after completion of each step, learners are seen more likely to remain associated and to extract the lessons, information or instructions that are being taught. Conclusion As seen in the previous sections childhood education and learning is a very challenging task. Therefore the trainers must be thoroughly skilled enough to guide the children through proper knowledge. Every individual trainer has to impart love and natural care for every child so that these educating methodologies do not come as the only part of profession. Children admitted to any preschool or crche are too young to understand therefore their restlessness and irritation should be dealt with empathy. Reference List Asimow, J. G., Kennedy, A. S., Lees, A. T. (2016). Beginning with yes: Reframing the narrative in teacher preparation to support community college transfer students in early childhood special education.Voices from the Field, 276. Bishop, C. D., Snyder, P. A., Algina, J., Leite, W. (2016). Expanding Frontiers in Research Designs, Methods, and Measurement in Support of Evidence-Based Practice in Early Childhood Special Education. InHandbook of Early Childhood Special Education(pp. 501-539). Springer International Publishing. Bradley, R. H., Corwyn, R. F. (2016). Home Life and the Development of Competence in Mathematics: Implications of Research with the HOME Inventory. InEarly Childhood Mathematics Skill Development in the Home Environment(pp. 29-49). Springer International Publishing. Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., ... MacMillan, H. (2017). Nurturing care: promoting early childhood development.The Lancet,389(10064), 91-102. Chambers, B., Cheung, A. C., Slavin, R. E. (2016). Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review.Educational Research Review,18, 88-111. DeBruin?Parecki, A., Slutzky, C. (2016). Exploring Pre?K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications.ETS Research Report Series,2016(1), 1-52. Elliott, S., Carr, V., rlemalm-Hagsr, E., Park, E. (2017). Chapter 14 Examining curriculum policy and pedagogy across borders: re-imagining socially transformative learning in early childhood education. InEnvisioning futures for environmental and sustainability education(pp. 319-341). Wageningen Academic Publishers. Lastikka, A. L., Lipponen, L. (2016). Immigrant Parents Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context.International Journal of Multicultural Education,18(3), 75-94. Manning, C. E., Williams, K., O'Brien, G., Sutherland, M. (2016). Use of Goal Attainment Scaling in the evaluation of the Kids Together inclusion program in early childhood learning environments 18-20. McDermott, P. A., Rikoon, S. H., Fantuzzo, J. W. (2016). Transition and protective agency of early childhood learning behaviors as portents of later school attendance and adjustment.Journal of school psychology,54, 59-75. Payler, J., Davis, G., Jarvis, P., Georgeson, J., Wood, E., Lloyd, E. (2017). BERA-TACTYC Early Childhood Education and Care Review 24-25. Proud, D., Lynch, S., Beckett, C., Pike, D. (2017). Muck-about: Aboriginal Conceptions of Play and Early Childhood Learning. InMultidisciplinary Perspectives on Play from Birth and Beyond(pp. 79-91). Springer Singapore. Reynolds, A. J., Ou, S. R., Mondi, C. F., Hayakawa, M. (2017). Processes of Early Childhood Interventions to Adult Well?Being.Child Development,88(2), 378-387. Richter, L. M., Daelmans, B., Lombardi, J., Heymann, J., Boo, F. L., Behrman, J. R., ... Bhutta, Z. A. (2017). Investing in the foundation of sustainable development: pathways to scale up for early childhood development.The Lancet,389(10064), 103-118. Wright, B. L., Ford, D. Y. (2017). Untapped Potential: Recognition of Giftedness in Early Childhood and What Professionals Should Know About Students of Color.Gifted Child Today,40(2), 111-116.

Once And Future King By White Essays - The Once And Future King

Once And Future King By White Experience is Everything In the book, The Once and Future King, T.H. White shows the importance that education relies heavily upon ones own personal experiences. When Merlyn is called on to tutor Wart, an adopted child, he uses this exact learning method on Wart. Merlyn, who is a magician, uses transformation as a his learning tool. Merlyn turns Wart into different animals to show Wart lessons of life. Through each transformation Wart experiences different forms of power, each being a part of how he should rule as king. When Wart experiences each of these different stages of lesson he finds out from Mr. P that mind power is nothing, from the wild goose he learns freedom, and the badger teaches him to accept what you have. When Wart is transformed into a fish Merlyn takes him to go talk to the master of the moat, Mr. P. This is the first transformation that Wart will learn his first lesson in. When Wart approaches Mr. P he already senses a great deal of danger because of his massive size and strength. Wart was so flabbergasted by his enormous structure that he could not think of anything to ask Mr. P. Then Mr. P replies with his view on life, a simple statement, "There is only power. Power is of the individual mind, but the mind's power is not enough" (52). Mr. P is showing the importance of physical power over the minds with this comment he makes . What Mr. P states astonishes Wart so much that Wart becomes speechless and does not move from where he is positioned. As Mr. P teaches his theories of life he becomes very agitated with Wart and Pronounces, "I think you ought to go away really almost at once in case my disillusioned mouth should suddenly determine to introduce you to my gills, which have teeth too" (52). As Wart is listening to Mr. P say this he is stunned by the words he is saying to him. Wart is astonished that Mr. P is thinking about eating him. At this instance Wart has enough time to turn around and swim away just in the nick-of-time to escape from Mr. P. Another one of Wart's transformation places him in a flock of geese. These geese are a peace loving race that never kill. Wart learns all about being a geese from other geese. Wart learns most of his lessons from a goose named Lyo-lyok. Wart and Lyo-lyok talk about how the geese communicate and most everything about geese. When Wart asks, "Are we fighting people?" (169). Wart and Lyo-lyok get in an argument. Lyo-lyok refuses to listen to Warts explanation to his question. Lyo-lyok did not understand Wart's point of view. Once Wart explains to Lyo-lyok his situation, she then helps Wart in his understanding of the goose. Wart learns that there is one leader to a group who is called The Admiral. He guides them on their flight south for the winter. The Admiral receives his position because of his knowledge of the southern migration route. He is only elected if all the geese in the migration group agree he is capable of doing the job. During the flight the geese obey his choices, since he is their elected leader. But his power ends once they are back on the ground, where he is only looked upon as a respected elder. Lyo-lyok teaches Wart about this and tells him, "this is how Great-uncle became an admiral" (171). Through out Wart experiences as a goose he learns alot about why the geese are not a group that fights within their species. Lyo-lyok tells Wart that the only reason humans fight amounts each other is that we set boundaries and that is what causes fighting. In the final transformation Wart visits the badger. The badger is a great philosopher who enjoys giving scholarly commentaries, this is why Merlyn wants this to be Warts last transformation. Merlyn explains that, "except for Archimedes, he is the most learned creature I know. You will like him" (183). While Wart is visiting him, he explains a story he has written on the creation of the animal kingdom's hierarchy. In his commentary he explains how man answered God's riddle and is awarded control over the animal kingdom. The Badger explains to Wart, in his view, that God created embryos and that the embryos had a chance to pick out three different characteristics to change about themselves. When man approaches God

Issues in Researching and Developing Media Projects The WritePass Journal

Issues in Researching and Developing Media Projects Introduction Issues in Researching and Developing Media Projects , p. 1) when it was pointed out that: â€Å"Studies have shown that online participation varies with income.† Hence, it was stressed that individuals of a higher income were more likely to blog. Whilst this may be due to a lack of internet connectivity it is evident that the ideologies of the minority are not being represented. In addition, even where the minority do blog, it is unlikely that their views will reach the mainstream, which again signifies how the media is being controlled by a certain type of person. Antonio Gramsci and Hegemony (Long, P. and Wall, T. 2009, p. 285). Long and Wall believe that ideology is no longer considered relevant in today’s society. Accordingly, they believe that despite media perceptions as to how individuals ought to live their life, the constant changes no longer make this possible. Therefore, the ideological theory no longer represents society as it once did: ideology is not static and is subject to change – how we live and what we believe is different from the society of Marx’s day† (Long and Wall, 2009, p. 287). In accordance with this, it is therefore believed by Long and Wall that the media can no longer influence societal values and beliefs in the way that they could. This is very important in order to eradicate gender, class and racial biases which the media appear to have created, yet whether this means that the media no longer have an influence on society is doubtful. This is because, mass communication products will continue to influence the ways in which we think about things whether consciously or subconsciously and as asserted by Kenix (2010, p. 1); â€Å"Media both perpetuate identities to the public and are receptors of an ideology created and sustained within society.† It was also added that; â€Å"Media do not only send ideological messages out to the public but media systems are also interwoven into the ideological framework of society. Media also have their greatest influence on individuals over time.† Consequently, provided that the media continue to expose certain ideologies, it will eventually become embedded into all societies regardless as to whether it was disapproved of or not. This is because, regardless as to whether the media are a desirable influencer, it is clear that they shape individuals values and beliefs within modern society. Whilst attitudes may have changed over the years, the media is still the most powerful product which ultimately controls ideology through the perceptions in which it creates. This leads to much inequality, though â€Å"there is a widespread recasting of the ideal role of the state† (Garland and Sparks, 2000; p. 186). In order to prevent the media from influencing society in a way that leads to inequality, it is vital that public bodies â€Å"have a crucial role in helping people fulfill their potential and removing the barriers that hold people back† (White Paper, 2009) in effect, social inequalities must therefore be eradicated in order to tackle such media inequality. Thus, whilst Long and Wall make it clear that the media does significantly influence popular culture, they are still of the belief that ideolog ies are no longer relevant in today’s society. If these contentions are accurate, it would seem as though the underlying issues surrounding race, gender and sexuality are simply the result of individual perceptions. Consequently, it is evident that the relationship between the mass media and popular culture is still pertinent in today’s society, though the media do not have the same influence over individual values as they may have had in the past. Although this is considered important in preventing inequality, it seems as though the mass media should have a broader perspective on life as prejudice is still being conveyed. Conclusion Overall, it is manifest that there are significant social, cultural and psychological effects of media content and use. This is widely due to the fact that modern society is largely influenced by the ideologies that are created by mass communication. In addition, whilst different ideologies continue to be promoted, only certain values reach mainstream society. This leads to a great deal of inequality and illustrates how the media are capable of dominating the social world by conveying their own views and opinions. In Horkeimer and Adorno’s text, it became apparent that popular culture is swayed by the production of standardised cultural goods and that societal values and beliefs are thereby manipulated as a result of this. It was also made clear that cultural industries are only created in order to generate income for those that are most likely to profit and that the true needs of society are not being provided for. Whilst many will disagree with these points, it is palpable t hat the media can influence and change the ways in which society thinks. This is also due to the fact that the owners and controllers of the media are usually white middle and upper class men who communicate their own beliefs and values into everyday settings. Hence, media content does not hold a broad perspective, which ultimately leads to inequality as only certain issues are being dealt with. Because of the constant changes in society, however, it is believed by Long and Wall that ideologies are no longer relevant, yet given that the relationship between the mass media and popular culture is still very much existent it is likely that ideologies will still influence society. References Croteau, D. and Hoynes, W. (2003) Media/Society: Industries, Images and Audiences, Pine Forge Press. Deveraux, E. (2007) Understanding the Media, Sage Publications, 2nd Edition. Fiske, J. (2010) Understanding Popular Culture, Taylor Francis, 2nd Edition. Fitts, M. (2008) Drop it Like its Hot: Culture Industry Labourers and Their Perspectives on Rap Music Video Production, Meidans: Feminism, Race, Transitionalism, vol. 8, no. 1. Garland, D., and Sparks, R., (2000). Criminology and Social Theory. OUP Oxford. Horkeimer, M and Adorno, T. W. (1944) Dialetic of Enlightenment, Vesro Books. Kenix, L. J. (2010) Alternative and Mainstream Media: The Converging Spectrum, [Online] Available: bloomsburyacademic.com/view/AlternativeMainstreamMedia_9781849665421/chapter-ba-9781849665421-chapter-008.xml?print [07 January 2013]. Long, P., and Wall, T., (2009) Media Studies: Texts, Production and Context, Longman, 1st Edition. Perse, E. M. (2001) Media Effects and Society, Psychology Press. Spears, A. K. (1999) Race and Ideology: Language, Symbolism and Popular Culture, Wayne State University Press. Thompson, J., (1995). The Media and Modernity. Cambridge: Polity. Whibey, J. (2012) The Trend of Class, Race and Ethnicity in Social Media Inequality, Journalists Resource, [Online] Available: http://journalistsresource.org/studies/society/gender-race/the-trend-of-class-race-and-ethnicity-in-social-media-inequality [07 January 2013]. White Paper., (2009). New Opportunities: Fair Chances for the Future: The Guardian, Socialism in one Clause? The Government’s proposal to tackle inequality, [Online] Available: guardian.co.uk/society/blog/2009/jan/13/equality-socialexclusion [07 January 2013]. Young, J., (1999). The Exclusive Society: Social Exclusion, Crime and Difference in Late Modernity. Sage Publications Ltd.

Russian Policy Essay Example | Topics and Well Written Essays - 750 words

Russian Policy - Essay Example Strobe Talbott, the presidential advisor to President Clinton, in his book, ‘The Russia Hand: A Memoir of Presidential Diplomacy’, has provided a vivid account of the period especially with regard to the relationship with the former Russian President, Boris Yeltsin and his subsequent fall from grace. It should be noted that the author is qualified to write his opinions and observations since he played a vital role in US Russia relations during that period. He has had personal access to all the primary stakeholders in the process including Clinton, Yeltsin and later with Vladimir Putin. The book, written in the form of a memoir clearly states that the era of Putin would not have occurred without the era of Yeltsin. This would create an impression that the transition was a smooth one planned by Yeltsin, but it is far from the truth. The relationship between President Clinton and his Russian counterpart was unprecedented in the history of the United States. It is said that the number of meeting between the US President and Yeltsin outnumbered the total meetings by all the US and USSR premiers in the past. President Clinton was of the view that the cold war attitude of former presidents including Eisenhower and Truman is no longer relevant in the changed circumstances (Talbott 133). It required a closer approach devoid of suspicion and intrigue that had been characteristic of the attitude between the two superpowers of the time. Yeltsin who had continued the reforms of Gorbachev was in an unenviable position. The country was opening up to reforms which included to a large extent, private business and ownership. People were optimistic about a situation where free market enterprise and freedom of thought and speech would result in a resurgent and prosperous Russia. But the actual situation is his country was far from rosy or perfect. A country used to Communist rule