U.S. News Rankings Everything You Ever Wanted to Know

document.createElement('audio'); https://media.blubrry.com/admissions_straight_talk/p/www.accepted.com/hubfs/Podcast_audio_files/Podcast/Linda_interview_with_usnews_2018.mp3Podcast: Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | Spotify U.S. News Answers All Your Rankings Questions [Summary] Normally, when U.S.-based applicants talk about â€Å"the top programs,† especially when they refer to the top X, as in the top 10 or the top 20, they are referring to U.S. News Rankings, the granddaddy of educational rankings. Today we’ll hear from U.S. News Executive Editor, Anne McGrath, and Chief Data Strategist, Robert Morse. Interview with Anne McGrath and Bob Morse of U.S. News World Report [Transcript] *Transcript is not literal and includes paraphrasing. Linda: I’m so pleased to have on the show Anne McGrath, Executive Editor of U.S. News World Report, and Robert AKA Bob Morse, Chief Data Strategist at U.S. News World Report. Anne has been with U.S. News since 1985 and Bob has been with U.S. News since 1976. Both are pioneers in the realm of rankings. Now for all the questions I’ve ever had about rankings but was afraid to ask, and hopefully these are some of yours. I can actually get answers. Anne and Bob, welcome to Admissions Straight Talk. Anne: Thank you, good to be here. Bob: Thank you. We’re looking forward to doing our best effort to answer all your ranking questions. Here’s your chance to get U.S. News to answer them. Linda:  I was just thinking that this is very unusual. Usually representatives of U.S. News are asking the questions, not answering them! And I’m usually the one reading about it. It’s a pleasure to have you here. I’m really looking forward to this and I appreciate your taking the time to join me. You’ve both been at U.S. News since the beginning of the college rankings, I think it was the 1980s, right? Around 1987 – correct me if I’m wrong. Bob: Yes. It actually started in ’83 and ’85. They were very short versions in the weekly magazine. 1987 was the first guide book. That’s when we started doing them annually. Linda: Can you give a little of the backstory – how did this get started? What criteria were there and how did you choose the criteria that you focused on? Has there been an evolution of the criteria over this period in the rankings? Bob: There has definitely been an evolution of the criteria. At first the rankings were based on reputation alone. College presidents picked their top 10 schools, and the schools that had the most mentions were the ones that were rated. ’87 was the last reputation-only ranking. Then we realized that for the rankings to become relatively more acceptable in higher education, we needed to bring in statistical data. We met with a lot of higher educators and came up with criteria to measure academic quality which is the basis for the rankings today. We knew that there was a big gap in needing consumer information on how to compare schools to each other, and we thought we could fill this gap by bringing in statistical and reputational data. And we have evolved the methodology over time from at the beginning we had put more emphasis on inputs and recently we’ve been evolving towards putting more emphasis on outputs, graduation and retention and predicted graduation rate, what’s now account for thirty percent of the methodology and we’ve deemphasized – to at least to some degree – inputs. Linda: Like test scores, grades, etc? Bob: Well we never had grades – Linda: Right. Bob: Like at one point we had yield, and we dropped yield. And we have reduced the weight of high school class standing because it’s become less prevalent at least on the east and west coast on high school transcripts I’m sure you’re aware of that. And we made other– we added the predicted graduation rate. That was something that wasn’t part of the initial methodology. So those are some of the changes that we made. Linda: Is that specifically for the college rankings or are you also talking here about the grad rankings? What are some of the differences between the two? Bob: The grad and college rankings are different for 2 reasons: The college rankings are at the institutional level only, meaning that we’re focusing on data that’s at the undergrad level. The graduate rankings are at the program level – the MBA degree, the medical school, etc. Each one has its own methodology that picks up characteristics of the program. Some of them are reputation only. For the college rankings, there are approximately 1400 schools using basically the same methodology, ranking factors, which are compared to schools that have similar characteristics. Anne: The undergraduate best colleges ranking isn’t just one ranking. It’s really 10 different rankings. National universities are ranked against themselves, national liberal arts colleges are ranked against themselves, etc. It gives people more options to compare schools to their own peer group, in a way you often can’t do just by doing your own research. Linda: It also gives people ideas as to what are peer schools. If school A appeals to you, but is too expensive or too far, you can find other similar schools that are less expensive or closer. Anne: One of the real values to readers is that you can see schools that you might never have known about and might be of interest. Bob: That was actually one of the bigger successes of the rankings. It has made people more aware of the variety of U.S. higher education. There’s still a lot of focus on top schools, but we made people more aware of the diversity of U.S. higher education because of using the categories. Anne: One of my favorite rankings is the A+ Schools for B students that correlates quality and academic excellence with the scores and grades in such a way that you can see what schools you can get into if you don’t apply with a GPA of over 4.0. Linda: That sounds very valuable. Is that available only online, or online and offline versions? Anne: Both places. Bob: Everything that’s in print is online, but the online version has far more data. The paid version has the fullest rankings and data. Linda: Just to clarify for myself, as well as for listeners. Bob, it seems to me that you’re the statistical guru behind the rankings. You make sure that everything is correct and meaningful and provides something of value. Anne, will you go a little bit into what your role is? Anne: Sure. I’m the editor overseeing the publication of our print guidebooks. An advantage of seeing the rankings in print is that you can scan a lot of information on one page, without a lot of scrolling and clicking. It’s a much more compact visual version of what’s available online. Linda: What is the purpose or primary benefits of the rankings material offered by U.S. News through the rankings? Anne: It’s a great tool for families at the undergraduate level, or for potential grad students to be able to have a place to start with a lot of information. We never say it should be the basis for a decision. Bob: It’s an incorrect use of the ranking to make it the sole determination in a decision. Anne: The type of data that you see allows you to get and idea and sense of where you might be a real good fit and begin to narrow your choices. Also, to make schools visible to you that you may never have considered before. Linda: Bob, do you have anything to add to that? Bob: People are using the website more broadly than just focusing on the top schools. Ninety percent of the people who are visiting USNews.com are looking at schools outside of the top 10. There’s also a growing need gap to inform people of the difference between different schools, so they can make comparative choices. That’s the core reason that we’re still doing the rankings – the consumer purpose. Linda: I’m going to be very frank about it. What I frequently tell people is that the U.S. News rankings are a treasure-trove of data. The rankings themselves, the fact that a school is ranked 1, or 3, or 5, or 15, with a comparison between 6, 7, and 8 or 16, 17, and 18 is less valuable than the actual data that the rankings contain. To me, just this rich collection of data is the biggest benefit of the U.S. News rankings. So, in my work, I frequently suggest to applicants to use the data in the rankings to do research. I frequently say it’s a great place to start your research, it’s a terrible place to end it. Bob: We would agree. There’s not a meaningful difference in the ranking range you cited, but there is one between the 10th ranked school and the 80th. Anne: What you said about the data is so key. With college costs so high, people make the decision of where to go without considering things like how long it will take to graduate and freshman retention. Bob: We definitely agree with you that students and their parents should visit a school, consider the environment, what it costs, what the activities are, what kind of majors are offered, etc. These are all things that are vitally important to consider, and you have to go way beyond the ranking. Linda: I told my staff that I was going to be talking to you folks, and someone asked why some programs are included in the rankings and some of them aren’t. For example, Tufts’ PA program isn’t in the rankings of Physician Assistant programs. Bob: For the graduate rankings, you have to have an accredited program at the time we create the ranking universe. Linda: So for graduate schools it’s a matter of accreditation, and there’s a minimum size of the class, isn’t there? The survey responses have to have a minimum size? Bob: To be included in the full-time MBA rankings you have to have a minimum number of graduates, and a percentage of graduates that are job-seeking. So there’s a minimum size for the graduating class. For the other grad rankings there isn’t an enrollment threshold to be included in the rankings. It’s whether you meet the accreditation standard. For some others it’s whether you offer a PhD. Linda: It varies on what’s actually being ranked. That frankly makes a lot of sense. Do you ever audit the information from the schools, or are you concerned about the veracity of the information you’re using, given that admissions directors can lose their jobs if they fall in the rankings and this kind of thing? There’s tremendous incentive to falsify the information you’re basing the rankings on. Bob: There may have been some cases where schools have misreported, and we’ve taken them out of the rankings. We believe that, since we’ve written about it, there have been rare cases of this happening. We don’t audit the data but do cross-check it with public sources as a way of verifying the data. Linda: I mentioned that I do use that data that you provide, but I also use AMCAS’s MSAR for medical schools, and sometimes I see differences in the data. So for example, U.S. News shows that a total of 8068 applicants applied to Mayo Clinic, 606 were interviewed, 168 were accepted, and 97 enrolled. MSAR showed 4991 verified applications, 437 as opposed to 606 interviewed and 52 matriculated. Those are fairly significant differences. And the funny thing is that the school supplied the data to both MSAR and to U.S. News. Do you have any idea what’s causing the difference? Bob: I’m not sure the school actually supplied the data to MSAR. Doesn’t the medical school have an application system? They may be tallying the data themselves. [NOTE: Subsequent correspondence confirmed that the discrepancy has nothing to do with unverified applications, which are not counted, and has everything to do with MSAR not including the Arizona apps. That correspondence also confirmed that MSAR and U.S. News take data integrity seriously.] Linda: One possible thought that I had, since you showed 8068, that your number may be the total number of applicants who actually clicked the box, I want to apply to Mayo Clinic in this case. The MSAR number may be the actual number who submitted secondary applications. There would be a certain weeding-out there. That’s one possibility that I thought of. If you know, you do, and if not, that’s fine. One of the things that you alluded to Bob and Anne, is the increasing importance of test scores for admissions. Do you agree with this assessment? Why or why not? Anne: It’s probably true that the rankings make test scores visible, and schools may be trying to raise their test scores. They may just be trying to improve the quality of students that they’re bringing in. At the same time, a growing number of schools are going â€Å"test-optional,† and making tests not a necessary part of the admission process any more. Bob: There are many trends with test scores. Of the 1400 schools that we rank, nearly 30% of them are now test-optional. At least among that 30%, they’re less important than when they were required for all students. Among schools where testing is still required by all, their test scores are still emphasized and important for those schools. Anne: Although there are many factors that are looked at when considering admitting a student, academics are still foundational. The test scores are one measure that help them compare students across the very diverse school systems they’re accepting students from. AP classes are also important because that shows a certain ability to handle the rigors of college courses. Admissions departments are very concerned that they bring in students that are going to succeed. Bob: Test scores count 8.125% in our ranking. They’re not the most important factor but are considered. Linda: I don’t have any problem whatsoever in including the test score in the rankings. I’ve seen articles over the last 20 years where deans were very, very critical of U.S. News in particular for including test scores in the ranking. It seems to me, especially on the graduate school level, that if I look at business school, or to a lesser extent, medical school, and at law school prior to 2008, test score numbers were going up. I don’t know that people are really getting smarter or that they’re that much more prepared, but I think the way they are prepared is obviously that more and more are taking test prep. Test prep is getting better and better. The other factor, I think, that has very much unintended consequences, and has heightened competition enormously at the elite undergraduate universities is the common app. The fact that it’s very easy to send off multiple applications to many top universities has caused people to do so. In terms of the time, it’s lowered the cost of doing so. And I think that has contributed to a certain frenzy to undergraduate higher-ranked school admissions market. In the graduate market, what I’ve seen is an unending rise in average GMAT scores. So if you look at a U.S. News’ top 10 business schools, I think the average GMAT score is 724, and only one with an average score of under 720. When I first started doing this work, a score of 700 was considered excellent. So are schools looking more at the GMAT score? Is test prep improving? I think those are all legitimate questions. I also think the average GMAT score and the ranking is being used to impress alumni, potential donors, and potential students. In that sense, it may be used in ways that you folks never intended, and the test-makers never intended. Bob: Generally speaking, the GMAT or GRE is required at the full-time MBA level. There are some part-time MBA programs where they’re not required. There are several theories: there is a bigger applicant pool, there are more international students, there’s test prep so the students are getting higher scores. Anne: At the elite level, at least at the undergraduate level, full classes of qualified students are being turned away. At that level, they have many more people with perfect SAT scores than they can take. This is probably true at the most elite graduate programs too. Linda: You don’t get the perfect scores as much as in the undergraduate level, but you do get very high scores, and these scores are going up. Like I said, if I take the average GMAT scores for the top 10 business schools, they’re going up. AMCAS came out with a new scoring system for the MCAT, which we’re actually going to talk about in a second, and they hope that the average score will be right around 500, and schools would focus less on the highest MCAT scores and look at other things. The MCAT has been going up ever since they came out with the new scoring system for matriculating medical students in the U.S. So I wouldn’t agree with blaming U.S. News for this. I can remember being with a law school dean years ago that got up and was blasting people who focused solely on GPA and LSAT scores as criteria for admissions to law schools. It’s a holistic approach, it’s much more diverse than that. He got off the stage and there was a panel discussion of law school admission people, and all they talked about was GPA and LSAT – that was it. Now obviously some schools are taking the GRE too. I’m not sure it’s fair or right to blame or credit U.S. News for this focus. Bob: In the graduate programs you’re citing, MCAT is required, GMAT is generally required, the LSAT is required by the programs. U.S. News isn’t setting the standard – we’re reflecting the standard set by the accrediting body, or the schools themselves. The highly ranked schools have better scores – it takes higher scores to get into the better schools. Applicants can assess their competitiveness and see whether it makes sense for them to invest the time and money in applying. Linda: Can you give us an overview of how you put together the rankings? What’s the process? Bob, why don’t you start in terms of the actual rankings, and then Anne, you can describe the additional content and production process. Bob: I also have an answer for your Tufts question. We actually ranked the PA program the last time. The rankings were published in 2015. We did the surveys in 2014. Tufts first class started in January, 2013. So at the time we did it, they had provisional accreditation. At the time we did the current PA ranking, you had to be fully accredited to be included in the ranking. In terms of how we put together the ranking: We conduct our own surveys. We collect all of the statistical and reputational data in-house. The surveys are updated and launched to the schools several months before the results are released. The data is collected and QA-ed over the course of a couple of months. The results are published on the website a few months after the process stared. Anne: While he’s doing that, my staff and I are figuring out what are the most compelling trends and what schools do we want to take readers inside. The rankings are the centerpiece of the guidebooks, but there is a lot of other information for potential students. This is published both in the guidebooks and online. Chapters include visits to 12 schools, how a high school student should view their high school career to put themselves in the best light when applying to college, and financial information. The process takes about five months. Linda:  Why did U.S. News develop â€Å"The Best B-Schools† ranking – the paper version, as opposed to the old grad schools ranking – and can you tell us a little about what it is? Anne: We’re still doing the graduate school project and ranking and online content. We realized that we weren’t able to offer depth in all of the different types of programs in one place. Business is one of the most popular undergraduate and graduate programs, and we felt it would benefit the most people to have an in-depth look at business schools. We have best MBA programs, part-time MBA programs, online MBA programs, and executive MBA programs. We also include the best undergraduate business programs. The majority of the book focuses on an overview of what the trends are in business education. MBAs are much more specialized now. One of the most exciting trends is U.S. business schools partnering with international business schools, allowing students to study in the U.S. and abroad, and finishing with more than one degree and/or certificate. Linda:  What are your plans for the rankings and guides in the future? Anne: For the next year, we’re sticking with what we’ve got. If the business schools ranking proves popular, we may expand that into a series. Bob: We’re exploring other ways of doing other rankings. Linda: In terms of how I look at the rankings, one thing I find particularly useful is the more specific you are, the more valuable it is. Bob: One of the things most valuable is undergraduate majors. We’re looking at doing things with more discreet majors. Related Links: †¢ U.S. News Grad Rankings †¢ U.S. News College Rankings †¢ U.S. News Guides on Amazon †¢ Medical School Selectivity Index [Can I Get Into My Dream School?] †¢ Business School Selectivity Index [Can I Get Into My Dream School?] †¢ Fitting In and Stand Out: the Paradox at the Heart of Admissions Related Shows: †¢ Optimize Your Graduate School Application: Grades, Scores, Essays, Resume, Activity History, and More †¢ UVA MS in Global Commerce: 3 Continents, 2 Masters, 1 Amazing Year †¢ Interview with John Byrne †¢ LSAT, Debt, and Bar Passage with Law School Transparency Subscribe: Podcast Feed

Tips For Choosing Your College Essay Topic

Where to start with those college essays—that is the question. If you’re stuck on what exactly to write about, this is the post for you! Your college essay — probably the most daunting, dreaded and time-consuming part of the college application process. You might find yourself asking: What am I supposed to write about? How do I know if the admissions office will like it? These are just a few of the many questions you’re likely asking yourself and could be the reason why you might be procrastinating writing your essay. Unfortunately, your application isn’t complete until the essay is done, and it might be the one thing that sets you apart from every other applicant and gets you into your dream school. Choosing the essay topic is the hardest part, but once you start, it’ll be done before you know it! Here are my five tips for coming up with topics for your college essay. 1. Show them who you are Your college essay is a time to show the admissions counselors who you are. If you have a unique interest or hobby that stands out and that most other applicants won’t have, talk about it. It shows the kind of person you are and tell the admissions office that you’ll add character and diversity to their school. 2. Think about a life-changing event You might still be young, but that doesn’t mean you haven’t learned a valuable lesson in your life. If you’ve had an experience that changed your life or taught you a valuable lesson, explain what that event was and why it made an impact on your character. 3. Discuss future career goals If you already know the career goal you have and it’s something you’ve known for a long time, you’ve got a topic! It shows the college why you’re choosing them and that you’re a driven person with goals you’re trying to achieve. 4. Address a gap in your rà ©sumà © So maybe your activity resumà © is a little on the bare side — that’s okay, but talk about why that is. If you were really dedicated to something outside of school or had a personal issue that held you back from being involved, this is your time to tell them. Colleges want students who are well-rounded and involved, if your activity resumà © doesn’t show that, you want to tell them why. 5. Use humor This one isn’t a topic or situation, but is something you can incorporate in your essay. If you are creative and have a great sense of humor, let it show. If you can make someone laugh in your essay, it’s a way they will remember you when it comes time to send out those acceptance letters. Author bio: Written by Annalise Cosco — a writer for NextStepU.com. Cosco attended St. John Fisher College in Rochester, N.Y. She has a love and passion for writing and is a complete â€Å"news junkie.† She’s the kind of girl who loves shopping, chick flicks and pumpkin flavored everything, but is also a complete sports fanatic! For more college planning advice, visit NextStepU.com!

Every time I close my eyes, I see it .Hungry ,ravenous...

Every time I close my eyes, I see it .Hungry ,ravenous flames dancing in the breeze rapidly gaining life ,morphing into a bright orange embers ,igniting the piles of antiquity -the books ,the vase ,the paintings.The highly decorative paintings ,the chiefly lacquer and ceramics crackling rupturing into pieces.Sparks flew across the room and the horror, terror and sheer heat hit me full in the face. I felt the scalding heat of the fire as it burned my whole life into ashes .As the flames grew bigger , the vigor in me gradually diminish into a black soot .It sears my skin and the smell of charred meat shoots up into my nose.I feel numb . Jack my brother has insisted with all his might for me to move in and live with him after â€Å"that†Ã¢â‚¬ ¦show more content†¦The paint look as if it has been used for years, stripped off and stained all around ,in places i cant reach .These dreadful brown tiles ,one of those flamboyant patterns that coils around itself ,committing each and every artistic sin known . Lifeless and insipid enough to confuse but striking and distinct enough to study. What is worse is that sickening color : a smoky, sooty, mucky brown .It is dull yet lurid in spots, a stomach churning copper brown.The color itself churned my stomach.Vomit crawled up my throat.I hate it. I have been here several weeks and I haven’t felt any better .Jack is gone most of the days working and Maggie wanders off with the baby for hours and sometimes the whole day. It is blessed that Maggie is so good with the baby.I get all jumpy when i see a baby ,I envisioned them in their new born state .Body red as cherries ,skin vermillion and bruised encrusted in a gloopy syrupy cheese like mass.Their body lanky and scrawny and hands so huge it looked like gloves. I’m getting used to my room ,in fact pretty fond of it inspite of those floor tiles .Perhaps because of them worries resides in my mind daily. Just the other day I took the rug from the baby’s room when Jack and Maggie was asleep .As I trod purposefully across the hall , a regular recurring ticks and creaks occur much like a metronome guiding my path .An indistinguishable form creepedShow MoreRelatedHybrid Model Of Frfs And Rnn2357 Words   |  10 PagesFigure 4: Knowledge Extraction Framework The proposed model is a fuzzy rough hybrid system for diagnosing breast cancer patients. The diagnoses system is composed of preprocessing and classification phases. 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William Swift s A Modest Proposal - 1483 Words

Argument Analyzation of â€Å"A Modest Proposal† In the 1700s, Ireland was under the control of the British. They also owned Northern Ireland. The British were causing immense numbers of problems for the Irish people because their policies were leaving people homeless and starving. Jonathan Swift was a man who was born and raised in Ireland during these times. He engrossed himself in Irish politics especially during this time. Swift saw the struggles of the Irish people and became outraged by their conditions. He decided to fight against the British’s actions in a unique way, hoping that it would end this time of extreme poverty for the Irish. To do so, Swift wrote the satirical essay â€Å"A Modest Proposal†, using the voice of an upper class†¦show more content†¦The first way Swift does this is by using logos throughout his essay in a way that seems ridiculous, but is quite simple to catch his meaning. On the second page of his essay, Swift calculates the numbers of â€Å"children of poor parents annually born† (Swift 764). Though his voice and main purpose is of annoyance and heading toward the solution of eating the children he’s presenting the numbers of poor children in his country, which he concludes is 120,00. This is highly effective for the argument Swift is making because it causes the readers to be aware of the large numbers of poverty right outside in a more subtle than straightforward way. Another attempt at logos is when Swift argues that, â€Å"infants’ flesh will be in season throughout the year, but more plentiful in March†¦Ã¢â‚¬  (Swift 765). Swift explains that according to a French physician, after lent an even larger amount of children are born. This is supposedly an exceptional proposition in the speaker’s perspective because there would always be an abundant number of children to eat. Swift’s actual purpose, though, is to show the audience how insensitive it is to ig nore the needs of all these starving children. Pathos is used very effectively when Swift describes the homeless on the streets of Dublin in the first sentence; â€Å"It is a melancholy object to those who walk through this great town or travel in theShow MoreRelated Naked Lunch and A Modest Proposal Essay1420 Words   |  6 PagesNaked Lunch and A Modest Proposal In 1729, Jonathon Swift published an essay titled A Modest Proposal, which dealt with the issue of homelessness among the poor families of his country. His satirical proposal to control the population of homeless children stirred a debate on the morality of his proposal. Two hundred and thirty years later in 1959, William S. Burroughs published a novel entitled Naked Lunch, which dealt with the desperate struggle of drug addiction and the governments role inRead MoreA Modest Proposal By Jonathan Swift1340 Words   |  6 PagesA Modest Proposal was written in the year 1729 by the famous satirist Jonathan Swift. In his work he outlines the pros of eating unwanted children of Ireland for economical benefits in a time of great poverty. While the reader can obviously discard the idea of eating children, in his proposal, in a roundabout way, Swift speaks to hard pressing issues of the time. The state of Ireland is well described by Swift in this piece. He speaks of woman who â€Å"instead of being able to work for their honestRead MoreLiterary Analysis : Jonathan Swift1425 Words   |  6 PagesII Oct. 27, 2015 Literary analysis The author I decided to write about is Jonathan Swift for he had a keen sense for effective sarcasm. As Jonathan Swift said â€Å"The proper words in the proper places are the true definition of style.† Though he was known in different ways, he was mostly popularized through his gift in writing, particularly his satire, or his use of humor and irony, essays. Through out swift life, there has been plenty of events where I believe shape the way he was, hence his writingRead MoreAnalysis of Jonathan Swift ´s A Modest Proposal Essay532 Words   |  3 Pagesissue hasn’t been fazed a bit. From Jonathan Swift’s Modest Proposal, he clarifies the poverty issued throughout Ireland in the early 1700’s and how one suggestion could change it all. Elaborated from the Literary Reference Center, â€Å"A Modest Proposal, like Gulliver’s Travels, transcends the political, social, and economic crisis that gave birth to it, woeful as they were. Packed with irony a nd satirical revelations of the human condition†¦Ã¢â‚¬  Swift wasn’t just writing a masterpiece, but an intended,Read MoreAnalysis Of Swift s A Modest Proposal 1546 Words   |  7 PagesRoepe EN323 Rzepka 3/9/15 Swift and Blake’s Use of Irony and Persona In Satire In the context of political questions and social activism, irony, exaggeration, humor, and ridicule are all valuable rhetorical tools to expose faults and make a point (New Oxford American Dictionary). Both Jonathan Swift and William Blake confront social systems of oppression in their literary careers, most notably with A Modest Proposal and Songs of Innocence respectively. Swift’s A Modest Proposal is an address to the wealthyRead More 18th Century Literature Essay648 Words   |  3 Pagesdiary, he shows the historical background and culture of the 18th century. The reader is able to understand the values and ethics of the time through the description detailed by Samuel Pepys and the reader is also exposed to the life a man in the 1660s. A Journal of the Plague Year is an example of historical fiction. Defoe uses wide ranges of vivid descriptions including verisimilitudes and imagery, to give the reader a realistic feel of what took place through the eyes of a witness. This literaryRead MoreThe Irish Potato Famine and the Population and Social Trends through 1700-18501295 Words   |  6 Pagesto decrease 20-25% and it did not stabilize again until the 1930’s. Although there was a potato crop failure in Europe in the 1840’s, one third of the Irish population was dependent on this crop. This was inevitable due to the sole dependency of the Irish people on home-grown potatoes and the population almost doubling from 1800 - 1840. The journal, â€Å"Spaces for Famine: A Comparative Analysis in Ireland and the Highlands in the 1840’s† by Liz Young states that â€Å"if the crop was poor or failed, familiesRead MoreThe War of the Ants1689 Words   |  7 Pagesapproximations based on Amazon.com listings) Henderson, Bobby, The Gospel of the Flying Spaghetti Monster (New York: Villard, 2006). ISBN: 0812976568. $11.16. Strunk, William, and E. B. White, The Elements of Style, 4th ed. (Needham Heights: Pearson). ISBN: 020530902X. $9.95. Swift, Jonathan, A Modest Proposal and Other Satirical Works (Mineola: Dover, 1996). ISBN: 0486287599. $2.00. Course Packet (provided on first day of class--but which will expand throughout the course)Read MoreHistorical Archaeology Of The 19th Century1917 Words   |  8 Pageslong, expensive wars between King James and who would later be referred to as king William in Ireland. After the defeat of King James laws were passed that made it so that Catholics could not hold positions of power, own land or event vote. And Presbyterians could own land but could not vote. The land that could not longer be owned by the Catholics The defeat of James forces by his Protestant son-in-law, William of Orange, Ireland had become a Protestant-dominated country by the end of the seventeenthRead MoreGulliver ´s Travels by Jonathan Swift: Biographical Summary1982 Words   |  8 PagesGulliver’s Travels – Jonathan Swift – Biographical Summary Jonathan Swift was born on November 30, 1667 in Ireland to English parents, Jonathan and Abigail. His father, Jonathan, died shortly after his birth, leaving his mother to raise him and his sister alone. In Ireland, Swift was dependent on a nanny for three years because his mother moved to England. The young man was educated because of the patronage of his Uncle, Godwin Swift. Godwin sent him to Kilkenny Grammar School at age six, which

Journalism And Culture Are Inextricably Related, Cultural,...

While journalism and culture are inextricably related, the degree and influence of this relationship is difficult to categorize, given its symbiotic nature, and fluctuating parameters. To assert journalism wholly or exhaustively reflects culture would be misrepresentative, as systemic social, cultural, political, and financial factors also coalesce to define cultures. However, equally, to say journalism does not impact perceptions of culture would be erroneous, as journalism’s agenda-setting role influences the degree of thought citizens assign to cultural factors. Moreover, the fragmented, pluralistic cultural landscape - an indication of the prominence of sub-cultures and multiculturalism - dictates relationships between journalism and†¦show more content†¦Firstly, examinations of culture, sub-culture, and hegemony will occur, contextualising issues. To comprehend journalism’s relationship with culture, one must first understand what ‘culture’ d enotes. Thereafter, focus will switch to media representations of women. In doing so, women as both journalists and sources will be analysed, demonstrating stereotypical and victimising frameworks used to represent females in media coverage. These theories will be exemplified with examples from mainstream news, before discussing the issue’s circular and endemic nature. Finally, governmental and corporate impacts on journalistic practices will be analysed, displaying the extensive, engrained nature of these cultural distortions. Ultimately, while journalism does express culture, these expressions are often myopic and reductive, failing to appreciate cultural nuances, and instead presenting narrow expressions of broader cultures. However, to fully comprehend these cultural misrepresentations, contextualisation is necessary. In doing so, defining culture, and exploring the relationship between journalism and culture, is fundamental. Accordingly, Motes and Hess (2006, p.55) identify that culture is a social construct, which encompasses, â€Å"†¦values, norms, belief systems, ways of thinking and acting, language and other characteristics that are passed down.† Motes and Hess (2006, p.56) expand, remarking: â€Å"†¦manifestations of culture, such as food, music,

Thomas Manns Death in Venice free essay sample

A literary review of Thomas Manns `Death in Venice`. This paper analyzes `Death in Venice` by Thomas Manns with an emphasis of how the book and characters parallel the writers own life experience. `This second critic notes Manns use of this method he called myth plus psychology which plots Aschenbachs descent into a chaotic heap where both myth and psychology play equally important roles. (SparkNotes) He describes the idolized Tadzio mythically in the same level and manner as Greek sculpture, the god of love, Hyacint and Narcissus and Platos character Phaedrus. He also likens Aschenbachs cruise into a lagoon in Venice to that across the River Styx in the Underworld, where strange red-haired figures appear and reappear to Aschenbach to symbolize demons, probably also the furies of his moral conscience. As to the psychology part, Aschenbach always has a firm control and repression of his libido through the years of maturity. We will write a custom essay sample on Thomas Manns Death in Venice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But this undue control and denial of something vibrant and powerful underneath merely leads such force to show up in other and indirect ways, per Freudian explanations. These indirect expressions include intense dreams and visions and the worship of a strange god. (SparkNotes) Moreover, this `orgiastic worship` of the strange god (SparkNotes) is likely an epitomizing of the Freudian desire to ultimately abandon oneself to such longing in and through death.`