education fair essay

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2024 International Education Week Essay Contest

2024 theme: "local to global: celebrating international education at emory" , for a pdf version of the essay contest flyer, click here ..

Emory University is proud of its diverse and inclusive community, where local perspectives and global insights come together to create a rich educational experience.

Reflecting on the theme "Local to Global: Celebrating International Education at Emory," you are invited to write an essay that speaks to the importance that global experiences, people, or perspectives have made on your Emory experience: whether in Atlanta, on an Emory-affiliated experience around the world, or coming to study at Emory from another country.

You may choose (but are not required) to respond to one or more of the questions below.

Describe a specific experience during your time at Emory that highlights the impact of international/global education on your personal and academic growth. How did this experience shape your understanding of global issues and cultural diversity?
How have you contributed to the diversity of perspectives at Emory through your involvement, identity, and leadership?
Describe how you have navigated your cultural identity at Emory.

Your essay should be between 500 to 750 words and adhere to the contest guidelines. We encourage you to draw upon your identity, personal anecdotes, specific examples, lived experiences, and thoughtful analysis to craft a compelling and insightful essay.

Essay Contest Guidelines:

Eligibility: This contest is open to any currently enrolled Emory students (graduate and undergraduate)
Word Count : 500-750 words
Format : Typed, double-spaced, 12-point Times New Roman font, in Microsoft Word or an editable document.
Must be written in English.
Include a title and a cover sheet with the author's name and contact information
No identifying information should be within the essay itself.
Only one essay may be submitted per person.
All aspects of the Emory Honor Code will be enforced, citing any references or copyright materials where relevant.
AI Tools (e.g. Chat GPT, Grammarly) can be used to edit a draft, but not to formulate ideas or write an initial draft. If used, AI tools must be credited at the conclusion of the essay.
Submission : Submit your essay via the submission form by clicking on the button below by 11:59 EST on October 6th , 2024.
Contest Rules: You must read the following rules of the contest to enter. By submitting an essay, you agree to the aforementioned rules.
Evaluation Criteria : Essays will be judged based on critical engagement with the essay themes, creativity, organization and structure, and adherence to the rules of the essay contest.
Winners : The review committee will select first place and runner-up graduate student essays well as as first place and runner-up undergraduate student essays. First place essays will receive $500, and runners-up will receive $250.

Ready to submit your essay? Click the button below:

Questions : Please reach out to Charlie Hammons ([email protected]) , International Student and Scholar Services (ISSS) Senior Associate Director, via email .

Good luck, and we look forward to reading your essays!

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

‘Fair Is Not Equal’

The idea that treating students fairly can be different from treating them equally is a phrase similar to the title of a popular education book by Rick Wormeli (who will be “wrapping up” this four-part series with a written commentary). This topic is discussed a lot in schools, but what does it actually look like in the classroom?

Educators will explore this issue over the next few days in this column.

Today, Dr. Rocio del Castillo, Dr. Julia Stearns Cloat, Holly Spinelli, Sabrina Hope King, Joe Feldman, and Dr. Felicia Darling provide their responses. You can listen to a 10-minute conversation I had with Julia and Holly on my BAM! Radio Show . You can also find a list of, and links to, previous shows here.

You might also be interested in The Best “Fair Isn’t Equal” Visualizations and previous posts appearing here on Differentiating Instruction .

Response From Dr. Rocio del Castillo & Dr. Julia Stearns Cloat

Dr. Rocio del Castillo began her career as a school psychologist in Peru and has dedicated her professional career to being an advocate for educational equity and social justice. Her rich and diverse experience includes serving for over 20 years in both public and private school systems, where she has received recognition and accolades for her work in the special education, bilingual, and dual- language settings. Rocio currently serves as assistant superintendent for special services in Huntley Community School District 158 (Illinois) and as an adjunct professor.

Dr. Julia Stearns Cloat has spent the past 25 years working in unit school districts in roles including literacy specialist, instructional coach, and curriculum director and has earned awards for her work in student services. Her areas of expertise and passion include educational equity, literacy, curriculum development, instructional coaching, and RtI/MTSS. Julia currently works as a coordinator in Kaneland School District 302 and as an adjunct professor at Northern Illinois University :

Any parent or teacher of young children is very familiar with a child’s sense of what is fair. To young children running a race on the school playground, fair simply means starting at the same place. It is when students leave the race on the playground and enter the metaphorical race to academic achievement that the difference between “fair treatment” and “equal treatment” becomes crucial.

In the race to education, fair is not equal. Treating students equally means that all students receive the same treatment regardless of their needs. For example, a student who is a native English speaker has access to the exact same materials, resources, instruction, and supports that are available to the emerging bilingual student. Or a student who has a solid foundation in math that was obtained through consistent quality tier 1 math instruction and home support receives the exact same instruction as a student who has had gaps in learning due to high mobility. Equal treatment only works well if the children are starting from the same place.

The reality is that treating students “equally” can only be fair if all students begin at the same starting point and can achieve success with the exact same opportunity, treatment, access, and resources.

Equity is achieved when all students receive what they need, when they need it, so they reach the K-12 finish line of being college, career, and life ready. Furthermore, educational equity means that every student has access to the educational resources and rigor they need at the right moment in their education regardless of race, gender, ethnicity, language, disability, sexual orientation, family background, and/or family income.

Educational equity in the classroom could mean that the student who is a native English speaker has access to the core materials, resources, and instruction, while the emerging bilingual student has access to culturally and linguistically responsive materials and supports that are taught by appropriately certified teachers who learn about their students’ diverse education needs. It means that the student who has gaps in the conceptual-math knowledge has additional resources, supports, and instruction in order to provide the student with opportunities for grade-level success.

The difference between treating students “fairly” and treating them “equally” is a powerful difference. The opportunities we provide students are a reflection of the value that we place on fairness, justice, and individuals getting what they need and deserve in order to reach their full potential. The reality is that students rarely begin the race to education at the same starting point, and in order to change the inequities created as a result of societal and institutional racism, we must put the needs of under-represented students and their families first. As educators, we must provide access, representation, and meaningful participation for all.

Response From Holly Spinelli

Holly Spinelli is an advocate for equality in classrooms with specific focuses in anti-racism, anti-bias, and anti-oppression facilitation. Her approaches to teaching and learning are rooted in strengths-based pedagogical practice in which students’ voices serve as the catalyst for learning and skill development. She is an appointed member of the National Council of Teachers of English’s Committee Against Racism and Bias in the Teaching of English and she continues to grow this work as an adjunct instructor at SUNY Orange County Community College and as a public high school teacher in the Hudson Valley of New York:

When “Fair” and “Equal” Don’t Measure Up

In its simplest form, setting social and academic expectations for students is one area of education where school administrators, educators, parents, guardians, and community members seem to agree. We all want students to learn and grow in positive, and appropriately rigorous, spaces. The way this occurs is where opinions differ. The expectation for educators is to treat students fairly and equally, but upon closer inspection, these terms are not necessarily synonymous. Why? Because fairness and equality may not render the same results. So, what can educators do to ensure that both fairness and equality exist in their classrooms?

First, both terms need clarification. To treat students fairly requires educators to meet students at their current social, emotional, and learning levels and to then create appropriate, individualized pathways for these students to learn and grow at a pace and with materials and strategies that make sense for those students’ social, emotional, and learning needs. Treating students equally offers all students at all social, emotional, and learning levels the same materials, timetables, and pathways to achieve the same learning goals. The simple solution for this is to rely on differentiation. But what happens when differentiation is already in place and lessons require something more?

Knowing the difference between “fair” and “equal” is a major step toward building classroom expectations. Unfortunately, the notion of treating students “fairly” can fall by the wayside, unless it is required by law to adhere to students’ IEP needs. For example, if a student without an IEP is struggling to complete an assignment, the educator may provide this student with extra help or supplemental materials to finish the assignment. If this student completes the assignment and earns a higher score than other non-IEP students in the same class who did not receive the supplemental materials, others can view this as “unequal” treatment. Some may deem the educator’s action as “unfair” because not all students were offered the supplemental materials. This scenario could become an “equal” practice opportunity if the educator offers all students in the class the optional supplemental materials to complete the assignment. The problem with this is that not all students may need the supplements, or, conversely, students in the class may benefit from higher-level learning supplements to complete the assignment to the best of their abilities. Time and available resources may cause educators to default to “equal” practices for all students, which could, in turn, create “unfair” learning conditions for students who require different approaches and materials to grasp learning concepts.

So, when should “equal” practices apply? This can be difficult to determine, especially when considering logistics, such as time and materials. Educators must use their best judgment when creating “equal” classroom practices; however, there are scenarios where equality certainly applies. For instance, if all students are expected to communicate kindly and respectfully to one another, then all students should be given the appropriate communication tools and protocols to do so. Furthermore, all students should be provided with the tools and protocols that help them feel safe when speaking up for themselves and each other when they see themselves or others being treated poorly. No child should be held to a different standard from another. All children deserve to be spoken to in a respectful manner and all children deserve educators who will listen. Equal classroom practices can also apply to more concrete aspects of learning, such as classroom materials. For example, classroom libraries with equal representation can and should include works whose authors and protagonists represent different races, genders, occupations, social classes, and sexual orientations.

The nuance of “fairness” and “equality” can be challenging to navigate but not impossible to reconcile. Educators who take the time to get to know their students well, and who create classroom spaces where all participants are understanding of one another’s different social, emotional, and learning needs, can strike the right balance of fair and equal treatment in our classrooms without losing sight of our common goal: to create safe learning spaces where all students can learn and grow.

Response From Sabrina Hope King

Sabrina Hope King, Ed.D. leads ATAPE Group, LLC, a firm specializing in culturally relevant teaching and learning. Her commitments and expertise in urban education derive from her experiences as a teacher, school and district leader, and professor and belief that all children can learn:

The question “What is the difference between treating students fairly and treating them equally?” often arises. Equal means the same. Fair means just and equitable. But for educators committed to educational equity, we need to reframe that question and ask, “How do we treat students fairly so that we have equal educational outcomes?”

In order to treat students fairly, educators must have an equity mindset. An equity mindset begins with an understanding that our country’s unequal educational outcomes are a function of embedded, structural inequity that result in low expectations, deficit beliefs, substandard practices, and limited educational opportunities. This is a reality prevalent in many communities of color and communities affected by poverty. An equity mindset is needed to champion a new reality where all students—regardless of race or background—have access to the right educational opportunities which provide what they need in order to be successful in school, throughout college, and in life (King, 2018). The right educational opportunities are always rigorous, culturally relevant, and engaging. Armed with an equity mindset, treating students fairly can really happen. Here are important ideas to keep in mind:

Treating students fairly means providing students with everything they need in order to be successful.
Treating students fairly means providing students with equal access to the specific kinds of support and depth of support that they need.
Treating students fairly means providing students with rigorous, culturally relevant, and engaging learning (Ladson-Billings, 2009) experiences because every student deserves to be challenged, to see themselves in the curriculum, and to enjoy learning.
Treating students fairly means holding high expectations for every child’s achievement and providing each student with unlimited opportunities for success.
Treating students fairly means showing every child exemplars of success and supporting each student along their journey to create work products that demonstrate their brilliance .

Here is what can be done in the classroom:

Provide daily opportunities for students to read, write, speak, and listen.
Provide additional support to students who may not have support at home by asking for a volunteer in the school to mentor, read to, or tutor a child.
Implement culturally relevant read-alouds that allow students to access grade-level text with relevance to them and ensure that students have multiple culturally relevant texts at their independent reading levels (King & Friedman, forthcoming).
Reallocate your time so that you can spend more time with individual students or small groups of students so that you know them and can help them with what they need.
Teach students about equity and equality and the difference between fair and equal so that they understand classroom decisions and practices.
Secure resources through organizations like Donors Choose for your students to supplement what is available and to open access for students who, because of their personal circumstances, need books, supplies, computers, exciting trips, etc.
Work with your colleagues to develop an assessment policy that allows for multiple opportunities for students to redo their work so that every child understands the high expectations you hold for everyone’s success.
Affirm effort, progress, and the human being in each child daily.

King, S.H. (2018) Advancing the Practices of Millennial Teachers of Color. In Millennial Teachers of Color, Edited by Mary Dilworth. Harvard Education Press.

Ladson-Billings, G. (2009), The Dream Keepers.

King, S.H. and Friedman, T. (forthcoming) Using Culturally Relevant Text to Deepen Student Engagement.

Response From Joe Feldman

Author of Grading for Equity (Corwin, 2018), Joe Feldman has worked in education at the local and national levels for over 20 years in both charter and traditional pubic school contexts, as a teacher, principal, and district administrator. Joe is currently CEO of Crescendo Education Group (crescendoedgroup.org), a consulting organization that partners with school and districts to help teachers use improved and more equitable grading and assessment practices:

This dichotomy I’ve more often heard is “equity” vs. “equality"—and I think that’s because people have so many different interpretations, opinions, and arguments about what is “fair,” while the word “equity” gets at the same issue but has a narrower definition and can be more objectively described. So assuming I can make that substitution, what’s the difference between treating students equally and treating them equitably, and what should we be more concerned about as teachers and administrators?

First, let’s examine the idea of treating students equally or treating all students the same. As teachers, we don’t want to have favorites or give students different amounts of attention, resources, or support. Yet treating students equally is problematic for several reasons. First, it’s impossible as a practical matter. The heart of teaching and learning is the student-teacher relationship, and because teachers are human beings, not robots, the relationship a teacher has with each student is dynamic and unique; we couldn’t treat them equally even if we wanted to.

But there’s a more profound problem with even the goal of treating students equally: that stance ignores history. We work within an educational system that, since its inception, has not served (and actually intentionally discriminated against) entire groups of students. Since the United States’ inception, certain rights, opportunities, and privileges were awarded only to upper-class white men and withheld from people of color and lower income. Our educational system was one critically important mechanism to create and preserve racial, class, and gender hierarchies. Our current and persistent achievement and opportunity gaps flow directly from this history, and we won’t address these gaps by assuming that all we need to do is we wipe the slate clean and treat every student the same.

Students who come to our classrooms may be from families with less educational background or income, or whose first language isn’t English, or who face racial discrimination whenever they leave their house—but because of our historical unequal treatment, those characteristics are strongly predictive of lower achievement. We must create classrooms that help every student succeed regardless of her circumstances, but to do so, we have to teach, implement curriculum, assess, and grade them in ways that are tailored and responsive to students’ circumstances, and when we do it in ways that recognize and help to counter-balance our historical devaluing and unequal treatment of certain groups, we are equitable. To do otherwise—to treat students equally, or worse yet, to simply teach in the ways that we were taught without critically examining and reimagining how we can teach equitably—not only ignores historical disparities but replicates and even reinforces institutional biases.

A helpful way to think about equality and equity is that our goal in schools is that every student should have an equal opportunity to succeed, and that ensuring equal opportunities requires equitable treatment. Here’s an example in grading and assessment: All students in a class take an assessment. One student does poorly and earns a D on that assessment. In the name of treating students equally, the teacher doesn’t let that student retake that assessment—each student gets one chance at the test and receives the grade they earned regardless of circumstances or needs. And even if she chose to provide a retake, the teacher would limit the student’s improved grade to a B, believing that it certainly wouldn’t treat students equally to allow that student to earn a grade on a retake that is higher than other students’ grades on the initial exam. But this approach is actually inequitable and perpetuates achievement disparities.

If a student comes to the content with stronger prior knowledge, or has more resources to support her learning the content, or is more confident taking exams, she is more likely to score higher on the exam. The student who has fewer supports or a weaker education background is less likely to score well on that exam. But we know that this student can learn the material with more time and support. Therefore, after the exam, we can allow her to continue learning and to show that learning on another assessment of that content and then give her the grade that reflects her ultimate learning. To deny her that chance makes academic success in our classroom tightly connected to a student’s privileges, rewarding those students with resources and disadvantaging students without them, and we thereby reinforce and replicate historical inequities. Grading and assessment is more equitable when students aren’t penalized for taking longer to learn or for needing more support.

Response From Dr. Felicia Darling

Dr. Felicia Darling is a first-generation college student who has taught math in grades 7-14 for 30 years. She leads workshops for K-14 educators and is the author of Teachin’ It Breakout Moves that Break Down Barriers for Community College Students :

Students come from a variety of backgrounds and have different identities, so their needs are widely diverse and are as unique as thumbprints. Our goal is not to treat students equally but to treat students fairly and equitably. Treating students equally would mean providing every student with identical supports, materials, and scaffolding regardless of what they actually need to be successful. If we give students the same support, some students will get what they need, but others will not. On the other hand, if we treat students fairly or equitably, we ensure that each student receives exactly what they need in order to actualize their full learning potential.

Inquiry-based, group learning : Using inquiry-based, group learning with low-floor, high-ceiling, open-ended tasks that have multiple-entry points is one of the best ways to teach fairly. This approach taps into all students’ prior knowledge and maximizes the number of students learning in their reach zones, thus giving all students equal access to the content.

Participation: Valuing all students’ contributions is treating them fairly. While faster-processing students may be frantically waving their arms to respond, a teacher can provide a few extra seconds of wait time for students who need more time. For example, if Rita needs more time, the teacher says, “Rita, I will ask you for your thoughts on number 7 when we get there.” In this way, the teacher holds all students accountable. When students share out in class discussions, teachers can consistently scribe or paraphrase each student’s contribution and respond with a “Thank you.” To support introverts, teachers can do Think-Write-Pair-Shares. This gives reticent students time to think and write about what they are going to say. Also, teachers can explicitly praise introverts for their contributions in groups, “Thanks to the introverts who are intently observing and noticing what assumptions are being made.” This is treating students equitably.

Behavior/Anxiety: Some students are challenged by staying on task. For example, my class was solving a distance/rate/time problem. The whole-class discussions were repeatedly interrupted with peripheral comments from two students like, “My dad bought a new blue Nissan.” And “My 3rd grade teacher, Mrs. Grayson, did not know how to add...” These students required behavior contracts that included using cards that said: “Before I ask a question, I will ask myself: (1) Is this related to the math we are learning?; and (2) Can I answer this by myself or with my textbook or notes?” These students received different supports from the other students, but they were grateful for the explicit instruction around participating in large groups. It enabled them to act with agency without negative consequences. One of these students experienced recurring anxiety episodes and needed the freedom to stand up while working, step away from his group for a minute, put his head down, or do his secret, superhero pose with his hands. Every student in class is not going to require this level of bodily autonomy. However, for those who do, it will make a huge difference in terms of actualizing their full potential as powerful learners.

Assessments: Teachers can evaluate student progress with a variety of assessments in addition to the typical quizzes and tests. These include projects, self-reflections, participation quizzes, peer-evaluations, journals, concept maps, poster sessions, portfolios, or exit tickets. Some assessments can be ungraded and untimed. Also, teachers can shift to more frequent assessments instead of just a few high-stakes assessments. Finally, teachers can provide a menu of options for final assessments, so a student can choose which final assessment fits them best (eg., a project, essay, presentation, or exam).

Universal Design: Universal design is when a teacher adapts instruction to make content accessible to the largest number of students possible. For example, it is common practice to have students take their own notes and receive a notebook grade. However, what if three students have disabilities that require the teacher “to provide notes”? The teacher can ask all students to take turns being the class notetaker—and then upload the notes to the course site for everybody. This supports the students with disabilities as well as students developing note-taking skills or those missing notes.

Thanks to Julia, Rocio, Holly, Sabrina, Joe, and Felicia for their contributions.

(This is the first post in a four-part series)

The new question-of-the-week is:

What is the difference between treating students “fairly” and treating them “equally”? What are some examples of how that looks in the classroom?

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email . And if you missed any of the highlights from the first seven years of this blog, you can see a categorized list below. The list doesn’t include ones from this current year.

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I am also creating a Twitter list including all contributors to this column .

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Equality of Educational Opportunity

It is widely accepted that educational opportunities for children ought to be equal. This thesis follows from two observations about education and children: first, that education significantly influences a person’s life chances in terms of labor market success, preparation for democratic citizenship, and general human flourishing; and second, that children’s life chances should not be fixed by certain morally arbitrary circumstances of their birth such as their social class, race, and gender. But the precise meaning of, and implications for, the ideal of equality of educational opportunity is the subject of substantial disagreement (see Jencks 1988). This entry provides a critical review of the nature and basis of those disagreements.

To frame the discussion we introduce three key factors that underscore the importance of treating equality of educational opportunity as an independent concern, apart from theories of equality of opportunity more generally. These factors are: the central place of education in modern societies and the myriad opportunities it affords; the scarcity of high-quality educational opportunities for many children; and the critical role of the state in providing educational opportunities. These factors differentiate education from many other social goods. We follow this with a brief history of how equality of educational opportunity has been interpreted in the United States since the 1950s and the evolving legal understandings of equality of opportunity. Our subsequent analysis has implications for issues that are at the center of current litigation in the United States. But our philosophical discussion is intended to have wider reach, attempting to clarify the most attractive competing conceptions of the concept.

1.1 The Value of Education

1.2 the scarcity of high-quality educational opportunity, 1.3 the state regulation of education, 2. a brief history of equality of educational opportunity in the united states, 3.1 what is educational opportunity, 3.2 formal equality of educational opportunity, 3.3 meritocratic equality of educational opportunity, 3.4 fair equality of educational opportunity, 3.5 debates about fair equality of educational opportunity, 3.6 equality of educational opportunity for flourishing, 3.7 equality of educational opportunity for the labor market, 3.8 equality of educational opportunity for citizenship, 3.9 equality and adequacy in the distribution of educational opportunities, 4.1 education and the family, 4.2 disability, 4.3 the target of equal educational opportunity: individuals or groups, 5. conclusion, other internet resources, related entries, 1. equality of educational opportunity as an independent concern.

Education has both instrumental and intrinsic value for individuals and for societies as a whole. As the U.S. Supreme Court stated in its unanimous decision in Brown v. Board of Education (1954), “In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education”. The instrumental goals of K–12 education for individuals include access to higher education and a constellation of private benefits that follow college education such as access to interesting jobs with more vacation time and better health care; greater personal and professional mobility, better decision-making skills (Institute for Higher Education Policy 1998) and more autonomy at work. Research further shows that education levels are correlated with health and wealth: the more education a person has, the healthier and wealthier she is likely to be. At the same time, education is also considered intrinsically valuable. Developing one’s skills and talents can be enjoyable or good in itself and a central component of a flourishing life, regardless of the consequences this has for wealth or health.

In addition to the instrumental and intrinsic value of education to an individual, education is also valuable for society. All societies benefit from productive and knowledgeable workers who can generate social surplus and respond to preferences. Furthermore, democratic societies need to create citizens who are capable of participating in the project of shared governance. The correlation between educational attainment and civic participation is strong and well-documented: educated citizens have more opportunities to obtain and exercise civic skills, are more interested in and informed about politics, and in turn, are more likely to vote (Verba, Schlozman, & Brady 1995: 432–437, 445; Dee 2004).

It is therefore relatively uncontroversial to say that education is a highly valuable good to both individuals and to society, especially to democratic societies. This makes questions about who has access to high-quality educational opportunities, and how educational opportunities should be distributed, particularly important.

Questions about the just distribution of educational opportunity are especially vexing given the scarcity of resources allocated to education. Although developed societies provide some education for free to their citizens, funding for education is always in competition with the need to provide citizens with other social goods. As Amy Gutmann writes: “The price of using education to maximize the life chances of children would be to forego these other social goods” (Gutmann 1999: 129). Other basic welfare needs (e.g., housing, healthcare, food), as well as cultural goods (e.g., museums, parks, concert halls), must be weighed against public funds allocated to education, thereby making high-quality education—even in highly productive societies—scarce to some degree.

This scarcity is evident on several fronts with respect to higher education in the United States, which attracts applicants from all over the world. There is fierce competition for admission to highly selective colleges and universities in the U.S. that admit fewer than 10% of applicants. In this arena, wealthier parents sometimes go to great lengths to bolster their children’s applications by paying for tutoring, extracurricular activities, and admissions coaching—activities that can put applicants without these resources at a significant disadvantage in the admissions process. The recent “varsity blues” scandal, in which wealthy families paid millions of dollars to a college coach who promised admission to elite U.S. universities, is an extreme case in point about the degree of competition attached to selective universities.

A more urgent demonstration of the scarcity of educational opportunity in the U.S. and many other societies is evident in how access to high-quality primary and secondary education is effectively limited to children whose families can afford housing in middle-class neighborhoods, or who have access to private schools via tuition or scholarships. Despite the Brown decision’s eradication of de jure , or state-sanctioned, segregation by race in schools, public schools in the U.S. remain sharply segregated by race and by class due to de facto residential segregation. This segregation has significant consequences for poor and minority students’ educational opportunity. Given the strong correlation between school segregation, racial achievement gaps, and overall school quality, poor and minority students are disproportionately educated in lower performing schools compared to their white and more advantaged peers (Reardon 2015 and Reardon, Weathers, Fahle, Jang, and Kalogrides 2022 in Other Internet Resources ). The COVID-19 pandemic has exacerbated these systemic background inequalities, with prolonged school closures in the U.S. disproportionately impacting low-income children who rely on schools to provide an array of social welfare services, including meals (Levinson, Cevik, and Lipsitch 2020; Levinson, Geller, and Allen, 2021).

In view of the constellation of intrinsic and instrumental goods that flow from educational opportunity, and in the context of relative scarcity, questions about how educational resources should be distributed are especially pressing as a matter of social and economic justice.

A third consideration that underscores the importance of thinking about the distribution of educational opportunities is that in most developed societies, the vast majority of such opportunities are provided through and regulated by the state. All developed societies have a legal requirement that children attend school for a certain number of years. This means that, unlike other policy levers, education is typically under the control of state institutions and has the potential to reach the vast majority of the nation’s children across racial, religious, class, and gender-based divides. And given the myriad benefits that flow from education, it is arguably a state’s most powerful mechanism for influencing the lives of its members. This makes education perhaps the most important function of government.

Since education is an integral function of government, and because it is an opportunity that government largely provides, there are special constraints on its distribution. Justice, if it requires nothing else, requires that governments treat their citizens with equal concern and respect. The state, for example, cannot justly provide unequal benefits to children on the basis of factors such as their race or gender. Indeed, such discrimination, even when it arises from indirect state measures such as the funding of schools from property taxes, can be especially pernicious to and is not lost on children. When poor and minority children see, for example, that their more advantaged peers attend better resourced public schools—a conclusion that can be drawn in many cases simply by comparing how school facilities look—they may internalize the view that the state cares less about cultivating their interests and skills. Children in this position suffer the dignitary injury of feeling that they are not equal to their peers in the state’s eyes (Kozol 1991, 2005). This harm is especially damaging to one’s self-respect because it is the development of one’s talents that is at stake; whether or not one has opportunities to gain the skills and confidence to pursue their conception of the good is central to what Rawls calls “the social basis of self-respect” (Rawls 1999: sections 65 and 67; Satz 2007: 639).

Given the importance of education to individuals and to society, it is clear that education cannot be distributed by the market: it needs to be available to all children, even children whose parents would be too poor or too indifferent to pay for it. Furthermore, if education is to play a role in equipping young people to participate in the labor market, to participate in democratic governance, and more generally to lead flourishing lives, then its content cannot be arbitrary but rather must be tailored to meet these desired outcomes. We address considerations of education’s content in subsequent sections, turning first to how equality of opportunity has been interpreted in the U.S., where we can see some of the implications of a truncated understanding of equality of opportunity in stark form.

The United States Supreme Court’s Brown v. Board of Education (1954) decision, in finding racially segregated public schools unconstitutional, declared that the opportunity for an education, when provided for by the state, is a “right which must be available to all on equal terms”. But de facto racial segregation persists in the U.S. and is coupled today with ever-growing class-based segregation (Reardon & Bischoff 2011). Black students are far more likely to attend high-poverty schools than their white peers (see school poverty, in the National Equity Atlas, Other Internet Resources ). The resulting, compounded educational disadvantages that poor, minority children face in the U.S. are significant. As research continues to document, the racial/ethnic achievement gap is persistent and large in the U.S. and has lasting labor market effects, whereby the achievement gap has been found to explain a significant part of racial/ethnic income disparities (Reardon, Robinson-Cimpian, & Weathers 2015; Reardon 2021 in Other Internet Resources).

Efforts to combat de facto segregation have been limited by U.S. jurisprudence since the Brown decision. Although the Supreme Court previously allowed plans to integrate schools within a particular school district (see Swann v. Charlotte-Mecklenburg Board of Education , 1970), in Milliken v. Bradley (1974) the Court struck down an inter-district busing plan that moved students across district lines to desegregate the Detroit city and surrounding suburban schools. This limitation on legal remedies for de facto segregation has significantly hampered integration efforts given that most school districts in the U.S. are not racially diverse. More recently, the U.S. Supreme Court further curtailed integration efforts within the small number of districts that are racially diverse. In its Parents Involved in Community Schools v. Seattle School District decision (2006), the Court prohibited districts from explicitly using individual students’ race as a factor in school assignment plans, thereby condoning only race-neutral integration plans in what many regarded as the Court’s final retreat from redressing de facto segregation (e.g., Rebell 2009; Ryan 2007).

The persistence of race and class-based segregation in the U.S. and the educational disadvantages that follow are rooted in the U.S. system of geographically defined school districts, whereby schools are largely funded by local property taxes that differ substantially between communities based on property values. This patchwork system compounds the educational disadvantages that follow from residential segregation. The 50 states in the United States differ dramatically in the level of per pupil educational funding that they provide; indeed some of these interstate disparities are greater than the intra-state inequalities that have received greater attention (Liu 2006). The system for funding schools and the residential segregation it exacerbates—itself the product of decades of laws and conscious policies to keep the races separate—has produced and continues to yield funding inequalities that disproportionately affect poor Americans of color. The segregation of resources, with greater resources flowing to children from families in the upper quintiles of society, makes it highly unlikely that children from the lower quintiles can have an equal chance of achieving success. This is evident in research documenting the growing achievement gap between high and low-income students, which is now 30–40% greater among children born in 2001 than those born twenty-five years before (Reardon 2011: 91; Reardon 2021 in Other Internet Resources).

Given the judicial retreat from remedying de facto segregation, many advocates have shifted their attention to the school finance system. A landmark U.S. Supreme Court decision in this arena was an initial setback to efforts to advance educational equality via federal school finance litigation. In this case, San Antonio Independent School District v. Rodriguez (1973), the Court found that there is no federal right to education, and that funding inequalities among school districts due to variations in property tax revenue are not unconstitutional. This decision further entrenched the educational inequalities that follow from the geographic happenstance of a child’s home. In contrast to the U.S., many other countries do not finance their schools through local property taxes (e.g., Finland funds its schools at the national level based on the number of students they educate, and it provides more funding to schools that educate more students who are immigrants or whose parents are unemployed or uneducated; Sahlberg 2011). Many other societies distribute educational resources in a more centralized way than does the United States, which leaves educational funding, and even educational standards, to a large extent in local hands (for a recent volume on the idea of a federal right to education in the U.S., see Robinson 2019).

The U.S. Supreme Court did, however, leave an opening for state courts to act, and so legal advocates have adopted a state-by-state approach in the decades since Rodriguez . As this litigation has unfolded in almost every U.S. state, a policy debate with philosophical underpinnings has emerged around the question: Should educational resources be distributed on an equal basis (an equity model), or according to a sufficiency threshold (adequacy model)? State constitutions differ as to the basis they suggest for the state’s interest in funding education.

In the legal and political sphere, the adequacy approach has been more successful in school finance litigation at the state level. But the philosophical elaboration of equity and adequacy as competing ideals is somewhat distinct from how they are used in legal battles and political discourse. As we describe below, some theorists challenge the cogency of the sharp distinction often made between these two ways of justifying the distribution of educational resources.

3. The Meaning of and Debates about Equality of Educational Opportunity

Debates about the meaning and value of equality of educational opportunity—and about whether equal educational opportunity requires equality or adequacy—can be considered in the light of two questions.

The first question is that given the diverse goals of education—preparing individuals for the job market, for democratic citizenship, and to experience the intrinsic goods of education—is there only one justified rubric for distributing educational resources? For instance, distributional policies that support career preparation may be very different from those that support other goals like preparation for democratic citizenship. Since the labor market is a highly competitive sphere, education for labor market success appears to be a positional good, understood as a good whose value depends on one’s relative standing (i.e., the quality of my education for labor market success depends to a great extent on how good your education in this realm is since we will be vying for jobs). In a highly competitive job market with high stakes, distributing educational resources equally becomes especially important.

Conversely, education for human flourishing can be seen as a non-positional good because an individual’s attainment of the intrinsic goods of education (e.g., to enjoy literature, to be intellectually curious) is not compromised by others’ success in this realm; it is not a competitive field. In fact, one’s ability to enjoy the arts might be increased by others’ ability to do so too. An adequacy threshold for distributing educational opportunities directed at human flourishing may therefore be justified. As our educational goals vary, so too might the distributive principles for educational resources need to change.

The second question we must consider is about the best interpretation of the ideal of equality of educational opportunity. Is equality of opportunity achieved when everyone with similar talent gets the same results? When per pupil expenditures are equalized? When those with the same natural talent potential get the same opportunities?

Answers to these two fundamental questions enable philosophers to construct a conception of equality of educational opportunity. Of course, philosophical controversies remain even supposing the content of the conception can be settled. Some of these controversies concern clashes with other values, including that of the family and diversity: What limits do parental rights put on the pursuit of equality of educational opportunity? Is affirmative action required by or contrary to equality of educational opportunity? Other issues arise when we try to interpret what equality of educational opportunity means for those with disabilities, or when we attempt to define “merit” and “native talent potential”.

The following sections of this entry will describe the key maneuvers in different ways of answering these two questions: first, what the ideal can mean and what distributive principles realize it; and second, how to navigate tensions between this ideal and other values. The first section below introduces debates about the various definitions of equality of educational opportunity and its associated distributive principles. Some of the material covered in this section comes from the literature on equality of opportunity more generally, which we apply to educational aspects of these debates (for a recent article in this spirit written for the education policy and research community, see Levinson, Geron, and Brighouse, 2022). The subsequent section surveys debates about how to negotiate the challenges faced by those looking to realize the ideal of equality of educational opportunity, including whether equality of educational opportunity can be reconciled with respecting the private sphere of the family.

Before we can say what an equal educational opportunity is, we need to say what an opportunity is in general. Peter Westen (1985) provides a helpful definition of an opportunity that can be applied to the education sphere. For Westen, an opportunity is a relationship between an agent or a set of agents, and a desired goal, mediated by certain obstacles, none of which are insurmountable. For instance, Alice has an opportunity to become educated mediated by obstacles such as enrolling at a school, putting in hard work, and the quality of her teachers.

To employ this concept in the context of education, we need to answer questions about who the proper agents are, what the appropriate goal or goals are, and what, if any, obstacles are legitimate. For example, if we take admission at a highly selective college as our goal, and the citizens of some country as our agents, we might think that meeting a certain academic requirement, such as passing an entrance exam, is a relevant obstacle that should be permitted to stand in the way of the goal. In this context, we will also think that an applicant’s race, sex or religious affiliation should not be obstacles. When the appropriate group faces only the relevant obstacles with respect to the appropriate goal we can say that equality of opportunity obtains between the members of that group.

For instance, Alice and Belle have equal opportunity to attend a selective university if, all other things being equal, the only obstacle they face is passing an entry test, which is a relevant obstacle. They do not have equal opportunity if Alice also faces an irrelevant obstacle, such as race-based discrimination, that Belle does not face.

Educational opportunities are those opportunities that aim to enable individuals to acquire knowledge and certain skills, and to cultivate certain capacities. As noted above, we may value educational opportunity in some instances for the intrinsic value of acquiring knowledge, while in other cases we may care more about its instrumental effects on individual welfare (e.g., labor market success). Whatever our rationale for caring about educational opportunity, in order for an individual to be said to have this opportunity, she must have no insurmountable, irrelevant obstacles to the particular educational goal we have in mind.

Most commonly we associate the goals that constitute educational opportunities with access to educational institutions such as schools and universities, but apprenticeships and professional development and training also provide educational opportunities. In addition, there are many informal types of educational opportunity. These include public debates and lectures as well as time spent reading, practicing, or thinking outside of a school context.

Most contributors to debates about equality of educational opportunity focus on opportunities that are made available through public K–12 and higher education institutions. The reasons for this are similar to our reasons for being concerned with educational opportunity in the first place. Those institutional opportunities are more easily regulated and under the state’s control, they educate the vast majority of children in the developed world, and they have a profound effect on the quality of our lives. As a result, most of the literature primarily concerns K–12 educational institutions and colleges. Nevertheless, a crucial question concerns the extent to which the state should try to address inequalities in educational opportunities that are generated through the family. For example, we know that parents who read to their children give their children an educational advantage (Hutton et al. 2015). Should the state seek to correct for the disadvantages of those children whose parents could not (or would not) read to them? More generally, parents pass on not only genetic traits to their children, but also characteristics that differentially prepare children for success at school, and even at jobs. Again, how should the state respond to these and other factors that influence children’s likelihood of success at school? Are these appropriate obstacles for children to face or not?

The next sections survey different interpretations of equal educational opportunity in view of these questions.

Formal equality of opportunity is the view that formal rules that make reference to personal or ascriptive characteristics should not be obstacles to achieving certain goals. Such characteristics include race, socio-economic class, gender, religion, and sexuality. It is essentially a concept of equality before the law. It is often understood as an anti-discrimination principle (See the entry on equality of opportunity for more discussion).

As applied to educational opportunity, formal equality of opportunity requires the removal of formal obstacles, in the form of laws or entrance criteria for educational institutions, which refer to ascriptive characteristics. For instance, formal equality of opportunity is opposed to legally segregated schools whose admissions policy states that students be white, male or belong to a certain religion. This conception is likewise opposed to laws that endorse or require segregation in schools. The Brown decision is certainly consistent with at least formal equality of opportunity. At the same time, it is worth noting that formal equality of opportunity is at odds with the tolerant attitude many societies take toward schools and colleges that are segregated by sex and religion. One possible way in which these practices might be reconciled with formal equality of educational opportunity would be to argue that this principle applies only to public educational institutions and not private schools and colleges. Some people accept that formal equality of opportunity is a sufficient norm to guide the distribution of educational opportunities, but most political and moral philosophers accept it as necessary but not sufficient. A principle of non-discrimination leaves open whether and to what extent the state needs to provide the resources that are required for education, or how those resources should be distributed (see Gutmann 1999: 127ff). Since resources are necessary for education—whether in the form of books and materials, teachers, facilities, and so on—formal equality of opportunity is compatible with some children failing to actually receive an education. Formal equality of opportunity fails to provide effective equality of opportunity.

Additionally, formal equality of educational opportunity is not concerned with the informal rules, social norms, or private discrimination that people in a society face that can have a profound effect on a child’s opportunities for education. Consider that formal equality of opportunity is compatible with school segregation, if school attendance zones were determined by residence and residence were segregated by race and social class (as is typically the case in the U.S.). If integration is a moral imperative, formal equality of opportunity cannot achieve this goal (Anderson 2010). Many people believe that insofar as informal discrimination is an unfair obstacle to educational opportunity, it is a serious problem that requires policy attention.

Even if formal equality of opportunity could be defended as a just distributional principle outside of the educational context, perhaps because going beyond it violates certain rights (see Nozick 1997), it cannot be defended in the context of schooling. No democratic society can justify failing to educate the children of its poorest students. (Additionally, see Friedman & Friedman, 1990, for a libertarian argument for universal education based on its third party effects.)

Proponents of meritocratic equality of opportunity argue that no other obstacle besides merit should stand in the way of achievement of the desired goals. This view requires that educational goods be distributed solely in accordance with individual merit. In the context of education, merit is often measured by entrance requirements, aptitude tests, or grades on exams. Of course, merit could be defined in some other way—by how hard a student works, by how much a student improves, or by classroom participation, although all of these indicators pose measurement challenges.

Meritocratic equality of opportunity has well-known limitations, especially with respect to children. If educational opportunities should be given to those who have the most merit in terms of the best scores on entrance tests, we will overlook the fact that merit is endogenous to education, which is to say, educational opportunity itself creates merit (Satz 2007). The more educational opportunities an individual child has, the more “merit” that child may come to have. This might suggest that we should pay more attention to individuals’ underlying potential rather than to their assessed merit. Yet few people believe that we should give opportunities to those who have the most underlying but uncultivated ability at the expense of those who have less underlying ability or who are less qualified but have worked hard (Miller 1996).

To illustrate a second limitation with the meritocratic conception of equal educational opportunity, imagine that all highly selective university places have been awarded to members of the upper class through cronyism, and that a progressive new government is suddenly elected into power to enforce meritocratic admissions. After generations of consolidating superior education, jobs and wealth at the expense of the poor, the upper-classes are in a far better place, particularly if private schooling is available, to ensure that their children end up being the most meritorious, thereby preserving vast social inequalities between members of different classes. Although some opportunities are open to all equally, opportunities to develop “merit” are not distributed equally (Williams 1962). Intergenerational transmission of opportunities to cultivate merit would generate a deeply divided and unequal society, which is at odds with the ideal of equality of educational opportunity.

Two further limitations concerning meritocratic equality of opportunity in the context of education are worth noting, aside from the possible toxic consequences of engaging in meritocratic rhetoric (Young 1958; Sandel 2020). The first, as has already been mentioned, is that the definition of merit itself can be contentious. Is there an account of merit that is wholly independent of conceptions of justice (Sen 2000)? Is merit simply what maximizes productivity? Should merit be based solely on test scores or also take into account moral attributes like the ability to work cooperatively with others?

The second is that while conditioning educational opportunities on “merit” may look compelling when dealing with young adults, it is deeply problematic when applied to very young children. As Michael Walzer (1983: 203) notes, the job of the reading teacher is to teach children to read, not merely to offer the opportunity to learn to read. And this job presumably includes all children in a classroom—even those who are not especially “meritorious”. Perhaps this is also why the educational “tracking” of very young children on the basis of ability seems especially objectionable—there are certain capacities that need to be cultivated in all children (Satz 2007).

Because of the limits of formal equality of opportunity, John Rawls developed a conception he calls Fair Equality of Opportunity (FEO). FEO requires that social offices and positions be formally open to all, and that individuals who are similarly talented and motivated should have a roughly equal chance to attain these positions, independent of their social class background (Rawls 2001: 42–44). FEO holds that all citizens of a society count as the relevant agents, the desired goal is offices and positions, and the obstacles people should not face includes their social class background. The obstacles people may legitimately face include having fewer developed abilities or less willingness to use them.

When applied to education, this principle may support educational measures that close the achievement gap between the rich and the poor with the same high talent potentials, assuming that these children can be identified. This is because such students from poorer backgrounds should fare as well as their wealthier peers with the same potentials. The Rawlsian principle of FEO aims to eliminate the effects of social background and economic class on educational achievement. Fair equality of opportunity therefore offers a radical interpretation of equality of educational opportunity.

Debates about FEO have focused on the relative importance of the goods it regulates (i.e., access to offices and positions) and the fact that it regards inequalities in inborn potential as relevant obstacles generally, and in the education arena.

In A Theory of Justice , Rawls accords the fair equality of opportunity principle priority over access to other types of advantages such as income and wealth. Disputing this priority, some have argued that the opportunities that FEO regulates are not more important than these other goods and that we should prefer a principle (known, for example, in Rawls’ work as the difference principle) that ensures that the least advantaged are as well-off as possible in terms of income (or according to some critics, well-being) (Alexander 1985; Arneson 1999; Clayton 2001; Miklosi 2010). Richard Arneson presses this complaint forcefully in his paper “Against Rawlsian Equality of Opportunity”. Rawls’ argument for FEO over the difference principle comes from a commitment to individuals’ self-respect and the contribution that the ability to compete for offices and social positions on fair terms make to that self-respect. But Arneson argues that those among us with lesser capacities might reasonably reject according such weight to the self-respect of the talented. After all, the self-respect derived from the results of a “natural lottery” is unequally distributed. The untalented among us, Arneson argues, would prefer increases in well-being to a principle of self-respect that confers no benefit to them.

In terms of education, rather than ensuring that those with the same inborn talent potential and ambition have the same level of educational achievement, Arneson would emphasize that educational opportunities should aim at promoting the welfare of the least advantaged. This is more important, as he sees it, than ensuring that future competitions for jobs are fairly structured. But Rawls and his defenders have argued that wealth and welfare are different in kind from the goods that FEO regulates, and that FEO pertains to more important goods that are closely connected to autonomy, the social bases of self-respect, and what he calls the two moral powers. This explains their priority and irreducibility (Taylor 2004; Shields 2015; Shiffrin 2004). Further, if everyone had a decent minimum, then the additional contribution of wealth to well-being is less significant. In subsequent work however, Rawls does acknowledge that the priority of FEO over his difference principle may be less stringent than he thought.

Some philosophers criticize FEO as insufficiently egalitarian. This criticism has taken two forms. First, some claim that by making fair opportunities relative to motivation, FEO has insufficient bite in a non-ideal world in which inequality frequently produces diminished aspirations in the oppressed. If women have been socialized for centuries to think that certain positions in society are beyond their capacities, and accordingly they are not motivated to pursue such positions, does FEO have the resources to criticize this?

A second objection points out that inequalities in social luck (e.g., being born into a poor family, which FEO requires institutions to correct for) and inequalities in natural luck (e.g., being born with less talent potential, which FEO does not require institutions to correct for) should be treated the same. It is easy to think that both types of luck are equally arbitrary from a moral point of view, and that this arbitrariness is a source of injustice. Indeed, some of Rawls’ own remarks seem to suggest this. Why, we might ask, should educational institutions help close the gap between the talented rich and talented poor but do nothing to close the gap between talented and untalented students, when being untalented is, just like social class, totally unavoidable. Matthew Clayton and Richard Arneson press this complaint against Rawls. Clayton claims that Rawls’ own reasoning appears to privilege consistency about both types of luck. So Rawls should either accept a different principle applying to both natural and social luck, or else he must condone a type of natural aristocracy for both talent and wealth.

Part of a response to these objections would have to defend the resources that Rawlsian theory has for dealing with race and gender as obstacles to fair equality of opportunity as well as the importance of the specific goods that FEO protects. Rawls himself singled out certain goods as having a higher priority than the goods of income and wealth alone. In defense of Rawls on the first objection, Seana Shiffrin (2004) has argued that FEO is a “robust anti-discrimination principle”, which should not be read out of its context within Rawls’ two principles as a whole. Moreover, it

would be difficult to provide the sort of educational training necessary to fulfill the principle’s commands without thereby engaging in teaching that also combatted the stereotypes that produce significant differentiation of ambitions. (2004: 1650, fn31)

On her view, the social bases of self-respect require the robust anti-discrimination principle that FEO provides. In defense of Rawls on the second objection, Robert Taylor (2004) has attempted to show that self-realization has a crucial place in the hierarchy of goods on the Kantian interpretation of Rawls’ principles. He claims that FEO therefore has priority over the difference principle because it regulates goods that are more central to the exercise of our moral powers and our highest order interests. However, his defense of Rawls has been criticized for being overly perfectionist and therefore not politically liberal. If this criticism is sound, then it may seem to imply that while perfectionist Rawlsians can justify FEO, political liberal Rawlsians cannot. Liam Shields (2015) argues that there is a non-perfectionist account of self-realization and that this leads us to supplement the principle of FEO with a principle of sufficient self-realization. This may be one way to defend FEO against those who favor a strict focus on welfare.

However, these responses would not satisfy those who believe that we should adopt prioritarianism with respect to especially important goods, distributing them in a way that gives priority to those who have the least (Schouten 2012). Prioritarianism is a controversial view, and has some controversial implications for the distribution of K–12 education. For example, a prioritarian view might endorse providing no state supported educational resources at all for those who are extremely talented, unless it could be shown that doing so improves the lot of the least well off. But many people will reject this implication, believing that the state does have educational obligations to the talented in their own right. Prioritarianism is also inattentive to inequalities that obtain elsewhere in the distributional scheme, for example, between those at the median and those at the very top. Many egalitarians will be disturbed by disproportionate opportunities going to the top 1%, even if the very bottom of the distribution is improved. Rawls’ view is not a simple prioritarian one, but instead endorses a complex set of principles—some of which are egalitarian such as FEO, and some of which give special attention to the least well off, such as the difference principle.

A final issue with FEO concerns our understanding of, and ability to determine, natural levels of talent. It can be very hard to know who has the most potential even when children are well into their schooling. This suggests that it is not an appropriate or feasible benchmark for the regulation of social institutions since we could never know whether it was satisfied (Gomberg 1975). In addition, the focus on natural talents has led some to consider the interaction between epigenetic traits and social environmental factors, calling into question the integrity of this distinction. This expands our sense of the arbitrariness of natural inequalities and may provide important insights on how to redress these inequalities (Loi, Del Savio and Stupka 2013).

One goal of education is to enable young people to grow into adults who have flourishing lives. What would it mean to give children the equal opportunity for flourishing lives? Again, that depends on the view one should have about the appropriate obstacles. At the most extreme, some have argued all people should face only the obstacle of their own choices. The view makes sense of many of our intuitions. For example, we tend to think that victims of bad luck, those born with disabilities, or those who are severely harmed by natural disasters, are entitled to aid. Meanwhile, those who gamble and lose are not usually viewed as having any case for compensation.

The view so stated has very radical implications for educational institutions since it charges them with ensuring that all students have equal prospects for living well, regardless of differences in their natural potentials. Thus, educational institutions organized in accordance with equality of opportunity for flourishing would not only have to provide compensatory support and resources for those from disadvantaged family backgrounds, but also for those who have genetic disadvantages.

Many philosophers have taken issue with this general view. Some have argued that its unmitigated emphasis on choice and responsibility would lead to stigma (e.g., Anderson 1999; Wolff 1998). Imagine a letter to parents saying that the state is offering your child extra opportunities because your genes create significant disadvantages. Moreover, as has already been noted, any view emphasizing choice so heavily seems especially out of place when dealing with young children.

We also need an account of the flourishing that should be the aim of educational opportunities. Is it to be understood in terms of preference satisfaction? Or something else? Would it require autonomy? In choosing an account of flourishing, we have to respond to these questions and also be attentive to concerns about sectarianism. How can an undoubtedly controversial account of what makes a human life valuable (e.g., that a good life is an autonomous life) be a suitable basis for educational policy in a pluralistic society? Many liberals argue that families may justifiably reject, and request exemption from, an education that conflicts with their religious, cultural, or political views. They argue that an educational system driven by a principle of equality of opportunity for flourishing will not respect individuals’ entitlement to pursue their own account of how they wish to live, in accordance with their own reason (Rawls 2005). Of course, it might be pointed out in reply, that educational decisions made by parents affect not only their own views of how to live but also, and more importantly, their children’s.

A second key goal for education, which plays a prominent role in public discourse, is to prepare individuals for productive employment. Education for the labor market has significant benefits for the state (e.g., GDP growth) and for individuals (e.g., remunerative and rewarding employment and all its associated benefits, including more discretionary income, more leisure time, and in the U.S., better healthcare). This function of education is critically important as a matter of justice. Education aimed at preparing individuals for employment has become especially pressing in view of the income inequalities that leading economists have highlighted (Piketty 2014; Saez & Zucman 2014). And since education for employment is a highly positional good given a competitive labor market, it matters all the more how educational opportunity in this arena is distributed.

Although there is a clear correlation between educational attainment, income, and employment rates (see 2022 U.S. Bureau of Labor Statistics, Other Internet Resources ), the link between academic achievement as measured on tests and labor market outcomes has been found to be more attenuated (Bowles, Gintis, & Osborne 2001). Research has shown that “soft skills” (e.g., personality traits like tenacity; individual’s goals and preferences) may be more predictive of success than cognitive abilities measured by test scores (Heckman & Kautz 2012). Moreover, schooling that is most directly targeted at employment—vocational education—has a history in the U.S. of entrenching race and class-based inequalities (e.g., Oakes 1985). Although the relationship between traditional academic skills and labor market success may be less significant than previously thought, and despite the checkered history of vocational education, formal schooling still has a critical role to play toward equipping individuals for labor market success on several fronts.

First, students do acquire soft skills in formal school settings. One study found that student achievement on tests accounts for just 20% of the effects of educational attainment on earnings (Bowles, Gintis, & Osborne 2001), which indicates that schools are cultivating non-cognitive skills that tests do not measure, and that are consequential in the labor market (Levin 2012). Second, educational attainment has long been seen to have a signaling function in the labor market (Spence 1973), whereby employers rely upon job candidates’ educational credentials as a proxy for future productivity. Educational attainment itself, then, apart from applicants’ demonstration of particular skills, is central to screening and differentiating candidates. Finally, a college diploma has become especially consequential in recent years as the income gap between those with and without one has grown; individuals with a bachelors degree earn 84% more over their lifetime than those with just a high school diploma (see Carnevale, Rose & Cheah 2011). Lesley Jacobs’ notion of stakes fairness (2004) underscores the importance of equality of educational opportunity when it comes to preparation for the labor market. Ideally, the stakes attached to education for labor market success would not be nearly as high as they are now, whereby a winner-takes-all competition for a job can determine an individual’s access to social goods like healthcare, leisure time, and discretionary income. When the (non-ideal) stakes are this high, equality of educational opportunity matters all the more (Jacobs 2010).

Another important goal for providing educational opportunities is the development of students’ capacities associated with being a good citizen and maintaining democratic institutions over time (Callan 1997; Galston 2001; Gutmann 1999). It might be argued that just as equality of opportunity to become a flourishing individual is a matter of justice, so too is equality of opportunity to develop civic skills, and to participate effectively in political deliberations.

The structure and appropriate content of civic education is debated extensively. While some argue that citizenship education can be narrowly construed so as to not encroach upon individuals’ private commitments, others claim it is a far more demanding educational endeavor. A key part of this debate is the extent to which education requires the cultivation of autonomy, and if does, the nature of the autonomy that is required. Some claim that since some groups in pluralistic democracies reject the idea of an autonomous life, education for autonomy cannot be imposed upon them even for civic purposes, and so education should not entail the cultivation of individual autonomy (Galston 1989). Rawls’ own solution to the potential clash between civic education for autonomy and individuals’ private commitments is to advocate only a limited form of autonomy, political autonomy, which “leaves untouched all kinds of doctrines—religious, metaphysical, and moral” and yields a relatively thin civic education (Rawls 2005: 375). Others take issue with this view, arguing that civic education requires an encompassing form of autonomy that has unavoidable spillover effects into the private sphere of individuals’ lives, and that may clash with some religious convictions (Callan 1997; Gutmann 1995; see also Arneson & Shapiro 1996, for a discussion of Wisconsin v. Yoder (1972), a U.S. Supreme Court case about religious exemptions from compulsory education).

Another dimension of ongoing debates about equality in the realm of civic education concerns the scope of the community for which we are educating students to become members. Is the right unit of analysis a particular nation state or the global community? If it is a particular nation state, how can we cultivate in students a sense of their national identity and the disposition to respect their state’s institutions and laws (and to advocate reform when needed), while also making them sensitive to what they owe non-citizens as a matter of justice? A key component of this debate is whether students should receive a patriotic civic education—that is, one that prioritizes shoring up their allegiance to their state over their capacity to reflect critically upon its potential shortcomings. Galston (1989) has notably argued that students need a civic education that is more rhetorical than rational, while a number of liberal theorists have criticized his view on grounds of democratic legitimacy, its status-quo bias, and the related possibility of ossifying existing inequalities (e.g., Brighouse 1998; Callan 1997; see also the related entry on civic education ). On the other hand, if we instead have a cosmopolitan view of civic education and aim to cultivate “citizens of the world” (e.g., Nussbaum & Cohen 1996), what are the relevant capacities that need to be made effective? There is no world state for students to participate in.

Whatever one believes about the appropriate scope and content of civic education, a pressing issue is students’ extremely uneven access to educational opportunities that prepare them for participatory citizenship. Meira Levinson’s work on the “civic achievement gap” highlights this corollary to the much-more discussed achievement gap and underscores vast inequalities across student groups in terms of what youth know about how government works, and their ability to participate effectively in civic life (Levinson 2012). These low rates of participation and engagement also have consequences for how the interests of the poor are treated. Indeed, even if one rejects equality of opportunity in this domain, there is ample evidence that many societies are not doing enough to enable their poorer and less educated citizens to effectively and competently participate in public life.

A longstanding debate in the literature juxtaposes the view that we should prioritize equality in the distribution of educational opportunities with the view that an “adequacy” approach is the right one (on this debate, see Reich 2013). Those who advocate the equality view may insist on equal outputs (i.e., educational outcomes, like the mastery of particular skills) or inputs (i.e., educational resources, like equal per pupil funding or qualified teachers). The adequacy view, by contrast, is seen as holding that what matters most is meeting a specified educational threshold.

In the context of school finance litigation in the U.S., advocates often invoke these two distributive ideals together rather than regarding them as being at odds (Rebell 2009: 21–22; Ryan 2008: 1232–1238). Although most school finance litigation in the U.S. today is pursued from an adequacy framework given its greater political viability, litigators often make comparative claims about students’ educational opportunities to bolster their case. Conversely in contexts where lawyers pursue equality claims, they frequently appeal to a conception of educational quality (e.g., achieving literacy, numeracy, and civic skills) to anchor their claims, and to avoid the leveling-down problem whereby equality is achieved by making everyone worse off, without regard for the realization of particular educational goals.

Some philosophical work has similarly undercut the sharp equality/adequacy distinction and shows how the two ideals are closely intertwined in the pursuit of educational justice. These approaches (e.g., Satz 2007; Anderson 2007) argue that adequacy in education has a relative and comparative component because the educational threshold depends on the knowledge and skills that others have, and so it is necessarily a moving target. For example, what it takes to serve on a jury, or to have an adequate opportunity for college, depends on the knowledge and skill levels of others. This “relational” approach to adequacy can respond to one of the strongest concerns proponents of equality raise: that because many of the benefits of education are positional, which is to say, their value depends upon one’s position relative to others, equality is the right distributive principle for educational opportunities. The meritocratic distribution of jobs, where the most qualified candidate is appointed (rather than the individual who is merely well-qualified), ensures that positionality is decisive in many cases. Conceptions of adequacy that are attentive to relevant comparative claims can address this issue and thereby deflate the tension between adequacy and equality approaches to distributing educational opportunities.

However one interprets equality of educational of opportunity, a number of important challenges face anyone who believes that the ideal is a crucial component of a fair and just society. Several of these challenges are philosophical in nature. For instance, one can ask whether certain values (e.g., respecting family autonomy) compete with the demands of equality of opportunity in education in ways that trump or are trumped by concerns about educational equality. One can also ask whether equal educational opportunity requires affirmative action, and what it may require for students with disabilities and special educational needs. One can accept equality of educational opportunity with respect to some goods and adequacy of educational opportunity with respect to others (Callan 2016). There are other challenges that are not philosophical but practical, such as how we can convince policymakers to allocate sufficient funds to meet students’ educational needs, and how we might increase public support for the ideal of equality of educational opportunity more generally.

4. Equality of Educational Opportunity’s Tensions with Other Values

Family background has long been recognized as a source of significant inequalities. Even before we consider that children have quite different personalities and needs, inequality in family wealth and differences in family priorities and wield influence over a child’s prospects in the labor market, in civic participation, and in overall well-being. Although the number of parents who choose to pay tuition to have their children educated in private schools may be relatively small, purchasing elite private schooling can result in compounding advantages for some students (and thus relative disadvantages for others). Only about 10% of primary and secondary students in the U.S. attend private schools (see NCES’s the Condition of Education 2016 in Other Internet Resources ), while students who attended private secondary schools have comprised nearly 30% or more of matriculating classes at some highly selective American universities in recent years (see, for example, online profiles of the 2016 freshman class at Harvard, Stanford, and Yale listed in Other Internet Resources ). Students at some public schools may also suffer more immediate disadvantages from the absence of the positive peer effects of being in a school with higher achieving students and more engaged parents. Smaller class sizes, more highly qualified teachers, and more extra-curricular opportunities may enable private school students to benefit from the compounding advantages of greater success in the college admissions process and subsequent labor market. And since employment opportunities and elite college places are scarce goods that are closely linked to other benefits in health, wealth, and overall well-being, these inequalities can be highly consequential.

While some of these inequalities might be remedied by social policies that address employment practices, gender and racial inequality, and wealth inequality, we have reasons to think that some inequality in opportunity will remain in a just society simply because parents should be able to treat their children differently from other people’s children in ways that are to their children’s advantage. For example, a parent may read bedtime stories to his children but if he does he does not also need to read them to other children, even if a failure to read to everyone exacerbates inequality. There are limits to what the state can do without intruding on the life of the family. At the same time, concern for mitigating inequality that is rooted in familial relations has to grapple with the fact that different parenting styles have value as well as downsides, and that the middle-class norm of trying to maximize children’s potential (“concerted cultivation”; Lareau 2011) is no exception in terms of having certain disadvantages for children.

There are several possible approaches to the conflict between equal educational opportunity and the family. One approach subordinates our concern for equality of educational opportunity to our concern with the family. To support this view we might try to argue that the goods of family life are especially weighty, or, that as a matter of value pluralism, the state cannot impose complete uniformity on childrearing practices. Conversely, we could subordinate our concern for the family to our concern with equality of educational opportunity. If this were to happen, however, we could end up abolishing the family as we know it, since the family and partiality run contrary to equal opportunity. One cannot, it seems, have the family and have perfect equality of opportunity. Plato famously advocated raising children in common within communities in The Republic (though not out of concern for equality). But most philosophers, including Rawls, believe that abolishing the family is far too high a price to pay for equality (this is discussed in Munoz-Dardé 1999; Brighouse & Swift 2009; Schoeman 1980; Schrag 1976; see also Miller 2009 on different conceptions of equality of opportunity and how the family fits within them).

Alternatively, we might think that some careful weighing of the values at stake is required. For instance, we might think that only some of the demands of familial partiality, those related to intimacy such as reading bedtime stories, are sufficient to outweigh concern for equality of educational opportunity. Other aspects of familial partiality that appear to be unconnected to intimacy, such as paying tuition for private schools, would not be justified. This view would enjoin us to equalize children’s educational opportunities whenever we can, without sacrificing the goods central to the family (Brighouse & Swift 2014). Yet it can be very difficult in practice to determine whether an advantage parents provide their child is constitutive of the family or not.

Individuals with cognitive and physical disabilities have been marginalized, denied resources, and even denied an education. Can a conception of equality of educational opportunity accommodate those with cognitive and physical disabilities? Some critics claim that theories of justice focus unduly on meeting the demands of reciprocity and cooperation as a pre-condition to equal opportunity and other demands of justice, and in doing so, exclude some individuals with disabilities from those entitlements. Some argue that we need new theories (Kittay 1999; Barnes 2016) while others argue that existing theories and approaches can be applied to or extended to include individuals with disabilities (Stark 2013; Robeyns 2006; Brighouse 2001). In education, treating individuals with disabilities the same as those without does not always suffice to treat all equally, for disabilities sometimes give rise to special needs and requirements and this raises challenges for ‘inclusion’ (Warnock 2005). In order to avoid these challenges it seems that we might need to endorse differential treatment, which can lead to stigma and division and has been associated with educational segregation. This gives rise to what has been called the “dilemma of difference” and pertains to decisions about whether students with disabilities should be educated in the same class as students without disabilities. Placing disabled children in mainstream schools or classes may lead to bullying, as Mary Warnock (2005) has noted, but placing disabled children in separate settings may further entrench the wide-spread social stigma associated with disability, even when there is much that can be done to ensure disability is not an obstacle to learning. Further debates focus on the extent to which (at least some of) the disadvantages of disability may be detached from the disability itself and the extent to which they are attached only in virtue of social organization or social attitudes, which we could and should alter. For instance, if the dominant modes of communication in our society were sign-based rather than spoken, perhaps deafness would not be considered a disability. Likewise, where braille translations are readily available, the blind do not face a disability with respect to reading (Sparrow 2005). In the case of education, the design of the school or the curriculum can determine whether a disability is an obstacle to learning. For some discussion of this debate see Terzi 2005.

Disability may be thought to pose problems for various conceptions of equality of educational opportunity and can strengthen well-known objections. For example, it poses problems for those who endorse a meritocratic allocation of advantageous positions, such as FEO. If one of the primary goals of an education system is to ensure fair competition for jobs, many people with disabilities will likely face greater and even insurmountable obstacles to becoming the most meritorious candidate. Recall that FEO requires equal prospects for the equally naturally talented and ambitious. Some of those with disabilities do not have similar or equal natural talent with others vying for opportunities, even if these differences could be compensated for through education. Meritocratic equality of opportunity also appears to neglect some people with disabilities, by interpreting merit in terms of inborn potentials. FEO and meritocratic equality of opportunity are consistent with providing very low or even no educational opportunities to some cognitively disabled persons, but that hardly seems like an acceptable outcome. Adequacy accounts may also struggle to explain what to do when disabilities are so severe that individuals cannot achieve adequate educational levels, or do so only at enormous cost. If an adequate education involved at least acquiring a high school diploma, it is not possible for some cognitively impaired persons to reach this level. Since the focus of adequacy is on achieving that level, and these people cannot do so, it appears that when educational adequacy is set at these levels no entitlement to education for the cognitively disabled can be derived from it. This sort of example puts a lot of pressure on accounts of adequacy to explain at what cost adequacy is worth pursuing, and also challenge those who deny that native ability is relevant to equality of opportunity.

One way to avoid such outcome would be to supplement these views of equality or adequacy of educational opportunity with other principles. For example, it might be held that we owe some educational resources even to the severely cognitively disabled not on grounds of equality of opportunity but on grounds of humanity.

Opportunities belong to agents. However, when we are concerned with equality of opportunity we may be concerned that each individual has the same opportunities or that certain groups (classified by race, gender, socio-economic class, sexuality or religion) have the same opportunities. In other words, our concern may be that people’s opportunities are not affected by their membership of some disadvantaged group rather than being concerned that each individual has equal opportunity within groups. Imagine two societies. In society A , all those who gain entrance to selective colleges on the basis of test scores are white. In society B , all those who gain entrance on the basis of test scores are white or non-white in proportionate to their percentages in the overall population. Should we care about whether we are in society A or B ? If our concern is with individuals alone, then so long as our conception of equality of opportunity is met, then there is no difference between society A and B . Of course, we may suspect that society A violates our conception of equality of opportunity. But suppose that it does not.

Do we have any reason to favor a college admissions policy that moves us from A to B ? Those who advocate for affirmative action in admissions argue that we have reason to depart from a color-blind standard. Some of those arguments appeal to the illegitimacy of the standards used (e.g., tests scores), which critics say are biased. Others argue that we should expect to see equality of outcomes with respect to relevant social groups. For example, John Roemer (1998) defends a conception of equality of opportunity according to which members of groups that have been subordinated (women, racial minorities) should have the same probabilities of achieving success as the members of the dominant group. This is because he thinks the obstacles these groups face should be the same and if we assume that they have equal distributions of talent within them, then different outcomes means there are different obstacles. Roemer uses the example of smoking to illustrate this. Smoking rates vary by social class: the poorer you are, the more likely it is that you will smoke. On Roemer’s view, this means that it is harder for a poor person to stop smoking than a wealthy person. So we should not penalize a poor person who smokes to the same extent that we penalize a wealthy person. Of course, which social groups should be included in this exercise is controversial. Conservatives and liberals differ as to whether individuals face different obstacles simply by virtue of their group membership.

A different argument for moving to society B is given by Glenn Loury (1987) who argues that the dynamic effects of a society like A would prevent poor but talented minorities from achieving equality of educational opportunity because they would lack access to the social networks upon which jobs and other opportunities depend. In society A , disadvantages would cluster. Because equality of opportunity does not, as we have seen, easily extend to the private sphere of family and intimate associations, it is compatible with the continued practice of racial discrimination in such practices, even when there is legal, formal equality.

Loury thus sees a role for preferential policies in higher education that would move us from a society like A to a society like B . One of the more controversial reforms associated with higher education and equality of opportunity is affirmative action, which reserves preferential treatment for historically disadvantaged groups. Affirmative action has been criticized by those who think that merit, and not race or class, should be the only criterion for selecting college applicants. Others argue that it can lead to the unintended stigmatization of members of disadvantaged groups who attend college as not deserving of their place. However, this is to forget that opportunities to develop merit are themselves unfairly distributed between groups historically. Notwithstanding this response, affirmative action remains a controversial response to a very difficult social problem (Guinier 2016).

This entry has provided analysis of key positions in debates about equality of educational opportunity. We began by describing the reasons for being concerned about equality in this arena and then surveyed debates about the value and distribution of such opportunities. As the above discussion highlights, the realization of the ideal of equality of educational opportunity may be frustrated by competing conceptions of what equality itself entails, and also by other important values that are in tension with equalizing education opportunities (e.g., respecting family autonomy). Social scientific advances in recent years have clarified our understanding of the mechanisms behind children’s unequal access to educational opportunities, and the consequences of those inequalities for social mobility (e.g., Chetty et al. 2014; Duncan & Murnane 2011). This knowledge enables policymakers to target interventions to areas that will be most impactful (e.g., growing recognition of the importance of early childhood education). But value tensions of the sort highlighted in this entry will persist, and they warrant ongoing attention by philosophers as our understanding of the causes and consequences of educational inequalities sharpens.

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Williams, Bernard, 1962, “ The Idea of Equality ”, in Peter Laslett and W.G. Runciman (eds.), Philosophy, Politics and Society, Second Series , Oxford: Blackwell, pp. 112–17.
Wolff, Jonathan, 1998, “Fairness, Respect, and the Egalitarian Ethos”, Philosophy & Public Affairs , 27(2): 97–122. doi:10.1111/j.1088-4963.1998.tb00063.x
Young, Michael, 1958, The Rise of the Meritocracy, New Brunswick, NJ: Thames and Hudson.

How to cite this entry . Preview the PDF version of this entry at the Friends of the SEP Society . Look up topics and thinkers related to this entry at the Internet Philosophy Ontology Project (InPhO). Enhanced bibliography for this entry at PhilPapers , with links to its database.

Cited Court Cases

Brown v. Board of Education (1954).
Milliken v. Bradley (1974).
Parents Involved in Community Schools v. Seattle School District (2006).
San Antonio Independent School District v. Rodriguez (1973).
Swann v. Charlotte-Mecklenburg Board of Education (1970).
Yoder v. Wisconsin (1972).

Other Resources

“The Condition of Education” , National Center for Education Statistics
Reardon, Sean F., 2015, “School Segregation and Racial Academic Achievement Gaps” , (CEPA Working Paper No.15–12). Retrieved from Stanford Center for Education Policy Analysis.
Reardon, Sean F., 2021, “ The Economic Achievement Gap in the US, 1960-2020: Reconciling Recent Empirical Findings ”, (CEPA Working Paper No. 21.09). Retrieved from Stanford Center for Education Policy Analysis.
Reardon, Sean F., Erica Weather, Erin Fahle, Heewon Jang, and Demetra Kalogrides, 2022, “ Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps ”, (CEPA Working Paper No.19-06). Retrieved from Stanford Center for Education Policy Analysis.
National Equity Atlas , PolicyLink and the USC Equity Research Institute. In particular the entry on School Poverty
2022 US Bureau of Labor Statistics

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How Your Social Media Accounts Can Affect Your Ivy League Applications

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Yale University

Could a meme you posted years ago shatter your dreams of attending Harvard? Can Columbia admissions officers read your Instagram comments? Does Stanford really care about the red solo cups in the pictures from your homecoming afterparty?

The answer to these questions is yes . Responsible and conscientious online behavior is necessary for students in every stage of their development—but it is particularly critical for those applying to college. While many students may assume that what they post online is their own private business, publicly accessible profiles are just as visible to admissions officers at top schools as they are to students’ peers. This means that the public content you post on Instagram, Tik Tok, Facebook, or YouTube could be fair game in the holistic review process at Ivy League and other prestigious institutions.

On the one hand, students should note that admissions officers have multiple commitments in their jobs, and many of them do not routinely review applicants’ social media profiles. Admissions decisions are primarily based on the formal materials you submit—essays, activities lists, recommendations, transcripts, supplements, and extracurriculars.

However, your social media presence is not entirely off their radar. Top colleges are seeking to educate the next generation of engaged, informed, and responsible civic leaders. Your online behavior is a reflection of your character and values, not to mention a testament to your ability to follow a school’s code of conduct, reflect its values, and develop into the kind of leader they want to graduate.

A 2023 study conducted by Kaplan found that 67% of admissions officers “believe that checking out applicants’ social media posts on apps like Facebook, Instagram, YouTube, TikTok, X, and Threads to learn more about them is “fair game” to help them make decisions about who gets in.” The study also found that just under one-third of admissions officers surveyed had actually done this, which, though a smaller fraction, is not a negligible number of admissions personnel.

NYT ‘Strands’ Today: Hints, Spangram And Answers For Friday, September 13th

Meet the world’s oldest fish—presumed extinct for 60 million years, then rediscovered in a small fishing town, northern lights alert: states where aurora borealis may be visible tonight.

As social media becomes increasingly important in students’ socialization and personal expression, it likewise becomes more important in admissions committees’ eyes. The percentage of admissions officers who believed social media to be “fair game” in admissions considerations has risen 10% over the last five years alone, according to Kaplan. The survey further found that social media, when considered by admissions officers, had a primarily negative impact on students’ chances of acceptance.

What Do Admissions Officers Look For On Students’ Social Media?

On the one hand, social media can serve as a means of vetting students for inappropriate, illegal, or inadvisable behaviors. Admissions officers may also check your social media to see if it aligns with the narrative you’ve presented in your application, particularly if something raises concerns—such as inconsistencies in your achievements or red flags regarding your behavior. One student had her admissions offer revoked from the University in Rochester in 2017 after the school learned that she had lied about which high school she attended on her application, Inside Higher Ed reported.

More than any other Ivy, Harvard has frequently made headlines for uncovering students’ abuses of social media. In 2019, Parkland shooting survivor Kyle Kashuv had his admission to Harvard revoked after racist comments he made resurfaced online, per a U.S. News & World Report piece. Likewise, in 2017, the school rescinded 10 students’ offers of admission over racist and sexist remarks made online, The Harvard Crimson reported. But Harvard is hardly the only school to do this—numerous colleges rescinded acceptances in 2020 over students’ racist online posts, The New York Times noted. Students should therefore be mindful about what they share on their personal accounts, as well as in group chats, on others’ pages, and on digital forums. If something you want to say has even the potential to be offensive or harmful to a person or group of people, you should refrain from saying it — or delete it.

This is particularly important if a student has used social media as a part of their application hook or core activities in high school. Perhaps you have written a blog, spread awareness through social media campaigns, shared video essays on YouTube, or created an online community around a shared interest—whether you link to your social media accounts in your application or not, referencing online initiatives of this kind can increase the likelihood of admissions officers searching for your profiles. In this case, it is all the more critical that you ensure that neither you nor anyone affiliated with your accounts have shared anything you would not want admissions officers to see and factor into your admissions evaluation. On the other hand, developing these social media accounts in a positive, professional, and strategically minded way can leave admissions officers with a more positive and dynamic understanding of your digital citizenship, thereby enhancing your application profile.

Should Students Link To Their Social Media Accounts On College Applications?

Generally speaking, students should only include professional social media accounts that are pertinent to their college admissions candidacy on their applications.

The social media accounts that students use for their private social lives should remain in private mode to ensure such information is not unintentionally broadcast to admissions officers or future employers. Additionally, if a student has concerns about whether any online content could be perceived as irresponsible or out of sync with a university’s values and code of conduct, do not include a link on the application.

That being said, if students have used social media as a tool for advocacy, research, networking, a passion project, or other positive initiatives, it may benefit their application to include a link to their profiles in their applications. While your resume and activities list offer limited space to describe your achievements and demonstrate your leadership in your community, a social media account curated toward your hook or activities can add color and dimension to your application. If you have used social media in conjunction with a passion project, linking your account can also go a long way in conveying your work’s reach and impact. This could be especially pertinent to students applying in the arts who have used social media as an online portfolio housing their performances and other creative work.

Ultimately, while it’s unlikely that your social media accounts will make or break your application, it’s crucial to curate them thoughtfully. Admissions officers are not necessarily searching on those platforms for reasons to reject you, but your social media posts have the potential to reinforce or undermine your application.

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Help High School Students Grow as Writers with These Argumentative Articles

Dorothy Hodges

Sparking student interest is sometimes best done with a bit of controversy. That’s why we’ve collected some of our most engaging argumentative articles for high school students. Each of these informational texts from our digital literacy program will not only launch a class debate but also serve as an opportunity for students to have fun grappling with relevant topics and argumentative analysis. They also serve as exemplars of great argumentative writing! Do I hear an opinion essay coming?

“ No, Mobile Phones Should Not Be Banned in UK Schools ” by Stephen Corbett (9th grade)

Students will be excited to read this argumentative article claiming that cell phones should be allowed in schools. Poll the class on this topic before and after reading to see if anyone has changed their mind.

Screenshot of an argumentative article for students “No, Mobile Phones Should Not be Banned in UK Schools”

This argumentative article for students is a great model of opinion writing. Have students follow the development of the author’s argument through their annotations while reading. This not only supports students reading comprehension, but it will also prepare them for Assessment Question 3, “How does Paragraph 7 develop the idea that mobile devices should be allowed in school?”

“ Life Isn’t Fair - Deal With It ” by Mike Myatt (9th grade)

In this argumentative article, Mike Myatt argues that fairness is actually a subjective idea rather than a natural characteristic of life. Do you agree? Do you think your students will?

Screenshot of an argumentative article for students called “Life Isn’t Fair — Deal With It”

Use this argumentative text and reading comprehension lesson as a launchpad for students to write their own opinion essay responding to Discussion Question 2, “The author believes that ‘fairness’ is not a useful term, and that it makes people feel entitled to good outcomes. Make an argument for the opposite - how would you convince someone that the concept of ‘fairness’ is an important one?”

“ Should We Scoff At The Idea Of Love At First Sight? ” by James Kuzner (10th grade)

This spicy opinion piece focuses on the neuroscience of love. It’s also sure to be a relatable and engaging topic to bring your students into a deep analysis of a writer’s argumentative structure.

This is a great text to use as a baseline for extended argumentative writing practice. Ask students to discuss and draft a written response to Discussion Question 2, “Do you think that love at first sight exists in the real world? Why or why not?”

“ Why I Despise the Great Gatsby ” by Kathryn Schulz (11th grade)

In this opinion piece, Author Kathryn Schulz argues why The Great Gatsby isn’t actually all that great of a novel.

After completing the reading comprehension assessment questions from this lesson, use the related media video “ Psychology of Strong Opinions and Social Connections ” to expand student thinking regarding opinions and argument. Ask students to evaluate Kathryn Schulz’s opinion. Is Schulz’s opinion strong? Why or why not? Then, ask students to apply that same evaluation to revise their own opinion writing.

“ The Fallacy Of Success ” by G.K. Chesterson (11th grade)

Some students have very specific ideas of success. This 1915 argumentative article challenges widely-held ideas of success and just may push your students to do the same.

Use the reading assessment questions to push students to support their analysis of Chesterson’s argument with text-specific evidence with Assessment Question 3, which asks how a specific quote from paragraph 4 supports the passage’s central idea.

“ What Adolescents Miss When We Let Them Grow Up In Cyberspace ” by Brent Staples (12th grade)

Today’s students (and many of today’s teachers!) have never lived in a world without the Internet. In this argumentative article , Brent Staples asks readers to consider the ways growing up with such connectivity could impact them as they age.

Screenshot of an argumentative article for students called “What Adolescents Miss When We Let Them Grow Up In Cyberspace”

This is a great text to push students to create their own piece of thoughtful argumentative writing. Use Discussion Question 2 as a writing prompt that must be supported with evidence: “What costs does the author identify of growing up online? Do you agree with the author’s views on the Internet? Why or why not? What benefits do you think the Internet provides teenagers?”

“ Will The ‘Right’ College Major Get You A Job? ” by Glenn Altshuler (12th grade)

Top of mind for many 12th graders, this argumentative article explores whether or not college pays off in the ways it’s advertised to students.

Use the paired text “ Is College Worth It? Is This Even the Right Question? ” by Josipa Roksa and Richard Arum to extend student thinking further. Ask students to compare how both texts explore the differences between the experiences of those with college degrees in the job market and those without degrees? Then ask students to write a response to the same question: Is college worth it?

Want even more argumentative articles that will assist students in crafting their own argumentative writing essays? Check out our Target Lessons for high schoolers.

If you are an administrator looking to leverage CommonLit in your school or district, our partnerships team can help. We offer benchmark assessments, professional learning and more!

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Category: education essay examples.

See our collection of education essay examples. These example essays are to help you understanding how to write an essay on education essay topics . Modern education is an interdisciplinary field, including disciplines (to name just a few) such as history and sociology, as well as topical areas such as globalization and technology. Education essay examples below include essays on many disciplinary areas such as curriculum in education, educational policy and law, theories of education, the history of education, and the philosophy of education.

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Is a College Education Worth It: Navigating the Value of Higher Learning

The question of whether a college education is worth it has been a subject of ongoing debate in recent years. With rising tuition costs and the emergence of alternative pathways, it's crucial to critically examine the value that higher education offers. This essay delves into...

In Defense of a Liberal Education: Cultivating Lifelong Learners

A liberal education has long been a subject of debate, with some questioning its practicality in a rapidly changing world. However, the value of a liberal education extends beyond its perceived lack of immediate vocational focus. This essay in defencs of a liberal education discuses...

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How Traditional Schooling Is Better Than Homeschooling

The debate between traditional schooling and homeschooling has long been a topic of contention in the field of education. While both approaches have their merits, this essay argues in favor of traditional schooling, highlighting the social, academic, and personal development benefits it offers to students....

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Homework Should Be Banned: An Argumentative Examination of the Homework Debate

The topic of whether homework should be banned has long been a subject of heated discussions among educators, parents, and students. While some argue that homework fosters responsibility and reinforces learning, others contend that it places undue stress on students and hinders their well-rounded development....

High School and College: A Comparative Analysis of Two Educational Phases

The transition from high school to college is a significant milestone in the journey of education. Both high school and college are vital stages that shape an individual's academic and personal growth. This comparison essay delves into the key differences and similarities between these two...

Exploring the Roles and Responsibilities of a Teacher

Teachers are the architects of education, guiding students on their journey of discovery and growth. The multifaceted role of a teacher extends beyond the classroom, encompassing various responsibilities that shape the future of individuals and society as a whole. This essay delves into the diverse...

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Exploring the Responsibilities of the Early Childhood Educator

Early childhood educators play a pivotal role in shaping the foundation of a child's development and learning. Guiding, supporting, and nurturing young minds requires a deep understanding of pedagogy, child psychology, and effective communication. This essay delves into the multifaceted responsibilities of early childhood educators,...

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Exploring the Pros and Cons of Distance Learning

Distance learning, propelled by technological advancements, has revolutionized education by transcending the boundaries of traditional classrooms. As learners increasingly turn to online platforms for their educational needs, it becomes essential to critically examine the pros and cons of distance learning. This essay delves into the...

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Exploring How Education Has Impacted Your Life

Education is a transformative force that shapes individuals, empowers aspirations, and paves the way for personal and societal progress. From the classroom to lifelong learning, education influences the way we think, the opportunities we pursue, and the impact we make. This essay delves into the...

Exploring Educational Landscapes: Differences Between Online and Face-to-Face Learning

Education has evolved significantly with the advent of technology, giving rise to new modes of learning. Online and face-to-face learning are two prominent approaches that cater to diverse learning preferences and circumstances. This essay delves into the core differences between online and face-to-face learning, highlighting...

Exploring Educational Avenues: Disadvantages of Face-to-Face Learning

Face-to-face learning, a traditional educational approach, has long been the cornerstone of formal education. However, as technology continues to reshape the educational landscape, it is essential to critically examine the drawbacks of this conventional method. This essay delves into the core disadvantages of face-to-face learning,...

Effects of Social Stratification on Education: Striving for Equal Educational Opportunities

Social stratification, the division of society into distinct social classes, has profound implications for various aspects of human life, including education. The inequalities that stem from social stratification can significantly impact access to educational opportunities, quality of education, and future prospects for individuals. In this...

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Educational Diversity: Comparing Co-Ed vs Single-Gender Schools

The debate between co-ed and single-gender schools has long been a topic of discussion in the field of education. Both types of institutions offer unique learning environments with distinct advantages and challenges. This essay explores the differences between co-ed and single-gender schools, considering their impact...

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College Is a Waste of Time: Debunking the Myth

The notion that college is a waste of time has gained traction in recent years, as discussions about the cost of education, job prospects, and alternative paths have taken center stage. However, dismissing the value of a college education oversimplifies a complex issue. This essay...

Being a Teacher is Not Easy: Challenges and Responsibilities

Teaching is often hailed as one of the noblest professions, as educators play a crucial role in shaping the minds and futures of their students. While the impact of teachers on society is undeniable, it's important to recognize that being a teacher is not an...

Advantages of Face-to-Face Learning: The Power of In-Person Education

Face-to-face learning, also known as traditional classroom education, has been the foundation of the educational system for centuries. While technological advancements have introduced online and remote learning options, face-to-face learning continues to hold its own unique advantages that contribute to effective learning experiences. In this...

Advantages and Disadvantages of University Education: Navigating Higher Learning

University education is often considered a significant milestone in a person's academic journey, offering the opportunity to pursue higher education and specialized knowledge. While a university education opens doors to diverse career paths and personal growth, it also presents a set of advantages and disadvantages...

Advantages and Disadvantages of Single-Gender Schools: Exploring Educational Choices

The debate over single-gender education has long intrigued educators, parents, and policymakers. Single-gender schools, which separate students based on their gender, offer a distinctive approach to education that comes with its set of advantages and disadvantages. These schools have been praised for their ability to...

Advantages and Disadvantages of Public Schools: A Closer Look at Education for All

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Advantages and Disadvantages of Private Schools: Navigating Educational Choices

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Advantages and Disadvantages of Extracurricular Activities: Balancing Enrichment and Commitment

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Advantages and Disadvantages of a Gap Year: Exploring Paths of Exploration and Reflection

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Achievement in Life as a Student: Navigating Challenges and Embracing Growth

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A Perfect Fit: Why I am Interested in UCF

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A New Chapter Unfolds: Reflections on My First Day of High School

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First Day of School
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Why Early Childhood Education is Important in a Child's Development

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Why Do I Deserve This Scholarship: Unveiling My Candidacy

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Understanding the Causes of Stress in College Students

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Honoring the Pillars of Education: Celebrating Teacher Appreciation Week 2023

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Why Respect is Important in a Teacher-Student Relationship

When teaching it is essential that appropriate behaviour is promoted and that respect is fostered and promoted. 'All students deserve to go to school in classrooms with a positive, orderly and efficient culture that respects and defends the primacy of the academic learning'. Classroom culture...

Why Cheating Is Getting Worse: My View on the Problem

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What Is the Purpose of School Education: Examining Public Schooling

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The Purpose of Education: Examining Philosophical Ideas

Introduction Within this essay, the purposes of education will be explored with examples of how these aims have been put into practice within a school environment. When establishing a definition for education, it is difficult to define as it is highly contested topic with numerous...

The Issue of Racism in Schools: Discrimination and Inequality Gap

Racism in Schools Racism has always been a contentious issue in the classroom, and it's no different today. When the topic of racism is broached, a torrent of emotions emerges. As a result, most people refuse to discuss or handle the issue. Racism is an...

Best topics on Education

1. My Academic Goals: Nurturing Dreams, Pursuing Excellenc

2. What Are Your Academic Goals: Charting a Course for Excellence

3. Professional Goals for Graduate School

4. My Goals in Life as a College Student

5. Educational Goals: Charting the Path to Personal and Academic Excellence

6. Why Cell Phones Should Be Allowed in School: Harnessing Technology for Learning

7. Navigating the 21st Century: Understanding of Modern Learning

8. The Teacher and the Community: Nurturing Relationships

9. Should Students Be Required to Perform Community Service to Graduate High School?

10. Should Community College Be Free: Exploring the Benefits and Considerations

11. Reasons Why Cell Phones Should Not Be Allowed in Schools

12. Embarking on the Odyssey of Literacy: A Narrative of Words and Worlds

13. Exploring Career Goals for Students

14. High School National Honor Society: A Pathway to Excellence and Service

15. Expectations for Myself as a Student

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Your Right to Equality in Education

Getting an education isn't just about books and grades - we're also learning how to participate fully in the life of this nation. (We're tomorrow's leaders after all!)

But in order to really participate, we need to know our rights - otherwise we may lose them. The highest law in our land is the U.S. Constitution, which has some amendments, known as the Bill of Rights. The Bill of Rights guarantees that the government can never deprive people in the U.S. of certain fundamental rights including the right to freedom of religion and to free speech and the due process of law. Many federal and state laws give us additional rights, too.

The Bill of Rights applies to young people as well as adults. And what I'm going to do right here is tell you about EQUAL TREATMENT .

DO ALL KIDS HAVE THE RIGHT TO AN EQUAL EDUCATION?

Yes! All kids living in the United States have the right to a free public education. And the Constitution requires that all kids be given equal educational opportunity no matter what their race, ethnic background, religion, or sex, or whether they are rich or poor, citizen or non-citizen. Even if you are in this country illegally, you have the right to go to public school. The ACLU is fighting hard to make sure this right isn't taken away.

In addition to this constitutional guarantee of an equal education, many federal, state and local laws also protect students against discrimination in education based on sexual orientation or disability, including pregnancy and HIV status.

In fact, even though some kids may complain about having to go to school, the right to an equal educational opportunity is one of the most valuable rights you have. The Supreme Court said this in the landmark Brown v. Board of Education case when it struck down race segregation in the public schools.

If you believe you or someone you know is being discriminated against in school, speak up! Talk to a teacher, the principal, the head of a community organization or a lawyer so they can investigate the situation and help you take legal action if necessary.

ARE TRACKING SYSTEMS LEGAL?

Yes, as long as they really do separate students on the basis of learning ability and as long as they give students the same basic education.

Many studies show, however, that the standards and tests school officials use in deciding on track placements are often based on racial and class prejudices and stereotypes instead of on real ability and learning potential. That means it's often the white, middle-class kids who end up in the college prep classes, while poor and non-white students, and kids whose first language isn't English, end up on "slow" tracks and in vocational-training classes. And often, the lower the track you're on, the less you're expected to learn - and the less you're taught.

Even if you have low grades or nobody in your family ever went to college, if you want to go to college, you should demand the type of education you need to realize your dreams. And your guidance counselor should help you get it! Your local ACLU can tell you the details of how to go about challenging your track placement.

CAN STUDENTS BE TREATED DIFFERENTLY IN PUBLIC SCHOOL BASED ON THEIR SEX?

Almost never. Public schools may not have academic courses that are just for boys - like shop - or just for girls - like home economics. Both the Constitution and federal law require that boys and girls also be provided with equal athletic opportunities. Many courts have held, however, that separate teams for boys and girls are allowed as long as the school provides students of both sexes the chance to participate in the particular sport. Some courts have also held that boys and girls may always be separated in contact sports. The law is different in different states; you can call your local ACLU affiliate for information.

CAN GIRLS BE KICKED OUT OF SCHOOL IF THEY GET PREGNANT?

No. Federal law prohibits schools from discriminating against pregnant students or students who are married or have children. So, if you are pregnant, school officials can't keep you from attending classes, graduation ceremonies, extracurricular activities or any other school activity except maybe a strenuous sport. Some schools have special classes for pregnant girls, but they cannot make you attend these if you would prefer to be in your regular classes.

CAN SCHOOLS DISCRIMINATE AGAINST GAY STUDENTS?

School officials shouldn't be able to violate your rights just because they don't like your sexual orientation. However, even though a few states and cities have passed laws against sexual orientation discrimination, public high schools have been slow to establish their own anti-bias codes - and they're slow to respond to incidents of harassment and discrimination. So while in theory, you can take a same-sex date to the prom, join or help form a gay group at school or write an article about lesbian/gay issues for the school paper, in practice gay students often have to fight hard to have their rights respected.

WHAT ABOUT STUDENTS WITH DISABILITIES?

Although students with disabilities may not be capable of having exactly the same educational experiences as other students, federal law requires that they be provided with an education that is appropriate for them. What is an appropriate education must be worked out individually for each student. For example, a deaf student might be entitled to be provided with a sign language interpreter.

In addition to requiring that schools identify students with disabilities so that they can receive the special education they need in order to learn, federal law also provides procedures to make sure that students are not placed in special education classes when they are not disabled. If you believe you're not receiving an appropriate education, either because you are not in special classes when you need to be, or because you are in special classes when you don't need to be, call the ACLU!

And thanks to the Americans with Disabilities Act (ADA), students who are HIV positive have the same rights as every other student. People with HIV are protected against discrimination , not only in school but in many other public places such as stores, museums and hotels.

People with HIV aren't a threat to anyone else's health, because the AIDS virus can't be spread through casual contact. That's just a medical fact. Your local ACLU can provide information on how to fight discrimination against people with HIV.

CAN I GO TO PUBLIC SCHOOL IF I DON'T SPEAK ENGLISH?

Yes. It is the job of the public schools to teach you to speak English and to provide you with a good education in other subjects while you are learning. Students who do not speak English have the right to require the school district to provide them with bilingual education or English language instruction or both.

"No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance." --Title IX, Education Amendments of 1972

We spend a big part of our life in school, and our voices count. Join the student government! Attend school meetings! Petition your school administration! Talk about your rights with your friends! Let's make a difference!

Produced by the ACLU Department of Public Education. 125 Broad Street, NY NY 10004. For more copies of this or any other Sybil Liberty paper, or to order the ACLU handbook The Rights of Students or other student-related publications, call 800-775-ACLU or visit us on the internet at https://www.aclu.org .

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Home — Essay Samples — Education — Importance of Education — Importance of Education in Life

Importance of Education in Life and for Our Future

Categories: Importance of Education Knowledge

About this sample

Words: 624 |

Published: Dec 18, 2018

Words: 624 | Page: 1 | 4 min read

Outline of importance of education, importance of education essay example, introduction.

Education as a gateway to the future
The value of education
Importance of discussing education in life

Education's Role in Society

Contribution to societal development
Utilization of technology in education
Technology's impact on personal empowerment

Challenges in Third-World Education

Obstacles to accessing education
Cost of schooling
The example of education in Ghana

The Ultimate Apparatus for Personal Empowerment

Education as a tool for progression
Appreciating the opportunities provided
The importance of taking action on knowledge

Works Cited

Bernstein, M. (2020). Global survey shows 48% of students using desktop computers in the classroom. eSchool News. [Online]. Available: https://www.eschoolnews.com/2020/06/02/global-survey-shows-48-of-students-using-desktop-computers-in-the-classroom/
Yuthas, K. (2020). The state of education in Ghana: Assessing the challenges and opportunities. World Education Blog. [Online]. Available: https://gemreportunesco.wordpress.com/2020/10/12/the-state-of-education-in-ghana-assessing-the-challenges-and-opportunities/

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50 U.S. universities to attend 2024 EducationUSA fair in Abuja and Lagos

EducationUSA Nigeria will host its 23rd annual EducationUSA College Fair from September 17th to 19th in Abuja and Lagos.

This event is organized by the U.S. government’s official information source on U.S. higher education.

According to a press release from the United States Consulate General, Public Diplomacy Section, the fair will feature representatives from 50 U.S. colleges and universities.

U.S Universities offer $2.17 million scholarships to 19 Nigerian students

Details of the fair .

The EducationUSA Fair, as stated, will provide ample opportunity for prospective students to engage directly with international admissions officers from prominent U.S. institutions such as; Harvard University, Columbia University, The George Washington University, Tulane University, and Spelman College.

The participating schools, with their pedigrees, offer a range of programs at the undergraduate, graduate, and doctoral levels, and represent various regions of the United States.

Here, attendees will have the chance to meet with admissions officers, EducationUSA advisers, and U.S. Embassy representatives; where they can discuss educational opportunities, the student visa application process, financial aid, and cultural aspects of studying in the United States.

U.S. Mission Public Diplomacy Counselor, Lee McManis, encouraged participation in light of the benefits to be gained from the fair. “The United States has renowned higher education programs and remains the destination of choice for international students,” McManis stated,

“The upcoming EducationUSA college fair is a great way to explore the amazing educational opportunities that the United States has to offer.”

What To Know

The release informed that Nigeria is a significant source of international students for the United States, as it sends more students to American colleges and universities than any other country in Africa and is the seventh largest source worldwide.

In the 2022-2023 academic year, over 17,000 Nigerian students pursued degrees in the United States.

Event Locations and Registration

The College Fair will begin in Abuja on September 17th at the NAF Conference Centre and Suites. It will continue in Lagos on September 18th at the Ecobank Pan African Center, Victoria Island, and conclude on September 19th at Pistis Hub, Maryland.

There is no fee for participation, but registration is required.

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Fair vs. Equal

The band-aid lesson: explaining fair versus equal .

A typical refrain in elementary school classrooms is, “That’s not fair!”

Whether in response to sharing materials, games at recess, or how much time a teacher spends with each student, students’ attachment to fairness can present a significant obstacle. When classroom teachers are not equipped, it is difficult to coach students through the nuances of fairness and equality.

A popular SEL technique we use to explain fairness is the band-aid lesson.

What is the difference between fair and equal?

Fairness means treating people according to their needs. This does not always mean it will be equal. Equality means treating everyone exactly the same. Understanding fairness and equality goes hand-in-hand with increasing students’ tolerance and appreciation for diverse learners. If students can distinguish between fair and equal, they're noticing how privilege impacts them and their classmates.

Some examples of fairness versus equality in the classroom might include:

If one student is really good at math and didn’t need help, while another student needed a lot of help, would it be fair or unfair for the teacher to spend the same amount of time with them?
If one student has a learning disability that means they have a hard time writing, would it be fair or unfair to allow them to use a computer to help them write, while everyone else in the class uses paper and pencil?
If one student needs more time to read, would it be fair or unfair for the student to have more time to complete their tests?
If one student has a difficult home life and unique emotional needs, would it be fair or unfair to allow them extra break times to use coping skills and cool-down strategies?

Empowering Minds Lesson

The Empowering Minds program offers differentiated lessons on the subject of fair vs. equal. The K-2 lessons include our favorite twin rabbits, Munchy and Jumpy, as they explore how something that is fair isn't always equal.

In the older grades, students go through an experiential activity in which their teacher will treat them all exactly the same, showing the point that what is equal is not always what is fair. In both the K-2 and 3-5 lessons, the bandaid activity teaches students the idea of what is equal, is not always fair. For example, if a doctor gave everyone who came into their office a bandaid, that might help some of their patients but surely not all. The bandaid activity is one that often sticks with students for years to come as they learn to better understand the difference between fair and equal.

Get The Full Lesson

Empowering Education offers full lesson plans for teachers on teaching students about fairness vs. equality.

Closing Reflection

Consider this question on your own or pose it to your students for an active discussion on fair vs. equal: Imagine what it would be like to live in a world where everyone is treated the same no matter what. Is this a world you would want to live in? Why or why not?

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Essay on Fair for Students and Children

500+ words essay on fair.

Fair is usually termed as a gathering of people for certain entertainment or commercial activities. The fairground is an area with hundreds of temporary shops selling various products to the people who have gathered to visit the fair. A village fair is usually marked by hawkers selling toys and sweets. In our states usually, a fair is organized during festivals. Some fairs like a book fair, travel fair, trade fair, etc may occur other than a festival and sell products related to their specific theme. We can divide fair into two types, City fair and village fair. Now we will discuss them.

A city fair is usually held at any specific date throughout the year. In India, many old fairs are held for years, around the same period. Trade fairs are for selling unique artifacts, crafts, jewelry, furniture, etc. It is also for commercial activities with a limited presence of fun and entertainment activities. A festive fair, on the other hand, is held during a festival season.

For example, a Durga puja fair in a city is held during the Durga puja festival and Pongal fair in southern India is held during the Pongal festival. During Holi also many fairs occur in different parts of the country.

Another fair which occurs in the city is Book Fair. A group of publishers and dealers organize Book Fair in order to promote books and improving sales. A book fair displays books belonging to various disciplines, ranging from history to autobiographies, storybooks, science books, books on literature, fictional books, encyclopedias, books on general knowledge, etc.

A city fair is usually held in an open field inside the city. The field for the fair could be small or big, depending on its availability or on the size of the fair. The most significant sign of a city fair is the noise that is heard on the loudspeakers.

Someone outside the fair hears different commercial and entertainment activities through loudspeakers. Vendors selling their products, a magician calling eager children, call for audiences to witness a just to begin stunt performance and other activities could be heard simultaneously.

Village Fair

A village fair is also held during festivals, like Dussehra and Diwali . It could also be held annually during the celebration to a local deity or religious beliefs of the people. A village fair is usually smaller than a city fair in appearance as well as the activities. Indian local village fair is marked by relatively small shops, selling mostly toys and sweets.

Many hawkers selling small toys on hand-held wooden frames could be seen roaming in the fair. Flutes, whistles, and a variety of lightweight toys are seen in a village fair, which attracts children a lot. Hawkers in fair constantly play the flute or whistle in order to lure the children to buy from them.

Apart from these other main attractions of a village fair include sweets and different types of swings and ferry wheels, especially for the children. A typical desi village fair is dominated with the fragrance of different sweets, being freshly made by the vendors. The common attractive delicacy of a village fair is jalebi. Apart from the sweets, toys and other articles, the next attraction of a village fair is ferry wheels of a different kind.

Get the huge list of more than 500 Essay Topics and Ideas

A Fair whether city fair or village fair, it provides a great fun activity to the children, young as well as the elderly. Apart from being a fun centered event, it is also a source of livelihood for vendors who depend on it. Many small vendors and hawkers depend on the fairs for their businesses. Fairs provide a quality of fun time with family and friends. Parents should also ensure that all safety precautions are properly taken before sending children to rides or ferry wheels.

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Essay on Fair | Fair Essay for Students and Children in English

February 13, 2024 by Prasanna

Essay on Fair: Fairs have been a part of traditions all around the world. Where else would you find a place that has entertainment, food, and business altogether? The world is a place that is full of countries, cities, and villages. Many cultures are prevailing around the world where fairs are a place where masses of people gather and are entertained. Let’s see these long and short essays that will help you have the basic idea on the topic of Essay on Fair, and we have also framed ten points on the topic to give you a brief idea on how to frame an essay on this topic.

You can read more Essay Writing about articles, events, people, sports, technology many more.

Long and Short Essays on Fair for Students and Kids in English

We are providing a long essay of 400-500 words and a short essay of 100 to 200 words on the essay of Fair.

Long Essay on Fair in English 500 words in English

Fair Essay is usually given to classes 7, 8, 9, and 10.

Fair Hearing this word, we immediately start imagining a big ground full of all kinds of people and rides that have people sitting on them screaming from the bottom of their hearts. We picture many stalls selling earrings and clothes to tasty food and toys of all kinds. Fairs are a representation of different types of people who come to see many things and have fun at one single place. After all, it is a place where there is no boundary set for a specific type of people or fun. Fair is the exchange of the creativity and productivity of different cultures.

The culture of fair commenced between the early 1000s and 1200s. It started as an economic activity proving as an air market putting a break to the boring business processes and activities of the year. The fair is an annual break to the year when everyone is fed up with their routines throughout the year. A fair is a multiday event that is a huge benefit for all the buyers and sellers, even from foreign merchants. The truly international fairs took place in northeastern France because these were the only fairs that had the exchange of different currencies and coins. India is not just a diverse country but it is the epitome of diversity due to the different cultures and different fairs.

The oldest fair in the history of India is the ‘Kumbh Mela’ which is above 2000 years old. When the planet Jupiter, sun, and the moon align, those dates are considered good for Kumbh Mela, which takes place every 3 years. The Kumbh Mela in 2013 recorded a human gathering of 10 crore people which is a world record. If you are looking for beautiful fabrics. Intricate earrings and a whole lot of other things, your best bet would be the Pushkar Mela in Rajasthan. It is a five days long fair that has competitions like ‘the longest mustache’ and many camel trading.

Another old fair is the Hemis Gompa Fair in Ladakh which is 300 years old. It is celebrated on the birth anniversary of Guru Padmasambhava and is a special occasion for Buddhists. The lamas there are dressed in eccentric clothes and the dance performance there represents the story of how the guru defeated the devils. The Goa carnival is also a huge celebration of all the villages and goa itself with lots of music, dancing, and colorful masks. The carnival attracts millions of people from around the world.

Some other fairs are the Surajkund crafts fair in Haryana where even international countries participate and millions of people arrive in it. The Rath yatra in Odisha and desert festival amidst the Thar desert are pure delights well. Thus, the culture of fairs has started long back and this is the best way to understand and glorify the unique culture of India. This long essay will be helpful for students in classes 7, 8, 9, and 10. You can access more Essay Writing on this given topic and many others.

Short Essay on Fair in English 150 words in English

Fair essay is useful for students in classes 1, 2, 3, 4, 5, and 6.

A fair is a marketplace where buyers and sellers look around for their choice of things. There are both cities and villages in India where fairs take place with enthusiasm and creative products. There are many fairs across India. The oldest one which is over 2000 years old is the Kumbh Mela which commences during the alignment of Jupiter, the sun, and the moon. The Pushkar camel fair is a great place for camel trading and competitions like who has the longest mustache? The Hemis Gompa fair is a fair that is 300 years old in Ladakh celebrated on the anniversary of Guru Padmasambhava. Another happening festival fair is the goa carnival which attracts millions of people every year.

There are innumerable events like these in India where there is fun along with business opportunities in there. The fair culture started in the early 1000s and 1200s but has taken speed in the present world and is an inevitable part of the Indian culture and tradition.

10 Lines on Fair Essay in English

Fair is a place which includes buying and selling of goods along with entertainment.
The culture of fair started in the early 1000s and 1200s.
Most of the international fairs started in northeast France.
The international currency and coins were exchanged in these fairs only. There are 8 main fairs in India.
They are named as Kumbh Mela, Pushkar Mela, Hemis Gompa Fair, Goa Carnival,
Surajkund crafts affair, Rath Yatra, desert festival and Hornbill festival.
These fairs attract millions of public each year.
They are the break of the year that is needed to entertain a mass of people.
There are all kinds of people who arrive for shopping and also to have fun with their family.
The fair culture is a very interesting culture throughout India and the world.

FAQ’s on Fair Essay

Question 1. What is a Fair?

Answer: A Fair is a gathering of people that allows them to commence with commercial activities and also have fun at the same time.

Question 2. How many types of fairs are there around the world?

Answer: More than 100 fairs have been held in 20 countries since the 19th century.

Question 3. Which is the oldest fair in history?

Answer: The Brooklyn fair in 1809 was an annual agriculture fair, held in Brooklyn, Connecticut.

Question 4. which is the fair that has attracted the highest people in India?

Answer: The Pushkar fair alone attracts more than 200,000 people in India.

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Teaching Transformativity/Transformative Teaching: Fair Use and the Video Essay

Exercises in audiovisual argumentation further media studies’ project of developing critical visual literacies, but they also afford an important opportunity to open conversations with students about copyright. Just as some professors presume a high degree of digital fluency (i.e., students will “figure out” how to obtain/edit raw audiovisual materials), many assume that the framing of the video essay as a scholarly exercise automatically protects it legally. Because the video essay’s power as a critical intervention in popular discourse is wedded to its spreadable potential, and because these assignments rely on fair use doctrine, it’s as vital to teach our students about their copy rights as it is to instruct them on how to visually marshal “evidence” towards a broader argument. Here, I suggest a need for media scholars to develop our own code of best practices in fair use for the video essay assignment, one that recognizes both their transformative scholarly impact and the pedagogical transformations they necessitate.

The fair use doctrine, described in Section 107 of U.S. copyright law, is a powerful limitation on exclusive (and ever-longer and stronger) copyright because of its flexibility, but it’s precisely this flexibility that has cultivated a “culture of fear and doubt” that deters us from seizing “opportunities to assert rights that already exist, and to challenge behaviors that intimidate new makers of culture” (Aufderheide and Jaszi 2011, 5). Aufderheide and Jaszi (2011) contend that the “deliberate vagueness” (24) of the “Four Factors” considered in fair use cases (the character of the use, the nature of the copyrighted work, the amount of the work taken, and the use’s impact on the value of the copyrighted work) is simultaneously the doctrine’s strength and weakness, creating a “valuable, contextually defined, ‘floating’ public domain” (15) that is plagued by misunderstanding. Common fair use myths (e.g., “You can only use X seconds of footage,” or “Educators don’t need fair use, assignments are non-commercial”) tend to either paralyze or instill a false sense of invincibility in faculty embarking on video essay assignments, and in both cases conversations around copyrights are avoided rather than thoughtfully engaged.

Increasingly, fair use cases hinge on how “transformative” the use is, if it “adds something new, with a further purpose or different character, altering the first with new expression, meaning or message” (Campbell v. Acuff-Rose Music Inc. 1994). There is a synchronicity between this legal definition of transformativity and the goals of media scholarship, as we encourage our students to adopt a transformative approach to media texts and topics, adding something new to the critical conversation. Assigning an essay like Virgina Kuhn’s “The Rhetoric of Remix” before embarking on a video project can make the argumentative capacity of the form explicit and model the close analysis of transformative video. If, as Kuhn argues, in approaching these videos as “arguments with claims and evidence, we are better equipped to gauge the veracity of the information presented by all media” (2012, n.p.), these assignments might have a similarly transformative impact on our students’ relationship to media culture.

Keeping this emphasis on transformativity in mind, developing codes of best practices has become a successful tactic for asserting and retaining fair use rights. The remainder of this piece replicates the structure of a code of best practices, briefly identifying and describing common scenarios, offering principles, and acknowledging limitations. I’ve added an “Application” section to this preliminary code, drawing on my experiences in designing, implementing, and assessing video essay assignments [1].

ONE: Frame video essays as transformative scholarship

Description: Because transformative uses of copyrighted content are central to fair use claims, introducing this concept early, and developing it as a critical through line for the assignment, can function as a fair use “litmus test” for faculty and students.

Principle: Transformativity should be stressed in the assignment’s framing, students’ analyses, and the instructor’s assessment.

Limitations: Sometimes the most compelling content to “transform” can only be obtained through questionable legal means (e.g. torrenting), raising piracy concerns. Alternately, faculty who offer a selection of short video clips with the sound stripped, or edited audio, take on the temporal burden of creating these “transformed” raw materials, in order to further justify the project’s fair use claim.

Application: Before creating metavids, students in my Fandom and Participatory Culture course (Fall 2011) read and discussed Francesca Coppa’s framing of vidding as “a visual essay that stages an argument,” in which music serves a transformative function “as an interpretive lens to help the viewer to see the source text differently” (2008, n.p.). At various stages during the assignment (planning, production, and screening), students were required to orally and textually convey how they transformed the copyrighted content.

Students in my Copyright + Culture class often explicitly made formal decisions to strengthen their uses as “transformative” and argument-driven.

This remix video by Rivi Sacks and Catherine Anderson uses an oft-sampled and remixed audio track and color effects to visualize the power of the public domain to keep culture “Forever Young.”

TWO: Collaboratively develop a code of best practices for the assignment

Description: one effective strategy when preparing students to assert their right to write about media through media is to collaboratively create a code of best practices. codes of best practices delineate how fair use rights apply in particular situations (like an assignment), based on the consensus of a community of practice. preexisting codes developed for online video and media studies education could serve as foundational texts for the assignment’s code..

Principle: Treating the class as a “community of practice” that encourages students to identify and debate common concerns, as well as authorial principles, creates a culture of accountability and allows students to hone their fair use claims.

Limitations: It might be untenable to spend weeks of class time refining a code and unrealistic to presume an institution’s general council would sign off on such a document. While a course-developed code might not be vetted by a legal advisory board or prevent sites like YouTube from pulling student-created content for copyright violations, it can help students contest these decisions with confidence in their legal reasoning and language. When scaling this assignment to larger courses, instructors should consider creating a rough code for students to discuss and vote on in class, rather than authoring the entire document collectively.

Application:

Students in Occidental College’s CSP 11: Copyright + Culture (Fall 2012) debate how to reconcile remixing practices with scholarly citation practices in the Code of Best Practices for their video assignment.

First, I modified and shared a version Aufderheide and Jaszi’s Code of Best Practices template (2011, 156-161) as a Google Doc with the class, with rough principles included sample questions posed in comments to begin the conversation. Over the course of a week, students completed the code and raised/debated key points, ultimately coming to a consensus on standards for the assignment. Overwhelmingly, the class reported that this process was helpful in delineating clear expectations and fostering confident in their use of copyrighted material as they worked on their remix videos.

THREE: Develop a sustainable plan to license and archive student projects

Description: As students learn more about copyright, they’re more inclined to take ownership over how their video essay is disseminated and used. Allowing students to select a Creative Commons license for their video can open up broader conversation about intellectual property. It is equally important to plan a sustainable way to archive and extend the life of these projects after the semester is over in a mutually beneficial manner for faculty and students.

Principle: In addition to teaching students about fair use, we should make a concerted effort to model best practices, granting students agency over how they would like their copyrighted video essay licensed and archived.

Limitations: More stable and sustainable archiving options like Learning Management Systems (Blackboard, Moodle, etc.) limit the reach and impact of video essays. Alternately, public and spreadable options (YouTube, a course WordPress blog, etc.) risk videos being pulled or privatized by the platform or the account user. Instructors should be transparent in their requirements for how video projects are licensed and archived and amenable to student requests around these issues.

Application: In the past, I’ve required students to upload videos to personal YouTube accounts and strongly encouraged them to select a Creative Commons License that allows others to build on their work. I’ve also required students submit their video files directly to me to archive. In the future, I’d give students a more active role in deciding how their video essays are disseminated and what level of licensing they’re comfortable with and require them to explain their choices.

In conclusion, when we ask our students to rip and remix media texts as a mode of critical engagement, our pedagogy must undergo a similar de/reconstruction. As media courses adopt (and adapt to) video essay assignments, Lawrence Lessig’s distinction between Read/Only Culture (that values consumption) and Read/Write Culture (that encourages amateurs to [re]create culture) (2008, 28), and their respective relationships to culture industries and technologies, becomes increasingly vital to consider. Lessig contends that Read/Write Culture “can’t help but expand the sense of ‘writing,’” but that “legal culture will force the institutions that teach writing to stay far away from this new expressive form” (2008, 108). When we expand media scholarship through the video essay, we must also be prepared to speak back to that legal culture and to teach our students to do the same.

[1] Sample fan vid and remix video assignments, along with examples of students’ vid and remix projects, can be found on these course blogs, along with other assignments that rely on fair use, and a remix video rubric adapted from Julie Levin Russo.

Aufderheide, Patricia and Peter Jaszi. 2011. Reclaiming Fair Use: How to Put Balance Back in Copyright . Chicago: University of Chicago Press.

Coppa, Francesca. 2008. “Women, Star Trek, and the early development of fannish vidding.” Transformative Works and Cultures, no. 1. Accessed June 30, 2013. doi:10.3983/twc.2008.0044

Kuhn, Virginia. 2012. “The Rhetoric of Remix.” In “Fan/Remix Video,” edited by Francesca Coppa and Julie Levin Russo, special issue, Transformative Works and Cultures , no. 9. Accessed July 1, 2013. doi:10.3983/twc.2012.0358.

Lessig, Lawrence. 2008. Remix: Making Art and Commerce Thrive in the Hybrid Economy . New York: Penguin Press.

Suzanne Scott is currently Assistant Professor of Film and Media Studies at Arizona State University. In addition to video essay assignments, her courses frequently culminate in praxis projects, from designing transmedia extensions of contemporary television shows to developing Alternate Reality Games to develop media fluencies. Her commitment to transformative scholarship echoes her scholarly and personal investment in critically engaging fans’ transformative relationship to popular culture. In addition to serving on the board of the open access online journal Transformative Works and Cultures , her current book project addresses the gendered tensions underpinning the demographic, representational, and authorial “revenge” of the fanboy within convergence culture.

2 Responses to Teaching Transformativity/Transformative Teaching: Fair Use and the Video Essay

I love how you’ve brought theory and practice together here, showing us a couple of ways you can move students from thinking about copyright ideas to enacting reasonable responses to them. Nice work.

As written, you’re presenting the three practical approaches almost as steps in a process. That has me wondering whether you actually do this in practice, ie, does each of your courses enact all three “steps,” or are they more often deployed separately? And, if the latter, are there circumstances under which you’d consider it particularly useful to use all three in a single course, or is that just too much additional effort for courses that aren’t explicitly focused on copyright issues?

I’ve been thinking about this quite a bit, as I’m currently adapting a video essay assignments for a class of 20 students that revolved around copyright and transformative works, to a class of 70 that is functioning as a new media/digital culture. In the past, I’ve made a concerted effort to work through these three steps in close collaboration with students, but this year that will be untenable.

Ideally, I do think these should function as steps in a process, scaled to the course size and content. It takes 15 min to briefly introduce fair use doctrine and transformativity to students when setting up a video essay assignment (Step 1), and when designing the assignment the instructor will be confronted with questions about how to submit and archive the videos (Step 3), and students should be allowed an opportunity to weight in on that process. In some sense, creating a code of best practices for the assignment (Step 2) is both the most important and most labor intensive, or potential unfeasible in certain classes. It presumes that students have a solid grasp of both fair use doctrine and codes of best practices as a form, and the time/class size to collaboratively create and debate best practices.

In classes where time is limited, I think think it would be worthwhile for the instructor to create a code and present it to students for commentary. If nothing else, this clearly maps out how media should be sourced, used, and discarded for both parties. It might not be legally binding, but I do think the onus is on the instructor to make their expectations clear, and to educate themselves (and their students) about the legalities of the assignment. In other words, when students write papers, we spend the time showing them how to cite, and discussing why citational practices are important, and this is really no different, to my mind.

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Yekaterinburg

Statement from Consul General Amy Storrow – U.S. Consulate General Yekaterinburg

The United States has informed the Government of the Russian Federation that operations at the U.S. Consulate General in Yekaterinburg will remain open instead of being suspended, as had been previously announced in December 2020. However, the consulate will cease offering visa and American Citizen Services because of the severe limitations on the number of Russian visas for U.S. diplomatic personnel. This decision was made following a lengthy review of …

By U.S. Mission Russia | 1 April, 2021 | Topics: Consul General , Yekaterinburg

Demonstration Alert: U.S. Mission Russia

Location: Russia Event: Media sources indicate that on Saturday, January 23, demonstrations are being planned throughout Russia in support of an opposition activist. These demonstrations are likely to be unauthorized. Given the likely substantial police presence and possible dispersal of demonstrators into other areas of the cities, U.S. citizens should avoid these demonstrations and any …

By U.S. Mission Russia | 22 January, 2021 | Topics: Alert , Messages for U.S. Citizens , Moscow , News , St. Petersburg , U.S. Citizen Services , Vladivostok , Yekaterinburg

Security Alert: U.S. Mission Russia

Event: The U.S. Consulate General Yekaterinburg has reviewed security measures due to a potential security incident and threat. Russian authorities are undertaking appropriate action to investigate.

By U.S. Mission Russia | 12 January, 2020 | Topics: Alert , Messages for U.S. Citizens , News , Yekaterinburg

Celebrating 295th anniversary of Yekaterinburg

On August 18, U.S. Consul General Dr. Paul Carter, together with the diplomatic representatives of other foreign countries in the Urals, congratulated the city of Yekaterinburg on its 295th anniversary. The U.S. Consulate General was the first diplomatic mission to open its doors in Yekaterinburg in 1994, and since that time the Consulate has worked …

By U.S. Mission Russia | 21 August, 2018 | Topics: Yekaterinburg

Pol/Econ Officer John Tucker, Consul General Dr. Paul Carter, and George Carter

American Diplomat in Russia’s City of Steel

On June 25-26, Consul General Paul Carter visited Magnitogorsk. Vice-Mayor Valeriy Izmalkov spoke on the huge effort of the Magnitogorsk Metallurgical Plant (MMK) to improve the ecological situation in the region and on city’s plans for the future. In the MMK Museum the Consul General learned about the history of the city and the plant, …

By U.S. Mission Russia | 8 August, 2018 | Topics: Yekaterinburg

Alexey Yakovlev, Director of Taganay National Park, Dr. Paul Carter, U.S. Consul General in Yekaterinburg, and George Carter

Taganay National Park and Traditions of Zlatoust

Consul General Dr. Paul Carter visited the city of Zlatoust and Taganay National Park July 22-23. Taganay Park was in many ways similar to American national or state parks, and the guests enjoyed a hike on a mountain trail. The next day the local Center for Developing Tourism and the Stroytekhnika Company provided a tour …

Jonathan Sparrow, Cisco, VP & General Director for Russia and the CIS countries, and Dr. Paul Carter, U.S. Consul General in Yekaterinburg

Consul General Paul Carter Visited the Innoprom Exhibition

Dr. Paul Carter visited INNOPROM – 2018, an annual international industrial trade fair that Yekaterinburg hosts July 9 through 12. He stopped by the booths of Cisco, Penetron and many other companies. When talking to the Head of the Yekaterinburg City International Department, Maksim Dokuchayev, CG Carter emphasized the high level of organization of the …

By U.S. Mission Russia | 11 July, 2018 | Topics: Yekaterinburg

CG Dr. Paul Carter (left) and Alexis Rodzianko (right)

Consul General Paul Carter met with American business representatives

On July 9, The American Chamber of Commerce hosted a dinner for American businesses working in the Urals and participants of the INNOPROM international exhibition. CG Dr. Paul Carter made a presentation on activities of the U.S. Consulate in Yekaterinburg. The participants talked about business environment and consular services. Alexis Rodzianko, President of the American Chamber …

By U.S. Mission Russia | 10 July, 2018 | Topics: Yekaterinburg

Consul General Paul Carter met with the Metropolitan of Yekaterinburg and Verkhoturye

On June 18, 2018, Consul General Dr. Paul Carter met with the Metropolitan of Yekaterinburg and Verkhoturye. Over a cup of tea, Metropolitan Kirill spoke about the events that will mark the 100th anniversary of the murder of the Russian Tsar’s family this year, the annual service on the night of July 16-17, and the …

By U.S. Mission Russia | 27 June, 2018 | Topics: Yekaterinburg

Consul General Dr. Paul Carter and Perm Mayor Dmitry Samoylov

Consul General Paul Carter visited the City Day in Perm

On June 12-13, 2018, at the invitation of the Mayor of Perm, Dmitry Samoylov, U.S. Consul General Dr. Paul Carter took part in the celebration of the City Day. Perm celebrated its 295th birthday. During the official meeting, Mayor Samoylov told the Consul General about the city and its prospects for economic and social development. …

Representatives of the diplomatic corps in Yekaterinburg at the ceremony June 22, 2018

Consul General Paul Carter took part in the commemorative ceremony on June 22

On June 22, 2018, U.S. Consul General Dr. Paul Carter, along with other representatives of the diplomatic corps in Yekaterinburg, took part in a ceremony dedicated to the memory of the victims of the Great Patriotic War. The Consul General was deeply touched by the broadcast of the historical record of the announcement of the …

Three For Silver Discovers Traditional American Music has a place in Ural Hearts

In May, Three For Silver, a folk rock band from Portland, Oregon, spent ten days in the Urals giving a great number of concerts, talking about America’s folk traditions, conducting workshops for students at local music schools, and also going on radio shows in Perm and Yekaterinburg. Three For Silver’s original music captured audiences immediately, …

By U.S. Mission Russia | 16 June, 2017 | Topics: Art & Culture , News , Public Affairs , Yekaterinburg

Child Protection Day in Yekaterinburg

On May 28 PAS Yekaterinburg organized an American cookie decoration workshop for local children and their families as part of the Child Protection Day festival at a major city landmark – Mayakovskiy Park for Culture and Leisure. The event, organized by the local expo company “Expert” brought together local food vendors and companies as well …

By U.S. Mission Russia | 2 June, 2017 | Topics: News , Yekaterinburg

Russia’s Entrepreneurship Day

On May 23, Consul General Marcus Micheli and Ural Chamber of Commerce President Andrey Besedin introduced Thomas Bruns, Deputy Senior Commercial Officer at the U.S. Embassy in Moscow, and Dan Caffee, a leading entrepreneur from the state of Utah. They both spoke at the Ural Chamber of Commerce and Industry at an event dedicated to …

By U.S. Mission Russia | 26 May, 2017 | Topics: Consul General , News , Yekaterinburg

American Football on the Snowy Fields of the Urals and Western Siberia

From April 6-11, 2017 a spring training camp on American football, featuring the coaches Billy Elmore and Michael Haynes, gathered more than 100 participants in the Urals and in Western Siberia. Billy Elmore is the Head Football Coach at West Memphis High School (Arkansas), a two-time state champion. Michael Haynes played football at Penn State and …

By U.S. Mission Russia | 17 May, 2017 | Topics: News , Yekaterinburg

US Consul General visited UMMC’s Museum of Military Technology and Automobile

On March 9 U.S. Consul General Marcus Micheli visited UMMC’s Museum of Military Technology (also called the Ural Military Glory Museum) and its Automobile Museum in Verkhnaya Pyshma. With one of the most extensive and interesting collections of military equipment in all of Russia, the Museum of Military Technology consists of two major parts – …

By U.S. Mission Russia | 17 March, 2017 | Topics: Consul General , News , Yekaterinburg

Consul General Marcus Micheli visited Ufa

Consul General Marcus Micheli traveled to Ufa, the capital of the Republic of Bashkortostan, from January 31 to February 2, 2017. In Ufa, CG Micheli met with representatives of the Ministry of Economic Development of Bashkortostan, the MFA Office in Ufa, and the Republican Chamber of Commerce and Industry. CG Micheli also met with the leadership …

By U.S. Mission Russia | 14 February, 2017 | Topics: Consul General , News , Yekaterinburg

Consul General Marcus Micheli and American University in Bulgaria Representative in Russia Alexandra Donina at the "EducationUSA Winter Tour 2017" event in Yekaterinburg

An Exhibition of U.S. Universities

On January 25, an exhibition of American universities and colleges was organized by EducationUSA and took place in Yekaterinburg. Representatives of four American educational institutions – John Cabot University, Auburn University at Montgomery, Shoreline Community College and American University in Bulgaria – consulted students and their parents on the diverse educational opportunities they offer. At …

By U.S. Mission Russia | 27 January, 2017 | Topics: Education , News , Yekaterinburg

Hazami Barmada and a Muslim Women's Club members (Photo belongs to the US Dept of State)

Carol Salmanson’s Work Decorates a Famous Constructivism Monument in Yekaterinburg

Bravely enduring the truly severe Urals winter weather conditions, Brooklyn-based artist Carol Salmanson presented her installation of light Water Bubbles on the famous Yekaterinburg UNESCO-recognized monument of constructivism The White Tower (architect Moses Reischer, 1931). Carol was invited to create this work by the organizers of the International Festival of Light Art UnDark. The Festival …

By U.S. Mission Russia | 22 December, 2016 | Topics: News , Public Affairs , Yekaterinburg

World AIDS Day – 2016 in Yekaterinburg

Photo: US Consul General opens the World AIDS Day Gala at Yeltsin Center with Izumrud musical group on stage (Photo belongs to the US Dept of State) A World AIDS Day gala arranged in collaboration with the Boris Yeltsin Presidential Museum, and Consulates General of the United States of America, Republic of Cyprus, Federal Republic …

By U.S. Mission Russia | 5 December, 2016 | Topics: News , Public Affairs , Yekaterinburg

A digital video conference with Nina Murray, Health Officer at the Environment, Science, Technology and Health Section of the U.S. Embassy in Moscow

Consul General visits Irbit

In November, Marcus Micheli, the U.S. Consul General in Yekaterinburg, and Michael Ritchie, Consul for Political and Economic Affairs, visited Irbit, Sverdlovsk Oblast. The Ural motorcycle is one of the Oblast’s most iconic brands, and is loved and collected by enthusiasts around the world, including in the United States. Vladimir Kurmachyov, the CEO of the …

By U.S. Mission Russia | 22 November, 2016 | Topics: News , Public Affairs , Yekaterinburg

International Education Week lecture at Yeltsin Center (Photo belongs to the US Dept of State)

International Education Week-2016 celebrated in the Urals

From November 14-18 the U.S Consulate General in Yekaterinburg and local partners celebrated the International Education Week – 2016 with a number of events including lectures and online presentations, discussions in English on educational issues and film showings. Chief of the Consular Section Rafael Gonzales spoke on U.S. student visas and the Summer Work and …

By U.S. Mission Russia | 20 November, 2016 | Topics: Education , News , Public Affairs , Yekaterinburg

The Musical "Message from Saturn" (Photo belongs to the US Dept of State)

U.S. Consul General in Yekaterinburg Marcus Micheli visited Chelyabinsk

On November 15, 2016 U.S. Consul General in Yekaterinburg Marcus Micheli visited Chelyabinsk. The Consul General presented at a conference entitled “International Programs to Support Scientific and Technical Cooperation: Transfer of Technology and the Search for Partners.” Later that day, the Consul General also greeted the participants of the 7th International Environmental Forum of Chelyabinsk, …

By U.S. Mission Russia | 15 November, 2016 | Topics: Consul General , News , Yekaterinburg

Woven Together Travelled Around Urals Consular District

An exhibit of Native American arts and crafts put together and curated by professor Susan Fricke toured Surgut, Chelyabinsk, Izhevsk, Glazov, Salekhard and Orenburg, allowing Russian art fans to better understand the contemporary native American art scene. Three native artists visited the hosting cities: Diani Whitehawk Polk traveled to the Arctic city of Salekhard and …

By U.S. Mission Russia | 16 July, 2016 | Topics: Yekaterinburg

Student Loan band performs at Yeltsin Center (Photo belongs to the US Department of State)

The Student Loan Stringband Brings Newgrass Music to Russian Audiences

Portland-based Student Loan Stringband spent two weeks in Russia as cultural ambassadors supported by the U.S. Department of State. From June 28 through July 10 the band had an intensive schedule, playing shows almost every night. Their performances at official Independence Day receptions in Yekaterinburg and St. Petersburg brought an authentic spirit to the American …

By U.S. Mission Russia | 15 July, 2016 | Topics: Yekaterinburg

International Young Physicists Tournament in Yekaterinburg

From June 26-July 3, a group of high school physics students and their team leaders from around the United States traveled to Yekaterinburg to participate in the International Young Physicists Tournament. During the tournament, teams from 29 countries competed to solve challenging physics problems while sharing their cultures and their love of science. Congratulations and …

By U.S. Mission Russia | 6 July, 2016 | Topics: Yekaterinburg

U.S. Independence Day Reception in Yekaterinburg

On June 29, 2016, the U.S. Consulate General in Yekaterinburg held a reception in honor of Independence Day at the Hyatt Regency Ekaterinburg. Representatives of the region’s official, cultural, educational, and business spheres attended the celebration. Following the American and Russian national anthems, Consul General Marcus Micheli highlighted the connections between the United States and …

By U.S. Mission Russia | 29 June, 2016 | Topics: Yekaterinburg

U.S. Consul General Marcus Micheli visited Tyumen

On June 7, Consul General Marcus Micheli visited Tyumen. He met with Tyumen oblast and city officials, as well as a representative of the Tyumen Oblast Chamber of Commerce, to discuss areas of possible cooperation between the United States and Tyumen, including in the commercial and cultural spheres. During his visit to Tyumen, CG Micheli …

By U.S. Mission Russia | 10 June, 2016 | Topics: Yekaterinburg

Consul General and Minister Counselor of Economic Affairs visited VSMPO-AVISMA and UBM

On May 26, Consul General Marcus Micheli and Embassy Moscow Minister Counselor for Economic Affairs Karen Enstrom visited the Verkhnaya Salda Metallurgical Enterprise (VSMPO-AVISMA) and Ural Boeing Manufacturing (UBM), the joint venture between VSMPO-AVISMA and the Boeing Company. Both are located in Verkhnaya Salda, Sverdlovsk Oblast. At VSMPO-AVISMA, the world’s largest producer of titanium and …

By U.S. Mission Russia | 26 May, 2016 | Topics: Yekaterinburg

Consul General visits Ural Mining and Metallurgical Company

On May 10, the Consul General Marcus Micheli met with Andrey Kozitsyn, General Director of the Ural Mining and Metallurgical Company (UMMC), and toured the company’s historic copper production facility in Verkhnaya Pyshma. The site visit included a discussion of the cooperation between the U.S. and the Soviet Union in World War II, the workings …

By U.S. Mission Russia | 23 May, 2016 | Topics: Yekaterinburg

U.S. Consul General Marcus Micheli Visited Orenburg

On May 18 U.S. Consul General Marcus Micheli visited Orenburg. During meetings with Acting Minister of Culture and External Affairs Aleksander Kalinin, Deputy Mayor Yaroslav Moiseev, and MFA Representative in Orenburg Aleksander Kuznetsov, Consul General Micheli highlighted the importance of maintaining and strengthening productive ties between Orenburg region and the United States through cultural projects, …

By U.S. Mission Russia | 18 May, 2016 | Topics: Yekaterinburg

Consul General visits Penetron Production Facility

On April 26, U.S. Embassy Moscow Deputy Senior Commercial Officer Scott Pozil and Consul General Marcus Micheli visited Yekaterinburg’s Penetron production facility. Their visit was hosted by Igor Chernogolov, President of Penetron Russia Group of Companies. Penetron is a joint venture of ICS/Penetron International Ltd. of New York, a prominent world producer of materials for …

By U.S. Mission Russia | 5 May, 2016 | Topics: Yekaterinburg

Lehrer Dance to Visit the Urals

Lehrer Dance is an exciting and innovative professional dance company based in Buffalo, NY. Under the direction of Jon Lehrer, the company embodies his definitive style. The Lehrer Dance style is based on three main elements of movement: Circularity, 3-Dimensionality, and Momentum. These combine to create a form that is best described as “Organically Athletic,” …

By U.S. Mission Russia | 29 April, 2016 | Topics: Yekaterinburg

Spring Scavenger Hunt

On April 23rd, 60 people took part in our annual scavenger hunt, highlighting Russian-U.S. ties in Yekaterinburg. Over the course of two and half hours, students and teachers visited ten stations in the center of Yekaterinburg to complete various challenges about Russia, the U.S. and the English language. They caught a football in full American football …

By U.S. Mission Russia | 23 April, 2016 | Topics: Yekaterinburg

Academic Writing Centers to appear in the Urals and Western Siberia

April 11-16, Yekaterinburg English Language Specialist Eve Smith led intensive training sessions in Tyumen State University, Urals State Pedagogical University and Urals Federal University for English teachers who will work as consultants in the newly opened writing centers. Academic writing centers are aimed at providing assistance to scholars and students on their papers, projects, articles, …

By U.S. Mission Russia | 21 April, 2016 | Topics: Yekaterinburg

In a League of Their Own at Dom Pechati

Doug McDonald, ISO, opened In a League of Their Own at Dom Pechati in March. The film, which is based on real-life story of the first women’s baseball team, was screened in honor of Women’s History Month in the United States. After the film, attendees participated in a discussion about the movie in English, led …

By U.S. Mission Russia | 20 April, 2016 | Topics: Yekaterinburg

Photo belongs to the Museum of Architecture and Design

Sustainable Design Expert Visits Yekaterinburg

April 11-13, Stephen Roosa, PhD, visited Yekaterinburg to share information about sustainable design and energy efficient technologies. An expert in green building, Mr. Roosa spoke with university students and ecological experts in Perm, Nizhniy Tagil, Tyumen and Chelyabinsk. He also gave a public lecture at the Museum of Architecture and Design and spoke at the …

Dyani White Hawk Polk with the participant of the Reindeer Herders Festival (Photo belongs to the US Dept of State)

Woven Together Opens in Salekhard and Dyani Whitehawk Polk Offers Workshops on Porcupine Quilling

Continuing the Consulate’s efforts to highlight diversity in the United States, on March 26 the Consulate was delighted to open Woven Together in Salekhard, the capital of Yamal Nenets Autonomous Okrug. Dyani White Hawk Polk, a Lakota artist, visited the opening and offered workshops on porcupine quilling techniques to local artisans, students and indigenous tribes. …

By U.S. Mission Russia | 18 April, 2016 | Topics: Yekaterinburg

Ilya Itin Visits Yekaterinburg

World-renowned pianist Ilya Itin performed at the Urals Musical College on April 8 and the Philharmonic on April 10. Born and raised in Yekaterinburg, but having lived in the United States for many years, Mr. Itin’s visit highlighted the strength of cultural ties between Russia and the United States. During his visit, he also offered …

By U.S. Mission Russia | 10 April, 2016 | Topics: Yekaterinburg

Consul General Micheli Hosts Reception in Honor of Ilya Itin

On April 6, Consul General Micheli hosted a reception at his residence in honor of Ilya Itin. Guests from the cultural scene in Yekaterinburg enjoyed the opportunity to converse with Ilya Itin, a world-class pianist and cultural ambassador uniquely able to represent U.S.-Russia cultural ties. Mr. Itin, was born in Yekaterinburg and educated in both …

Let’s Talk about U.S. Elections!

March 31, the Public Affairs Officer (PAO), Sarah Saperstein, hosted 15 university students for a discussion about U.S. elections. The students and the PAO talked about the Electoral College, the primaries and the basics of a political campaign in the United States.

By U.S. Mission Russia | 31 March, 2016 | Topics: Yekaterinburg

PAO Visits Smart Teen!

March 31, teen participants in Smart Teen! Camp hosted by Global Ambassador and the Public Affairs Officer (PAO), Sarah Saperstein, discussed intercultural communication and the life of a diplomat. During the presentation, they explored the many ways in which we communicate beyond just verbal ques by creating their own culture and set of communication tools.

Spring American Football Camp in Yekaterinburg

March 8-13, 80 football enthusiasts from around the Urals, representing different teams and skill levels, traveled to Yekaterinburg to participate in intensive training and practice sessions lead by Mike Haynes, a former defensive player with the Chicago Bears and first round draft pick, and Billy Elmore, coach at West Memphis Arkansas high school and the …

By U.S. Mission Russia | 9 March, 2016 | Topics: Yekaterinburg

Roomple.ru Interviews PAO

Roomple.ru, an internet TV site, spoke with the Consulate’s PAO, Sarah Saperstein, about her experience in Yekaterinburg as a foreigner. You can hear more about what Americans think of business lunch, a foreigner’s take on crossing a frozen river, and a story about a Yekaterinburg taxi driver and Venezuelan cat by watching the video on …

By U.S. Mission Russia | 25 February, 2016 | Topics: Yekaterinburg

PAO Discusses Black History Month with Students

On February 19, the PAO Sarah Saperstein spoke about Black History Month and diversity in the U.S. with students in Novouralsk as part of the Consulate’s Ask America program. During the course of the activity, the students discussed the civil rights movement in the United States, famous African Americans, the purpose of history months in …

By U.S. Mission Russia | 20 February, 2016 | Topics: Yekaterinburg

Consulate Hosts Young Diplomats Day

On February 19, the Consulate hosted 11 university students from Izhevsk and Yekaterinburg as part of our Young Diplomats day program. Throughout the course of the day, the students met with U.S. diplomats, solved real-world problems diplomats face, conducted mock visa interviews, and learned about E-library USA resources. In addition, the students learned about different …

By U.S. Mission Russia | 19 February, 2016 | Topics: Yekaterinburg

Monthly Discussion Club Focuses on Black History Month

Monthly Discussion Club Focuses on Black History Month. On February 18, PAO Sarah Saperstein lead Post’s monthly English discussion club at Simple Coffee. In honor of Black History Month in the United States, participants of the club explored the history of the civil rights movement in the U.S. and the themes of diversity and tolerance. …

By U.S. Mission Russia | 18 February, 2016 | Topics: Yekaterinburg

EducationUSA Hosts International Education Fair in Yekaterinburg

On February 15, EducationUSA hosted an international education fair for local students who were interested in educational opportunities in the U.S. At the fair, students were able to meet with representatives of American universities to learn about application processes, exchange programs and financial aid packages. In addition, attendees listened to presentations about how to apply …

By U.S. Mission Russia | 15 February, 2016 | Topics: Yekaterinburg

PAO Discusses Black History Month with Russian High School Students

On February 8, the PAO, Sarah Saperstein, visited a local school to discuss Black History Month with students in grades 9-11. During the course of the visit, the students discussed famous African Americans who inspire them. In addition, they talked about travel, tolerance and Russian holidays that are celebrated in February.

By U.S. Mission Russia | 8 February, 2016 | Topics: Yekaterinburg

Selma Screening Draws a Crowd

On January 28, the Consulate, in partnership with Dom Pechati, screened Selma to the public for free. Based on true events, the movie tells the story of Martin Luther King’s civil rights movement and its epic march from Selma, Alabama. 60 people attended the free screening and discussed the film afterwards with the PAO, Sarah …

By U.S. Mission Russia | 28 January, 2016 | Topics: Yekaterinburg

Echo-Moskvy Yekaterinburg Interviews CG Micheli

On January 25, Echo-Moskvy Yekaterinburg aired an interview with CG Micheli about his career, experience in Yekaterinburg, and the mission of the U.S. Consulate. You can learn more about CG Micheli and his work at the Consulate by listening on the Echo-Moskvy website .

By U.S. Mission Russia | 25 January, 2016 | Topics: Yekaterinburg

Security Message for U.S. Citizens: Protest Demonstrations in Yekaterinburg January 23 – 24, 2016

U.S. Consulate General Yekaterinburg, Russia U.S. citizens should be aware that Russian government authorities have granted permits for two separate demonstrations in Yekaterinburg on January 23 and 24, 2016. Organizers from the National Liberation Movement (NOD) in Yekaterinburg claim that they will protest against an alleged “fifth column.” Additional police presence is expected in and …

By U.S. Mission Russia | 23 January, 2016 | Topics: Security & Emergency Messages , Yekaterinburg

Filligar Visits Old New Rock Festival and the Urals!

Filligar, one of the leading Indie rock bands in the U.S., toured the Urals as U.S. Cultural Ambassadors January 11 – 18, 2016. They played as a headliner at the Old New Rock festival and offered free performances to enthusiastic Yekaterinburg crowds at the Yeltsin Center and Dom Pechati club. In addition, Filligar visited Alapayevsk, …

By U.S. Mission Russia | 19 January, 2016 | Topics: Yekaterinburg

American Christmas in Yekaterinburg

On December 27, the U.S. Consulate General presented American Christmas traditions to the people of Yekaterinburg at a street festival, called Christmas Trip, which was organized by Stol food magazine. U.S. Consul General Marcus Micheli greeted guests and the Consulate staff conducted a series of master classes for the public. Children and adults assembled bookmarks …

By U.S. Mission Russia | 27 December, 2015 | Topics: Yekaterinburg

Company E wins more Russian Hearts

Washington-based and world renowned contemporary dance group Company E conducted its second educational and concert tour in Russia’s Urals region. In their first week the dancers led workshops on contemporary dance technique for students of dance and choreography in the Liberal Arts University, Urals State Pedagogic University and Yekaterinburg Academy of Contemporary Arts. They also …

By U.S. Mission Russia | 8 December, 2015 | Topics: Yekaterinburg

Consul General Micheli Visits Chelyabinsk

December 4, Consul General Micheli traveled to Chelyabinsk to visit South Urals State University. During the trip, he met with students who had graduated from a joint degree program between South Urals State University and Clark University in the United States.

By U.S. Mission Russia | 4 December, 2015 | Topics: Yekaterinburg

DVC in Honor of World AIDS Day took Place in Yekaterinburg

As part of the Consulate’s World Aids Day outreach, December 2, 2015 a group of medical professionals from Yekaterinburg participated in an hour and a half long conversation via digital video conference (DVC) with Dr. Lamont Scales, Public Health Analyst, Office of Health Equity, Division of HIV/AIDS Prevention, National Center for HIV/AIDS, Viral Hepatitis, STD and …

By U.S. Mission Russia | 2 December, 2015 | Topics: Yekaterinburg

Consul General Micheli Travels to Chelyabinsk

November 17-19, Consul General Micheli traveled to Chelyabinsk to support the Chelyabinsk Ecological Forum. The Consulate is pleased to regularly support a range of programs, such as speakers programs and exchanges, that connect Russians and Americans and help us work together to protect our planet.

By U.S. Mission Russia | 19 November, 2015 | Topics: Yekaterinburg

Consul General visited Verkhnyaya Salda

On October 28, Consul General Micheli visited the town of Verkhnyaya Salda, Sverdlovsk Oblast, the home of the world’s leading titanium producer VSMPO – AVISMA. In Verkhnyaya Salda he toured the VSMPO plant and visited the successful Russian –American joint venture of VSMPO and the Boeing Corporation – Ural Boeing Manufacturing (UBM). UBM does the …

By U.S. Mission Russia | 28 October, 2015 | Topics: Yekaterinburg

U.S. Sports Envoys Visited Tyumen

Coach of the U.S. National Wheelchair Basketball Women’s Team Trooper Johnson and coach of Miami Heat Wheels – the 2015 National Championship winner team, Parnes Cartwright spent a busy week in Tyumen, West Siberia, Russia October 20-25 as part of the Sports Diplomacy Program of the U.S. Department of State. Johnson and Cartwright were invited …

By U.S. Mission Russia | 23 October, 2015 | Topics: Yekaterinburg

Consul General Micheli Travels to Perm

October 15, Consul General Micheli opened an exhibit dedicated to Sister Cities during World War II at the Museum of Fine Arts in Perm. During the course of his visit to Perm, CG Micheli meet with members of the business community and government representatives. He also toured the museum of contemporary art.

By U.S. Mission Russia | 15 October, 2015 | Topics: Yekaterinburg

The Headhunters in the Urals

September 22-28, the legendary jazz band the Headhunters toured the Urals. They began their tour in Yekaterinburg and offered workshops to young students of music at the Kamerton Jazz Academy. They later participated in the first Inclusive Jazz Festival in Yekaterinburg at EverJazz that included collaboration with student bands. The proceeds of the festival will …

By U.S. Mission Russia | 29 September, 2015 | Topics: Yekaterinburg

Woven Together: The Works of Contemporary Native American Artists in Surgut

On September 3, Woven Together: Celebrating Spider Woman in Contemporary Native American Art opened at the Surgut Regional Studies Museum. Suzanne Newman Fricke, Ph.D., Adjunct Professor at the Art History Department at the Santa Fe University of Art and Design, who curated the exhibit, explained, “grandmother Spider Woman, in many Southwestern cultures, wove the world into being, creating the Earth and the stars and the …

By U.S. Mission Russia | 3 September, 2015 | Topics: Yekaterinburg

Triumph and Tragedy Exhibition opened in Chelyabinsk

On August 12, the photo exhibition Triumph and Tragedy opened at the Chelyabinsk Regional Studies Museum, commemorating the shared history and victory of the Soviet Union, Great Britain, the United States and other Allies in World War II. The images remind us of the human element in war and of the atrocities of World War …

By U.S. Mission Russia | 14 August, 2015 | Topics: Yekaterinburg

Louisiana Zydeco Adds Sunshine to Siberian Sky

Two time Grammy-award winners Terrance Simien and Zydeco Experience brought a flavor of a genuine Creole culture to Tyumen and Tobolsk during their visit July 23-25. In Tyumen, the band performed for tourists with disabilities at the annualRobinzonada Disability Hiking Festival near Krivodanovo village, excited the guests of the Tyumen City Day celebration at the …

By U.S. Mission Russia | 24 July, 2015 | Topics: Yekaterinburg

Independence Day Celebration Highlights People-to-People Ties

July 4, 2015 marked the 239 anniversary of the signing of the Declaration of Independence. On this day, Americans celebrate the principles on which our nation was founded. As our founding fathers famously remarked in 1776, “We hold this truths to be self-evident, that all men are created equal, that they are endowed by their Creator with …

By U.S. Mission Russia | 2 July, 2015 | Topics: Yekaterinburg

Young Diplomats Day at the Youth Forum in Tyumen

As part of the International Platform of the UTRO Youth Forum, a large annual forum that gathers 1500 students from across the Urals region, Consulate Staff lead a Young Diplomats Day workshop. During the workshop, 25 motivated university students spoke with American diplomats about life in the foreign service, the various sections of the U.S. Consulate …

By U.S. Mission Russia | 28 June, 2015 | Topics: Yekaterinburg

Consul General visits Udmurtia

On June 11-12 Consul General Otto Hans Van Maerssen visited the Udmurt Republic. In Udmurtia he met with representatives of the Udmurt Republic’s government and the Izhevsk Municipal Administration, and discussed educational and exchange programs with the leadership of Udmurt State University. The Consul General also visited regional museums, including Kalashnikovs’ Museum, the Tchaikovsky Estate-Museum, …

By U.S. Mission Russia | 23 June, 2015 | Topics: Yekaterinburg

Navajo Artist Nani Chacon creates a Mural in Udmurt Capital City Izhevsk

A prominent native artist from Albuquerque, New Mexico Nanibah Chacon has created a mural on the wall of the Municipal Arts Gallery on Izhevsk’s central square. The artwork was finished and unveiled on Izhevsk City Day which coincided with the Day of Russia and the Udmurt ethnic holiday Gerber. The mural was appreciated by and …

By U.S. Mission Russia | 16 June, 2015 | Topics: Yekaterinburg

Round Table “Modern Models of Support for HIV-Positive Children”

On June 9, U.S. Consulate Yekaterinburg representatives attended a Round Table “Modern models of support for HIV-positive children” in Yekaterinburg. The round table was organized on the basis of a one year Russian-American cooperation project “ASSET” (Advanced Support Services, Education, and Treatment) run by the Elizabeth Glaser Pediatric AIDS Foundation (EGPAF) from the United States …

By U.S. Mission Russia | 10 June, 2015 | Topics: Yekaterinburg

Sports Envoys come to Omsk

On June 3 – 6 internationally renowned American flying disc golf champions Nathan Doss and Valarie Jenkins visited Omsk. They held several disc golf clinics for the local community, PT coaches, and kids, held workshops for children with disabilities at two Omsk orphanages and finished their program with an inclusive disc golf fest at Omsk’s …

By U.S. Mission Russia | 6 June, 2015 | Topics: Yekaterinburg

U.S. Film Director Screened a Film at the Environmental Film Festival

A U.S. film director Suzan Beraza recently screened her “Bag it: is your life too plastic” movie at the Environmental Film Festival in Khanty-Mansiysk. The audience ranging from university to elementary school students applauded the film maker and her documentary exposing the effects of plastic bags and other plastic consumer goods on the environment, wild life and …

By U.S. Mission Russia | 5 June, 2015 | Topics: Yekaterinburg

The Consul General Visited Omsk

The Consul General on June 4 visited Omsk, where he supported a visit of U.S. disc golfers and opened the 2nd Annual Omsk Public Arts Festival. The Consul General visited a workshop for schoolchildren conducted by Valarie Jenkins and Nate Doss, world champions of disc golf and Sports Envoys to Russia. The Consul General also joined …

By U.S. Mission Russia | 4 June, 2015 | Topics: Yekaterinburg

Sweet and Healthy Food at a Master Class for Children

On May 31, Marcus Lamb and Sarah Saperstein offered a workshop on cookie decorating to celebrate the International Day of the Child. In Mayakovsky Park, they offered children the chance to decorate sugar cookies using traditional American buttercream icing. The icing is a home-made recipe from North Carolina, Marcus’ home state. In addition, children made fruit sticks, …

By U.S. Mission Russia | 31 May, 2015 | Topics: Yekaterinburg

The Consulate Staff Ran a Relay with the Sun Kids

On May 30th the U.S. Consulate staff took part in the charity event, called Sport for Good, and ran the 1000 m relay, each sprinting 250 meters. This relay is an annual event launched by the Sun Kids NGO to support people with Down syndrome.

By U.S. Mission Russia | 30 May, 2015 | Topics: Yekaterinburg

Videoconference with American Entrepreneur Terry Jones

On May 19, the Ural Chamber of Commerce, with the cooperation of the U.S. Consulate General, hosted a videoconference with American entrepreneur Terry Jones. In his career, Mr. Jones was involved in the startup of ten different companies, including founding a three billion dollar company, Travelocity.com, and co-founding Kayak.com, which is now part of a …

By U.S. Mission Russia | 19 May, 2015 | Topics: Yekaterinburg

Choral Music Brining Inspiration

May 13-16 American choir director Brian Winnie visited Yekaterinburg and conducted workshops with choirs from local schools and universities. The workshops were part of the Choral Music Conference arranged by Arts School 11 and Yekaterinburg Department of Culture. Students of Sviridov School of Arts #14, Rakhmaninov Music School #7, Youth Arts School #11, Urals State …

By U.S. Mission Russia | 16 May, 2015 | Topics: Yekaterinburg

On May 14 Consul General Van Maerssen visited Irbit District. Irbit District is well known as a cultural and agricultural center. The Consul General met with Irbit City and Irbit Municipal District authorities with whom he discussed opportunities for economic and cultural cooperation. He also visited several area museums, including the museum of the …

By U.S. Mission Russia | 14 May, 2015 | Topics: Yekaterinburg

World Without War is Diverse and Beautiful

Over 200 students from 19 Art Schools of Yekaterinburg and Sverdlovsk oblast took part in the International Contest of Youth ArtWorld Without War devoted to the 70th Anniversary of the Meeting on Elbe. In partnership with the United States Consulate General in Yekaterinburg the contest and final exhibit was organized by ShlemGraphic Arts Fund, Union of …

By U.S. Mission Russia | 6 May, 2015 | Topics: Yekaterinburg

Triumph and Tragedy Photo Exhibit is on Display at Kosmos Cinema Theater until May 28th

On April 27, Triumph and Tragedyopened at Kosmos, commemorating the shared history and victory of the Soviet Union, Great Britain, the United States and other Allies in World War II. The images remind us of the human element in war and of the atrocities of World War II that should never be repeated. Photos about …

By U.S. Mission Russia | 27 April, 2015 | Topics: Yekaterinburg

Inspiring through Dance – REVolutions Dance visits the Urals

Dwayne Scheuneman and REVolutions Dance, an inclusive dance company that comprises one wheelchair dancer and three dancers without disabilities, visited the Urals April 21-29, promoting diversity in the arts. They offered workshops for Russian youth and adults in Yekaterinburg and Perm, challenging children and adults of all abilities to be creative together. In Yekaterinburg the …

By U.S. Mission Russia | 24 April, 2015 | Topics: Yekaterinburg

Henhouse Prowlers Steal Hearts of Urals Music Fans

“The level of cohesion and harmony in your music is beyond comprehension… Simply amazing!”, “Fantastic performance!”, “Wish you played more” – these are only a few remarks of the overwhelmingly enthusiastic reception of the Chicago-based bluegrass quartet Henhouse Prowlers’ music by Russian audiences. From April 8-21, The Henhouse Prowlers toured the Urals in Russia at …

By U.S. Mission Russia | 23 April, 2015 | Topics: Yekaterinburg

Ambassador Tefft Visited Yekaterinburg

In his visit to Yekaterinburg on April 13 – 15, U.S. Ambassador John F. Tefft re-affirmed his commitment to supporting people-to-people, cultural, educational and business ties with Russia. He also laid a wreath at the World War II memorial in Dendro Park to honor the region’s soldiers who sacrificed their lives during the Great Patriotic …

By U.S. Mission Russia | 16 April, 2015 | Topics: Yekaterinburg

Consul General visits Salekhard

The Consul General trekked to Salekhard, which is positioned precisely on the Arctic Circle within Russia’s Yamal-Nenets Autonomous Okrug (YaNAO), on April 3-4, 2015. Various officials from YaNAO’s regional government, as well as from Salekhard and Priuralsky District’s municipal administrations, discussed opportunities of cultural and educational exchange programs. In meetings with representatives of cultural establishments …

By U.S. Mission Russia | 10 April, 2015 | Topics: Yekaterinburg

Chris Merrill visited Yekaterinburg

Chris Merrill – an author, poet and translator, Founder and Director of the International Writing Program at the University of Iowa visited Yekaterinburg on March 30-31. He met with the members of the Yekaterinburg division of the Russian Writers Union and young playwrights – pupils of Nikolay Kolyada. He also made a presentation on using …

By U.S. Mission Russia | 6 April, 2015 | Topics: Yekaterinburg

MOOC on Academic Writing with Melissa Hauke

English Language Fellow Melissa Hauke led two groups of interested citizens from Yekaterinburg and PhD students of Urals Federal University through the 5 week Mass Open Online Course (MOOC) on Academic Writing offered by UC Berkley in partnership with the U.S. Department of State. The course participants learnt about vocabulary development; tone & diction; common …

By U.S. Mission Russia | 25 March, 2015 | Topics: Yekaterinburg

Consul General visits Orenburg

The Consul General visited Orenburg on March 18-19 to take part in the special events devoted to the 55th anniversary of the founding of the Orenburg Oblast Museum of Fine Arts. The Consulate has partnered with the museum in a number of cultural projects. In 2014, the Consulate presented a photo exhibition of the American-Italian …

By U.S. Mission Russia | 23 March, 2015 | Topics: Yekaterinburg

Security Message for U.S. Citizens: Planned March and Demonstration in Yekaterinburg

U.S. citizens should be aware that Yekaterinburg city authorities have issued a permit for a demonstration to recognize the one-year anniversary of Russia’s occupation of Ukraine’s Crimean peninsula. Beginning at or near 1700 on March 18, 2015, more than 1,000 participants may assemble at the location known as “Ploshad Truda,” or “Labor Square.” This small …

By U.S. Mission Russia | 17 March, 2015 | Topics: Security & Emergency Messages , Yekaterinburg

South Urals Rock-n-Roll Festival Hails The Spyrals

Thanks to the State Department’s cultural exchange program, San-Francisco based rock-n-roll band The Spyrals headlined the International Music Festival – Spring Beat – that took place in Chelyabinsk, Russia February 28 – March 1, 2015. More than ten bands participated and more than 2,000 rock-n-rollers of all ages attended the shows. Deputy Chief of Mission …

By U.S. Mission Russia | 3 March, 2015 | Topics: Yekaterinburg

Sports and Friendship: Top WNBA Players lead a Master-class for Russian Students

On February 12, as part of the Consulate’s Sports and Friendship program and UGMK’s outreach program, American basketball superstars Candace Parker Williams, Diana Taurasi, Kristi Toliver and Deanna Nolan and American coaches Todd Troxel and Jenny Moshak visited School 99. They challenged students in a series of athletic drills, gave tips on the technique to …

By U.S. Mission Russia | 12 February, 2015 | Topics: Yekaterinburg

Guests at the Consulate: “Korifei” Gymnasium

U.S. Consulate in Yekaterinburg has hosted the 3d grade students of Koriphey gymnasium. They enjoyed free communication with Consul General Otto Hans Van Maerssen, quest on American traditions and a short tour of the Consulate.

By U.S. Mission Russia | 15 December, 2014 | Topics: Yekaterinburg

U.S. Consul General visits Perm

Consul General Otto Hans Van Maerssen visited Perm to present the American repertory company, film-making group and educational organization, Company E. Following master-classes with students of dance in Perm, Company E performed on December 5 to demonstrate the artistic excellence that graces the Washington DC dance scene. The Consul General also met with the Deputy …

By U.S. Mission Russia | 12 December, 2014 | Topics: Yekaterinburg

Visit to Ural Humanitarian University

On December 9, the Consul General visited the Ural Humanitarian University to deliver a lecture on the common law approach of jurisprudence (the theory of law) in the United States. He outlined the basic foundation of the United States legal system, including the reliance on judicial precedent, with the Law Faculty students, shared his personal …

By U.S. Mission Russia | 9 December, 2014 | Topics: Yekaterinburg

Magia Krause brings world’s first 3D printing pen to Yekaterinburg

World’s first 3D printing pen came to Yekaterinburg recently. Magia Krause, Information Resource Officer at the U.S. Embassy in Moscow, visited Yekaterinburg last week to hold a series of workshops on 3D-modeling and LED bracelets. During her workshops, she also discussed the maker movement and “fab labs” – workshops that provide a space for inventors …

By U.S. Mission Russia | 20 November, 2014 | Topics: Yekaterinburg

Young Diplomats Day

On October 3, the U.S. Consulate invited ten high school students from Yekaterinburg, Chelyabinsk and Lesnoy to spend the day learning about diplomacy. The students toured the consulate, learned the inner workings of the Consular Section, tried their hand at designing a cultural program, and had lunch with Consulate staff. The program, conducted mostly in …

By U.S. Mission Russia | 6 October, 2014 | Topics: Yekaterinburg

Security Message for U.S. Citizens: Potential Demonstrations in Yekaterinburg for September, 21, 2014

Media reports indicate that “March for Peace” demonstrations may be planned to take place in the center of Yekaterinburg on Sunday, September 21. There have also been reports of the possibility of “Anti-March” counter demonstrations in the same area. According to the reports, the marches did not receive approval from local authorities, but marchers may …

By U.S. Mission Russia | 20 September, 2014 | Topics: Security & Emergency Messages , Yekaterinburg

Security Message for U.S. Citizens: New Information on Demonstration in Yekaterinburg

Russian government authorities have granted a permit for a demonstration to take place near the center of Yekaterinburg on September 21st, 2014. Russian civil society activists are organizing a “Peace March” to oppose the conflict in eastern Ukraine. Participants will gather at 15:45 at Ploshad Oboroniy. As authorized, the demonstration meeting is to be stationary …

By U.S. Mission Russia | 19 September, 2014 | Topics: Security & Emergency Messages , Yekaterinburg

Amy Ballard visits Yekaterinburg

Amy Ballard, a senior specialist for historic preservation at the Smithsonian Institute, visited Yekaterinburg this past weekend. During her visit, Ms. Ballard spoke with enthusiastic university students in Chelyabinsk, Tyumen and Yekaterinburg about the Smithsonian and about similarities between Russian and American architecture. On Monday, Ms. Ballard and her colleague, Sally Yerkovich, conducted a workshop …

By U.S. Mission Russia | 16 September, 2014 | Topics: Yekaterinburg

Discover America in Yekaterinburg!

The U.S. Consulate General in Yekaterinburg is pleased to announce the “Discover America in Yekaterinburg!” City Quest. The contest will take place on October 18, 2014, at 14:00 and is open to interested high school students (10 and 11 grades). Students may participate in the competition in teams of three. To enter, please submit your team …

VisitUSA RoadShow in Yekaterinburg

The VisitUSA RoadShow, a public event about traveling to the U.S., took place at the Ural Economics University on September 15th. The Consul General and representatives from the Foreign Commercial Service and Consular Section gave presentations on tourism in the U.S. and how to obtain a visa to travel to the U.S. They also …

By U.S. Mission Russia | 15 September, 2014 | Topics: Yekaterinburg

Consul General visits Agroindustrial firm “Artyomovskiy”

The Consul General visited Artyomovsky district of Sverdlovsk oblast to further mutual understanding in Russia’s rural communities. During his visit, he was shown various sites, including an agro-business, “Artyomovskiy,” which is involved in poultry, cattle and crops. He also visited Pokrov Cathedral. Pictured here is his visit to a school in Artyomovsky, where he explored …

By U.S. Mission Russia | 12 September, 2014 | Topics: Yekaterinburg

Diplomacy Day at Camp: U.S. Consulate Staff Conduct Workshop on What It Takes to be a Diplomat

Twenty-five students at English Drive Summer Camp learned what it takes to be a diplomat on Monday, when the Public Affairs Officer and staff from the U.S. Consulate in Yekaterinburg visited. The students participated in role plays, in which they reacted to common situations faced by consular, management, political and public diplomacy officers. In addition, …

By U.S. Mission Russia | 19 August, 2014 | Topics: Yekaterinburg

Jeopardy! At Hilton Summer Camp

Approximately 120 campers at Hilton Summer Camp partook in “Jeopardy,” a popular American quiz game, with the Public Affairs Officer (PAO) from the U.S. Consulate in Yekaterinburg. On August 11, summer campers competed against each other and tested their knowledge of U.S. geography, society, schools and history.

By U.S. Mission Russia | 17 August, 2014 | Topics: Yekaterinburg

“As We See It” Opens at the Yekaterinburg Fine Arts Museum

“As We See It,” a photography exhibit by Native American artists about modern Native American life in the United States, opened at the Yekaterinburg Museum of Fine Arts on August 8. The U.S. Consulate in Yekaterinburg was delighted to be able to sponsor the exhibition, which depicts modern triumphs and struggles in the Native American …

By U.S. Mission Russia | 8 August, 2014 | Topics: Yekaterinburg

Omsk City Day Celebration

On August 2-3 the Consul General participated in Omsk’s City Day Celebration. The Consul General attended a variety of cultural events, including participation in a traditional tree planting ceremony. In his congratulatory remarks to Omsk City Mayor, Vyacheslav Dvorakovsky, the Consul General noted Omsk’s positive socio-economic dynamics, conveyed appreciation for the continuous support of the …

By U.S. Mission Russia | 4 August, 2014 | Topics: Yekaterinburg

Consul General visited American Manufacturing Firms in Chelyabinsk Oblast

On July 15, Consul General Otto Hans Van Maerssen visited American manufacturing firms in Chelyabinsk oblast. Emerson-Metran is a leading manufacturer of technical equipment for the oil & gas sector and other industries. The company provides customers with 24/7 support through its Eurasia Customer Support unit. Carbo Ceramics is one of the world’s leading manufacturers …

By U.S. Mission Russia | 17 July, 2014 | Topics: Yekaterinburg

Iftar in Yekaterinburg

Continuing a tradition of many of his predecessors, the Consul General hosted an Iftar meal last night at his residence during this month of Ramadan. Representatives of the Muslim faith attended, shared in a halal meal, and engaged in a friendly exchange about customs and traditions in the Muslim world, including in the USA. The …

By U.S. Mission Russia | 14 July, 2014 | Topics: Yekaterinburg

Perm and Louisville, KY Continue Academic Exchanges

Cooperation between the Perm State National Research University (PSNRU) and the University of Louisville is growing. As part of that cooperation, three American students studied the Russian language from February to June 2014. The students resided on the university campus, attended Russian classes daily, and explored the city and life in Russia during their free …

By U.S. Mission Russia | 8 July, 2014 | Topics: Yekaterinburg

Meeting with the Metropolitan

The Consul General met with the Metropolitan of Yekaterinburg and Verkhoturye, His Holiness Kirill, to discuss benevolent activities and religious issues. His Holiness Kirill also outlined the religious history of Yekaterinburg, and offered a visit of the last Russian Tsar’s Saint Family Museum.

By U.S. Mission Russia | 7 July, 2014 | Topics: Yekaterinburg

Independence Day

On the 4th of July, the U.S. Consulate General in Yekaterinburg gathered friends and partners to celebrateAmerica’s Independence Day. This jubilee, the 20th Independence Day celebrated in the Urals and the 238th in American history, featured an official speech by the Consul General, a cake cutting ceremony and, of course, American music. Classic swing, Latin, …

By U.S. Mission Russia | 4 July, 2014 | Topics: Yekaterinburg

Independence Day Present

In expectation of the upcoming American Independence Day celebration, employees at the U.S. Consulate General in Yekaterinburg share a delicious cake, prepared and donated by our next-door neighbor, the Novotel.

By U.S. Mission Russia | 3 July, 2014 | Topics: Yekaterinburg

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Jekyll and Hyde: A* Grade / L9 vs A Grade / L7 Example Essays + Feedback

Subject: English

Age range: 14-16

Resource type: Unit of work

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8 September 2024

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This bundle contains everything you need to teach or study Stevenson's novella 'The Strange case of Dr Jekyll and Mr Hyde' in the form of digital and printable PDF documents. It’s perfect for students aged 14+. **This bundle is currently available at a 50% discount! ** Preview this document for free, to check whether the whole bundle is right for you [Jekyll and Hyde: Character Breakdown / Analysis](https://www.tes.com/teaching-resource/resource-13110830) With this bundle, students will be able to: * Understand the structural elements and key moments of the plot * Deepen their knowledge of characters, including understanding the deeper messages behind each one * Integrate the significance of the setting into their analyses and interpretations of the play as a whole * Memorise a range of carefully chosen key quotations for use in essays and analysis * Develop their language, structure and form analysis skills, with guided support and examples * Identify and analyse the thematic and contextual details * Learn approaches to a range of essay question types: discursive, argumentative, close reading * Become confident with extract interpretation and analysis * Develop their knowledge of tragic conventions and apply them to the novella * Expand their critical aptitude via exposure to key critical frameworks and critics’ quotations (for higher-level students) * Write their essays on Jekyll and Hyde, after support with planning help and example A* / top grade model answers Reasons to love this bundle: * Downloadable PDF documents, graphically designed to a high level, PowerPoints (ppts) and worksheets * Visual aids (photographs and drawings) to support learning * Organised categories that simplify the text for students * Print and digital versions - perfect for any learning environment * The unit has everything you need to start teaching or learning - starting with the basic story summary, going right up to deep contextual and critical wider readings * Lots of tasks and opportunities to practice literary analysis skills - students will be guided through writing a literary analysis response to the novella -This is what you’ll get with this bundle: (each document includes digital + printable revision guide + PowerPoint + worksheet)- THE COMPLETE JEKYLL AND HYDE COURSE: 1. [Character Analysis / Breakdown](https://www.tes.com/teaching-resource/resource-13110830) 2. [Plot Summary / Breakdown](https://www.tes.com/teaching-resource/resource-13110836) 3. [Context Analysis](https://www.tes.com/teaching-resource/resource-13110842) 4. [Genre](https://www.tes.com/teaching-resource/resource-13110856) 5. [Key Quotations](https://www.tes.com/teaching-resource/resource-13110868) 6. [Narrative Voice](https://www.tes.com/teaching-resource/resource-13110978) 7. [Setting](https://www.tes.com/teaching-resource/resource-13110874) 8. [Themes](https://www.tes.com/teaching-resource/resource-13110893) 9. [Critical Interpretation / Critics' Quotations](https://www.tes.com/teaching-resource/resource-13110848) 10. [Essay Help](https://www.tes.com/teaching-resource/resource-13110934) 11. [Essay Planning](https://www.tes.com/teaching-resource/resource-13110950) 12. [PEE Paragraph Practise](https://www.tes.com/teaching-resource/resource-13110997) 13. [Essay Practise (Gothic Atmosphere)](https://www.tes.com/teaching-resource/resource-13110962) 14. [L9 / A* Grade vs L7 / A Grade Example Essays + Feedback (Frightening Outsider)](https://www.tes.com/teaching-resource/resource-13110990) 15. [L9 / A* Grade Essay Example (Tension and Mystery)](https://www.tes.com/teaching-resource/resource-13110904) 16. [L8 / A Grade Essay Example + Feedback (Unnatural and Threatening)](https://www.tes.com/teaching-resource/resource-13110972) 17. [L6 / B Grade Essay Example + Feedback (Suspicious Atmosphere)](https://www.tes.com/teaching-resource/resource-13110984) 18. [L4 / C Grade Essay Example (Secrecy and Reputation)](https://www.tes.com/teaching-resource/resource-13110923) 19. [Study Questions / Exercises](https://www.tes.com/teaching-resource/resource-13110884) 20. [Essay Questions + Passage-based Questions](https://www.tes.com/teaching-resource/resource-13111001) Please review our content! We always value feedback and are looking for ways to improve our resources, so all reviews are more than welcome. Check out our [shop](https://www.tes.com/teaching-resources/shop/Scrbbly) here.

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World Exhibitions Trade Fairs, Conferences, Seminars, Workshop Business Directory

IEC Ekaterinburg-Expo (Yekaterinburg-Ekspo) Yekaterinburg, Russia

2exhibitions August 11, 2024 Venue 980 Views

IEC Ekaterinburg-Expo : Venue Name Category: Venue Location: IEC Ekaterinburg-Expo (Yekaterinburg-Ekspo) – Ekspo Bul’var, 2, Yekaterinburg , Sverdlovsk Oblast 620060 Russia Phone: +7 (343) 215-79-98 Email: hello[at]ekb-expo.ru www: ekaterinburgexpo.ru Timings: 09:00 AM – 20:00 PM

IEC Ekaterinburg-Expo (Yekaterinburg-Ekspo): About

International exhibition center Ekaterinburg-EXPO , being built under the patronage of the Government of Sverdlovsk region, will not only be the biggest exhibition center of the Urals, but also one of the largest and most modern exhibition centers in Russia. International Exhibition Center Ekaterinburg-EXPO is a multipurpose platform for various regional, Russian and international events. Exhibitions and congresses, conferences and equipment display, fashion shows and sports events – choose your format! Nowadays IEC Ekaterinburg-EXPO is the largest exhibition complex in Russia on the border between Europe and Asia. There are four exhibition halls – 50,000 m² and 60,000 m² for outdoor exhibitions. It’s an ideal ground for large-scale exhibitions, even for heavy equipment demonstration.

Congress Center MTS Live Hall with an area of 41.6 thousand m²
4 pavilions of 10 and 20 thousand m²
6000 parking spaces
More than 500 thousand people annually
Celebrated 10th anniversary on December 1, 2021

About the complex:

Ekaterinburg-Expo is the largest center for business and entertainment events of any level.

The Expo opened in 2011 as a venue for Innoprom , but has since grown into a multifunctional complex with large pavilions, its own congress center, a large food court and many halls of various configurations.

For 2022, the total area of IEC Ekaterinburg-Expo is 150,000 m², which includes:

4 exhibition pavilions of 10 and 20 thousand m² with a capacity of up to 20,000 people
MTC Live Hall is a multifunctional congress center
With a concert hall for up to 5,000 people
Halls of various configurations from 10 to 5,000 people
Food court, cafes and restaurants
Own lighting and sound equipment
Parking for 6,000 spaces and a helipad

4 pavilions with a total area of 50 thousand m² are suitable for concerts, festivals, sports events and any other events and can accommodate up to 20,000 spectators.

High-tech equipment and developed infrastructure of the complex allow holding events of any format. And with the help of modern engineering systems and safe structures, the organizers can implement even the most technically complex project.

100+ TechnoBuild Russia 2024: Ekaterinburg International Construction Forum & Expo

New Congress Center:

MTS Live Hall is called the most modern platform in the Ural-Siberian region.

It is the only convention center in the area with a 5,000-seat concert venue, conference rooms, VIP rooms, and a restaurant area with panoramic views.

We have our own lighting and sound equipment. This gives us the opportunity to make the best shows in the MTS Live Hall, control the climate and lighting in all areas of the site, and also provide the best soundtrack for the event.

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YEKATERINBURG: FACTORIES, URAL SIGHTS, YELTSIN AND THE WHERE NICHOLAS II WAS KILLED

Sverdlovsk oblast.

Sverdlovsk Oblast is the largest region in the Urals; it lies in the foothills of mountains and contains a monument indicating the border between Europe and Asia. The region covers 194,800 square kilometers (75,200 square miles), is home to about 4.3 million people and has a population density of 22 people per square kilometer. About 83 percent of the population live in urban areas. Yekaterinburg is the capital and largest city, with 1.5 million people. For Russians, the Ural Mountains are closely associated with Pavel Bazhov's tales and known for folk crafts such as Kasli iron sculpture, Tagil painting, and copper embossing. Yekaterinburg is the birthplace of Russia’s iron and steel industry, taking advantage of the large iron deposits in the Ural mountains. The popular Silver Ring of the Urals tourist route starts here.

In the summer you can follow in the tracks of Yermak, climb relatively low Ural mountain peaks and look for boulders seemingly with human faces on them. You can head to the Gemstone Belt of the Ural mountains, which used to house emerald, amethyst and topaz mines. In the winter you can go ice fishing, ski and cross-country ski.

Sverdlovsk Oblast and Yekaterinburg are located near the center of Russia, at the crossroads between Europe and Asia and also the southern and northern parts of Russia. Winters are longer and colder than in western section of European Russia. Snowfalls can be heavy. Winter temperatures occasionally drop as low as - 40 degrees C (-40 degrees F) and the first snow usually falls in October. A heavy winter coat, long underwear and good boots are essential. Snow and ice make the sidewalks very slippery, so footwear with a good grip is important. Since the climate is very dry during the winter months, skin moisturizer plus lip balm are recommended. Be alert for mud on street surfaces when snow cover is melting (April-May). Patches of mud create slippery road conditions.

Yekaterinburg

Yekaterinburg (kilometer 1818 on the Trans-Siberian Railway) is the fourth largest city in Russia, with of 1.5 million and growth rate of about 12 percent, high for Russia. Located in the southern Ural mountains, it was founded by Peter the Great and named after his wife Catherine, it was used by the tsars as a summer retreat and is where tsar Nicholas II and his family were executed and President Boris Yeltsin lived most of his life and began his political career. The city is near the border between Europe and Asia.

Yekaterinburg (also spelled Ekaterinburg) is located on the eastern slope of the Ural Mountains in the headwaters of the Iset and Pyshma Rivers. The Iset runs through the city center. Three ponds — Verkh-Isetsky, Gorodskoy and Nizhne-Isetsky — were created on it. Yekaterinburg has traditionally been a city of mining and was once the center of the mining industry of the Urals and Siberia. Yekaterinburg remains a major center of the Russian armaments industry and is sometimes called the "Pittsburgh of Russia.". A few ornate, pastel mansions and wide boulevards are reminders of the tsarist era. The city is large enough that it has its own Metro system but is characterized mostly by blocky Soviet-era apartment buildings. The city has advanced under President Vladimir Putin and is now one of the fastest growing places in Russia, a country otherwise characterized by population declines

Yekaterinburg is technically an Asian city as it lies 32 kilometers east of the continental divide between Europe and Asia. The unofficial capital of the Urals, a key region in the Russian heartland, it is second only to Moscow in terms of industrial production and capital of Sverdlovsk oblast. Among the important industries are ferrous and non-ferrous metallurgy, machine building and metalworking, chemical and petrochemicals, construction materials and medical, light and food industries. On top of being home of numerous heavy industries and mining concerns, Yekaterinburg is also a major center for industrial research and development and power engineering as well as home to numerous institutes of higher education, technical training, and scientific research. In addition, Yekaterinburg is the largest railway junction in Russia: the Trans-Siberian Railway passes through it, the southern, northern, western and eastern routes merge in the city.

Accommodation: There are two good and affordable hotels — the 3-star Emerald and Parus hotels — located close to the city's most popular landmarks and main transport interchanges in the center of Yekaterinburg. Room prices start at RUB 1,800 per night.

History of Yekaterinburg

Yekaterinburg was founded in 1723 by Peter the Great and named after his wife Catherine I. It was used by the tsars as a summer retreat but was mainly developed as metalworking and manufacturing center to take advantage of the large deposits of iron and other minerals in the Ural mountains. It is best known to Americans as the place where the last Tsar and his family were murdered by the Bolsheviks in 1918 and near where American U-2 spy plane, piloted by Gary Powers, was shot down in 1960.

Peter the Great recognized the importance of the iron and copper-rich Urals region for Imperial Russia's industrial and military development. In November 1723, he ordered the construction of a fortress factory and an ironworks in the Iset River Valley, which required a dam for its operation. In its early years Yekaterinburg grew rich from gold and other minerals and later coal. The Yekaterinburg gold rush of 1745 created such a huge amount of wealth that one rich baron of that time hosted a wedding party that lasted a year. By the mid-18th century, metallurgical plants had sprung up across the Urals to cast cannons, swords, guns and other weapons to arm Russia’s expansionist ambitions. The Yekaterinburg mint produced most of Russia's coins. Explorations of the Trans-Baikal and Altai regions began here in the 18th century.

Iron, cast iron and copper were the main products. Even though Iron from the region went into the Eiffel Tower, the main plant in Yekaterinburg itself was shut down in 1808. The city still kept going through a mountain factory control system of the Urals. The first railway in the Urals was built here: in 1878, the Yekaterinburg-Perm railway branch connected the province's capital with the factories of the Middle Urals.

In the Soviet era the city was called Sverdlovsk (named after Yakov Sverdlov, the man who organized Nicholas II's execution). During the first five-year plans the city became industrial — old plants were reconstructed, new ones were built. The center of Yekaterinburg was formed to conform to the historical general plan of 1829 but was the layout was adjusted around plants and factories. In the Stalin era the city was a major gulag transhipment center. In World War II, many defense-related industries were moved here. It and the surrounding area were a center of the Soviet Union's military industrial complex. Soviet tanks, missiles and aircraft engines were made in the Urals. During the Cold War era, Yekaterinburg was a center of weapons-grade uranium enrichment and processing, warhead assembly and dismantlement. In 1979, 64 people died when anthrax leaked from a biological weapons facility. Yekaterinburg was a “Closed City” for 40 years during the Cold Soviet era and was not open to foreigners until 1991

In the early post-Soviet era, much like Pittsburgh in the 1970s, Yekaterinburg had a hard struggle d to cope with dramatic economic changes that have made its heavy industries uncompetitive on the world market. Huge defense plants struggled to survive and the city was notorious as an organized crime center in the 1990s, when its hometown boy Boris Yeltsin was President of Russia. By the 2000s, Yekaterinburg’s retail and service was taking off, the defense industry was reviving and it was attracting tech industries and investments related to the Urals’ natural resources. By the 2010s it was vying to host a world exhibition in 2020 (it lost, Dubai won) and it had McDonald’s, Subway, sushi restaurants, and Gucci, Chanel and Armani. There were Bentley and Ferrari dealerships but they closed down

Transportation in Yekaterinburg

Getting There: By Plane: Yekaterinburg is a three-hour flight from Moscow with prices starting at RUB 8,000, or a 3-hour flight from Saint Petersburg starting from RUB 9,422 (direct round-trip flight tickets for one adult passenger). There are also flights from Frankfurt, Istanbul, China and major cities in the former Soviet Union.

By Train: Yekaterinburg is a major stop on the Trans-Siberian Railway. Daily train service is available to Moscow and many other Russian cities.Yekaterinburg is a 32-hour train ride from Moscow (tickets RUB 8,380 and above) or a 36-hour train ride from Saint Petersburg (RUB 10,300 and above). The ticket prices are round trip for a berth in a sleeper compartment for one adult passenger). By Car: a car trip from Moscow to Yekateringburg is 1,787 kilometers long and takes about 18 hours. The road from Saint Petersburg is 2,294 kilometers and takes about 28 hours.

Regional Transport: The region's public transport includes buses and suburban electric trains. Regional trains provide transport to larger cities in the Ural region. Buses depart from Yekaterinburg’s two bus stations: the Southern Bus Station and the Northern Bus Station.

Regional Transport: According the to Association for Safe International Road Travel (ASIRT): “Public transportation is well developed. Overcrowding is common. Fares are low. Service is efficient. Buses are the main form of public transport. Tram network is extensive. Fares are reasonable; service is regular. Trams are heavily used by residents, overcrowding is common. Purchase ticket after boarding. Metro runs from city center to Uralmash, an industrial area south of the city. Metro ends near the main railway station. Fares are inexpensive.

“Traffic is congested in city center. Getting around by car can be difficult. Route taxis (minivans) provide the fastest transport. They generally run on specific routes, but do not have specific stops. Drivers stop where passengers request. Route taxis can be hailed. Travel by bus or trolleybuses may be slow in rush hour. Trams are less affected by traffic jams. Trolley buses (electric buses) cannot run when temperatures drop below freezing.”

Entertainment, Sports and Recreation in Yekaterinburg

The performing arts in Yekaterinburg are first rate. The city has an excellent symphony orchestra, opera and ballet theater, and many other performing arts venues. Tickets are inexpensive. The Yekaterinburg Opera and Ballet Theater is lavishly designed and richly decorated building in the city center of Yekaterinburg. The theater was established in 1912 and building was designed by architect Vladimir Semyonov and inspired by the Vienna Opera House and the Theater of Opera and Ballet in Odessa.

Vaynera Street is a pedestrian only shopping street in city center with restaurants, cafes and some bars. But otherwise Yekaterinburg's nightlife options are limited. There are a handful of expensive Western-style restaurants and bars, none of them that great. Nightclubs serve the city's nouveau riche clientele. Its casinos have closed down. Some of them had links with organized crime. New dance clubs have sprung up that are popular with Yekaterinburg's more affluent youth.

Yekaterinburg's most popular spectator sports are hockey, basketball, and soccer. There are stadiums and arenas that host all three that have fairly cheap tickets. There is an indoor water park and lots of parks and green spaces. The Urals have many lakes, forests and mountains are great for hiking, boating, berry and mushroom hunting, swimming and fishing. Winter sports include cross-country skiing and ice skating. Winter lasts about six months and there’s usually plenty of snow. The nearby Ural Mountains however are not very high and the downhill skiing opportunities are limited..

Sights in Yekaterinburg

Sights in Yekaterinburg include the Museum of City Architecture and Ural Industry, with an old water tower and mineral collection with emeralds. malachite, tourmaline, jasper and other precious stone; Geological Alley, a small park with labeled samples of minerals found in the Urals region; the Ural Geology Museum, which houses an extensive collection of stones, gold and gems from the Urals; a monument marking the border between Europe and Asia; a memorial for gulag victims; and a graveyard with outlandish memorials for slain mafia members.

The Military History Museum houses the remains of the U-2 spy plane shot down in 1960 and locally made tanks and rocket launchers. The fine arts museum contains paintings by some of Russia's 19th-century masters. Also worth a look are the History an Local Studies Museum; the Political History and Youth Museum; and the University and Arboretum. Old wooden houses can be seen around Zatoutstovsya ulitsa and ulitsa Belinskogo. Around the city are wooded parks, lakes and quarries used to harvest a variety of minerals. Weiner Street is the main street of Yekaterinburg. Along it are lovely sculptures and 19th century architecture. Take a walk around the unique Literary Quarter

Plotinka is a local meeting spot, where you will often find street musicians performing. Plotinka can be described as the center of the city's center. This is where Yekaterinburg holds its biggest events: festivals, seasonal fairs, regional holiday celebrations, carnivals and musical fountain shows. There are many museums and open-air exhibitions on Plotinka. Plotinka is named after an actual dam of the city pond located nearby (“plotinka” means “a small dam” in Russian).In November 1723, Peter the Great ordered the construction of an ironworks in the Iset River Valley, which required a dam for its operation. “Iset” can be translated from Finnish as “abundant with fish”. This name was given to the river by the Mansi — the Finno-Ugric people dwelling on the eastern slope of the Northern Urals.

Vysotsky and Iset are skyscrapers that are 188.3 meters and 209 meters high, respectively. Fifty-story-high Iset has been described by locals as the world’s northernmost skyscraper. Before the construction of Iset, Vysotsky was the tallest building of Yekaterinburg and Russia (excluding Moscow). A popular vote has decided to name the skyscraper after the famous Soviet songwriter, singer and actor Vladimir Vysotsky. and the building was opened on November 25, 2011. There is a lookout at the top of the building, and the Vysotsky museum on its second floor. The annual “Vysotsky climb” (1137 steps) is held there, with a prize of RUB 100,000. While Vysotsky serves as an office building, Iset, owned by the Ural Mining and Metallurgical Company, houses 225 premium residential apartments ranging from 80 to 490 square meters in size.

Boris Yeltsin Presidential Center

The Boris Yeltsin Presidential Center (in the city center: ul. Yeltsina, 3) is a non-governmental organization named after the first president of the Russian Federation. The Museum of the First President of Russia as well as his archives are located in the Center. There is also a library, educational and children's centers, and exposition halls. Yeltsin lived most of his life and began his political career in Yekaterinburg. He was born in Butka about 200 kilometers east of Yekaterinburg.

The core of the Center is the Museum. Modern multimedia technologies help animate the documents, photos from the archives, and artifacts. The Yeltsin Museum holds collections of: propaganda posters, leaflets, and photos of the first years of the Soviet regime; portraits and portrait sculptures of members of Politburo of the Central Committee of the Communist Party of various years; U.S.S.R. government bonds and other items of the Soviet era; a copy of “One Day in the Life of Ivan Denisovich” by Alexander Solzhenitsyn, published in the “Novy Mir” magazine (#11, 1962); perestroika-era editions of books by Alexander Solzhenitsyn, Vasily Grossman, and other authors; theater, concert, and cinema posters, programs, and tickets — in short, all of the artifacts of the perestroika era.

The Yeltsin Center opened in 2012. Inside you will also find an art gallery, a bookstore, a gift shop, a food court, concert stages and a theater. There are regular screenings of unique films that you will not find anywhere else. Also operating inside the center, is a scientific exploritorium for children. The center was designed by Boris Bernaskoni. Almost from the its very opening, the Yeltsin Center has been accused by members of different political entities of various ideological crimes. The museum is open Tuesday to Sunday, from 10:00am to 9:00pm.

Where Nicholas II was Executed

On July, 17, 1918, during this reign of terror of the Russian Civil War, former-tsar Nicholas II, his wife, five children (the 13-year-old Alexis, 22-year-old Olga, 19-year-old Maria and 17-year-old Anastasia)the family physician, the cook, maid, and valet were shot to death by a Red Army firing squad in the cellar of the house they were staying at in Yekaterinburg.

Ipatiev House (near Church on the Blood, Ulitsa Libknekhta) was a merchant's house where Nicholas II and his family were executed. The house was demolished in 1977, on the orders of an up and coming communist politician named Boris Yeltsin. Yeltsin later said that the destruction of the house was an "act of barbarism" and he had no choice because he had been ordered to do it by the Politburo,

The site is marked with s cross with the photos of the family members and cross bearing their names. A small wooden church was built at the site. It contains paintings of the family. For a while there were seven traditional wooden churches. Mass is given ay noon everyday in an open-air museum. The Church on the Blood — constructed to honor Nicholas II and his family — was built on the part of the site in 1991 and is now a major place of pilgrimage.

Nicholas and his family where killed during the Russian civil war. It is thought the Bolsheviks figured that Nicholas and his family gave the Whites figureheads to rally around and they were better of dead. Even though the death orders were signed Yakov Sverdlov, the assassination was personally ordered by Lenin, who wanted to get them out of sight and out of mind. Trotsky suggested a trial. Lenin nixed the idea, deciding something had to be done about the Romanovs before White troops approached Yekaterinburg. Trotsky later wrote: "The decision was not only expedient but necessary. The severity of he punishment showed everyone that we would continue to fight on mercilessly, stopping at nothing."

Ian Frazier wrote in The New Yorker: “Having read a lot about the end of Tsar Nicholas II and his family and servants, I wanted to see the place in Yekaterinburg where that event occurred. The gloomy quality of this quest depressed Sergei’s spirits, but he drove all over Yekaterinburg searching for the site nonetheless. Whenever he stopped and asked a pedestrian how to get to the house where Nicholas II was murdered, the reaction was a wince. Several people simply walked away. But eventually, after a lot of asking, Sergei found the location. It was on a low ridge near the edge of town, above railroad tracks and the Iset River. The house, known as the Ipatiev House, was no longer standing, and the basement where the actual killings happened had been filled in. I found the blankness of the place sinister and dizzying. It reminded me of an erasure done so determinedly that it had worn a hole through the page. [Source: Ian Frazier, The New Yorker, August 3, 2009, Frazier is author of “Travels in Siberia” (2010)]

“The street next to the site is called Karl Liebknecht Street. A building near where the house used to be had a large green advertisement that said, in English, “LG—Digitally Yours.” On an adjoining lot, a small chapel kept the memory of the Tsar and his family; beneath a pedestal holding an Orthodox cross, peonies and pansies grew. The inscription on the pedestal read, “We go down on our knees, Russia, at the foot of the tsarist cross.”

Books: The Romanovs: The Final Chapter by Robert K. Massie (Random House, 1995); The Fall of the Romanovs by Mark D. Steinberg and Vladimir Khrustalëv (Yale, 1995);

See Separate Article END OF NICHOLAS II factsanddetails.com

Execution of Nicholas II

According to Robert Massie K. Massie, author of Nicholas and Alexandra, Nicholas II and his family were awakened from their bedrooms around midnight and taken to the basement. They were told they were to going to take some photographs of them and were told to stand behind a row of chairs.

Suddenly, a group of 11 Russians and Latvians, each with a revolver, burst into the room with orders to kill a specific person. Yakob Yurovsky, a member of the Soviet executive committee, reportedly shouted "your relatives are continuing to attack the Soviet Union.” After firing, bullets bouncing off gemstones hidden in the corsets of Alexandra and her daughters ricocheted around the room like "a shower of hail," the soldiers said. Those that were still breathing were killed with point black shots to the head.

The three sisters and the maid survived the first round thanks to their gems. They were pressed up against a wall and killed with a second round of bullets. The maid was the only one that survived. She was pursued by the executioners who stabbed her more than 30 times with their bayonets. The still writhing body of Alexis was made still by a kick to the head and two bullets in the ear delivered by Yurovsky himself.

Yurovsky wrote: "When the party entered I told the Romanovs that in view of the fact their relatives continued their offensive against Soviet Russia, the Executive Committee of the Urals Soviet had decided to shoot them. Nicholas turned his back to the detachment and faced his family. Then, as if collecting himself, he turned around, asking, 'What? What?'"

"[I] ordered the detachment to prepare. Its members had been previously instructed whom to shoot and to am directly at the heart to avoid much blood and to end more quickly. Nicholas said no more. he turned again to his family. The others shouted some incoherent exclamations. All this lasted a few seconds. Then commenced the shooting, which went on for two or three minutes. [I] killed Nicholas on the spot."

Nicholas II’s Initial Burial Site in Yekaterinburg

Ganina Yama Monastery (near the village of Koptyaki, 15 kilometers northwest of Yekaterinburg) stands near the three-meter-deep pit where some the remains of Nicholas II and his family were initially buried. The second burial site — where most of the remains were — is in a field known as Porosyonkov (56.9113628°N 60.4954326°E), seven kilometers from Ganina Yama.

On visiting Ganina Yama Monastery, one person posted in Trip Advisor: “We visited this set of churches in a pretty park with Konstantin from Ekaterinburg Guide Centre. He really brought it to life with his extensive knowledge of the history of the events surrounding their terrible end. The story is so moving so unless you speak Russian, it is best to come here with a guide or else you will have no idea of what is what.”

In 1991, the acid-burned remains of Nicholas II and his family were exhumed from a shallow roadside mass grave in a swampy area 12 miles northwest of Yekaterinburg. The remains had been found in 1979 by geologist and amateur archeologist Alexander Avdonin, who kept the location secret out of fear that they would be destroyed by Soviet authorities. The location was disclosed to a magazine by one his fellow discovers.

The original plan was to throw the Romanovs down a mine shaft and disposes of their remains with acid. They were thrown in a mine with some grenades but the mine didn't collapse. They were then carried by horse cart. The vats of acid fell off and broke. When the carriage carrying the bodies broke down it was decided the bury the bodies then and there. The remaining acid was poured on the bones, but most of it was soaked up the ground and the bones largely survived.

After this their pulses were then checked, their faces were crushed to make them unrecognizable and the bodies were wrapped in bed sheets loaded onto a truck. The "whole procedure," Yurovsky said took 20 minutes. One soldiers later bragged than he could "die in peace because he had squeezed the Empress's -------."

The bodies were taken to a forest and stripped, burned with acid and gasoline, and thrown into abandoned mine shafts and buried under railroad ties near a country road near the village of Koptyaki. "The bodies were put in the hole," Yurovsky wrote, "and the faces and all the bodies, generally doused with sulfuric acid, both so they couldn't be recognized and prevent a stink from them rotting...We scattered it with branches and lime, put boards on top and drove over it several times—no traces of the hole remained.

Shortly afterwards, the government in Moscow announced that Nicholas II had been shot because of "a counterrevolutionary conspiracy." There was no immediate word on the other members of the family which gave rise to rumors that other members of the family had escaped. Yekaterinburg was renamed Sverdlov in honor of the man who signed the death orders.

For seven years the remains of Nicholas II, Alexandra, three of their daughters and four servants were stored in polyethylene bags on shelves in the old criminal morgue in Yekaterunburg. On July 17, 1998, Nicholas II and his family and servants who were murdered with him were buried Peter and Paul Fortress in St. Petersburg along with the other Romanov tsars, who have been buried there starting with Peter the Great. Nicholas II had a side chapel built for himself at the fortress in 1913 but was buried in a new crypt.

Near Yekaterinburg

Factory-Museum of Iron and Steel Metallurgy (in Niznhy Tagil 80 kilometers north of Yekaterinburg) a museum with old mining equipment made at the site of huge abandoned iron and steel factory. Officially known as the Factory-Museum of the History of the Development of Iron and Steel Metallurgy, it covers an area of 30 hectares and contains a factory founded by the Demidov family in 1725 that specialized mainly in the production of high-quality cast iron and steel. Later, the foundry was renamed after Valerian Kuybyshev, a prominent figure of the Communist Party.

The first Russian factory museum, the unusual museum demonstrates all stages of metallurgy and metal working. There is even a blast furnace and an open-hearth furnace. The display of factory equipment includes bridge crane from 1892) and rolling stock equipment from the 19th-20th centuries. In Niznhy Tagil contains some huge blocks of malachite and

Nizhnyaya Sinyachikha (180 kilometers east-northeast of Yekaterinburg) has an open air architecture museum with log buildings, a stone church and other pre-revolutionary architecture. The village is the creation of Ivan Samoilov, a local activist who loved his village so much he dedicated 40 years of his life to recreating it as the open-air museum of wooden architecture.

The stone Savior Church, a good example of Siberian baroque architecture. The interior and exterior of the church are exhibition spaces of design. The houses are very colorful. In tsarist times, rich villagers hired serfs to paint the walls of their wooden izbas (houses) bright colors. Old neglected buildings from the 17th to 19th centuries have been brought to Nizhnyaya Sinyachikha from all over the Urals. You will see the interior design of the houses and hear stories about traditions and customs of the Ural farmers.

Verkhoturye (330 kilometers road from Yekaterinburg) is the home a 400-year-old monastery that served as 16th century capital of the Urals. Verkhoturye is a small town on the Tura River knows as the Jerusalem of the Urals for its many holy places, churches and monasteries. The town's main landmark is its Kremlin — the smallest in Russia. Pilgrims visit the St. Nicholas Monastery to see the remains of St. Simeon of Verkhoturye, the patron saint of fishermen.

Ural Mountains

Ural Mountains are the traditional dividing line between Europe and Asia and have been a crossroads of Russian history. Stretching from Kazakhstan to the fringes of the Arctic Kara Sea, the Urals lie almost exactly along the 60 degree meridian of longitude and extend for about 2,000 kilometers (1,300 miles) from north to south and varies in width from about 50 kilometers (30 miles) in the north and 160 kilometers (100 miles) the south. At kilometers 1777 on the Trans-Siberian Railway there is white obelisk with "Europe" carved in Russian on one side and "Asia" carved on the other.

The eastern side of the Urals contains a lot of granite and igneous rock. The western side is primarily sandstone and limestones. A number of precious stones can be found in the southern part of the Urals, including emeralds. malachite, tourmaline, jasper and aquamarines. The highest peaks are in the north. Mount Narodnaya is the highest of all but is only 1884 meters (6,184 feet) high. The northern Urals are covered in thick forests and home to relatively few people.

Like the Appalachian Mountains in the eastern United States, the Urals are very old mountains — with rocks and sediments that are hundreds of millions years old — that were one much taller than they are now and have been steadily eroded down over millions of years by weather and other natural processes to their current size. According to Encyclopedia Britannica: “The rock composition helps shape the topography: the high ranges and low, broad-topped ridges consist of quartzites, schists, and gabbro, all weather-resistant. Buttes are frequent, and there are north–south troughs of limestone, nearly all containing river valleys. Karst topography is highly developed on the western slopes of the Urals, with many caves, basins, and underground streams. The eastern slopes, on the other hand, have fewer karst formations; instead, rocky outliers rise above the flattened surfaces. Broad foothills, reduced to peneplain, adjoin the Central and Southern Urals on the east.

“The Urals date from the structural upheavals of the Hercynian orogeny (about 250 million years ago). About 280 million years ago there arose a high mountainous region, which was eroded to a peneplain. Alpine folding resulted in new mountains, the most marked upheaval being that of the Nether-Polar Urals...The western slope of the Urals is composed of middle Paleozoic sedimentary rocks (sandstones and limestones) that are about 350 million years old. In many places it descends in terraces to the Cis-Ural depression (west of the Urals), to which much of the eroded matter was carried during the late Paleozoic (about 300 million years ago). Found there are widespread karst (a starkly eroded limestone region) and gypsum, with large caverns and subterranean streams. On the eastern slope, volcanic layers alternate with sedimentary strata, all dating from middle Paleozoic times.”

Southern Urals

The southern Urals are characterized by grassy slopes and fertile valleys. The middle Urals are a rolling platform that barely rises above 300 meters (1,000 feet). This region is rich in minerals and has been heavily industrialized. This is where you can find Yekaterinburg (formally Sverdlovsk), the largest city in the Urals.

Most of the Southern Urals are is covered with forests, with 50 percent of that pine-woods, 44 percent birch woods, and the rest are deciduous aspen and alder forests. In the north, typical taiga forests are the norm. There are patches of herbal-poaceous steppes, northem sphagnous marshes and bushy steppes, light birch forests and shady riparian forests, tall-grass mountainous meadows, lowland ling marshes and stony placers with lichen stains. In some places there are no large areas of homogeneous forests, rather they are forests with numerous glades and meadows of different size.

In the Ilmensky Mountains Reserve in the Southern Urals, scientists counted 927 vascular plants (50 relicts, 23 endemic species), about 140 moss species, 483 algae species and 566 mushroom species. Among the species included into the Red Book of Russia are feather grass, downy-leaved feather grass, Zalessky feather grass, moccasin flower, ladies'-slipper, neottianthe cucullata, Baltic orchis, fen orchis, helmeted orchis, dark-winged orchis, Gelma sandwart, Krasheninnikov sandwart, Clare astragalus.

The fauna of the vertebrate animals in the Reserve includes 19 fish, 5 amphibian and 5 reptile. Among the 48 mammal species are elks, roe deer, boars, foxes, wolves, lynxes, badgers, common weasels, least weasels, forest ferrets, Siberian striped weasel, common marten, American mink. Squirrels, beavers, muskrats, hares, dibblers, moles, hedgehogs, voles are quite common, as well as chiropterans: pond bat, water bat, Brandt's bat, whiskered bat, northern bat, long-eared bat, parti-coloured bat, Nathusius' pipistrelle. The 174 bird bird species include white-tailed eagles, honey hawks, boreal owls, gnome owls, hawk owls, tawny owls, common scoters, cuckoos, wookcocks, common grouses, wood grouses, hazel grouses, common partridges, shrikes, goldenmountain thrushes, black- throated loons and others.

Activities and Places in the Ural Mountains

The Urals possess beautiful natural scenery that can be accessed from Yekaterinburg with a rent-a-car, hired taxi and tour. Travel agencies arrange rafting, kayaking and hiking trips. Hikes are available in the taiga forest and the Urals. Trips often include walks through the taiga to small lakes and hikes into the mountains and excursions to collect mushrooms and berries and climb in underground caves. Mellow rafting is offered in a relatively calm six kilometer section of the River Serga. In the winter visitor can enjoy cross-mountains skiing, downhill skiing, ice fishing, dog sledding, snow-shoeing and winter hiking through the forest to a cave covered with ice crystals.

Lake Shartash (10 kilometers from Yekaterinburg) is where the first Ural gold was found, setting in motion the Yekaterinburg gold rush of 1745, which created so much wealth one rich baron of that time hosted a wedding party that lasted a year. The area around Shartash Lake is a favorite picnic and barbecue spot of the locals. Getting There: by bus route No. 50, 054 or 54, with a transfer to suburban commuter bus route No. 112, 120 or 121 (the whole trip takes about an hour), or by car (10 kilometers drive from the city center, 40 minutes).

Revun Rapids (90 kilometers road from Yekaterinburg near Beklenishcheva village) is a popular white water rafting places On the nearby cliffs you can see the remains of a mysterious petroglyph from the Paleolithic period. Along the steep banks, you may notice the dark entrance of Smolinskaya Cave. There are legends of a sorceress who lived in there. The rocks at the riverside are suited for competitive rock climbers and beginners. Climbing hooks and rings are hammered into rocks. The most fun rafting is generally in May and June.

Olenii Ruchii National Park (100 kilometers west of Yekaterinburg) is the most popular nature park in Sverdlovsk Oblast and popular weekend getaway for Yekaterinburg residents. Visitors are attracted by the beautiful forests, the crystal clear Serga River and picturesque rocks caves. There are some easy hiking routes: the six-kilometer Lesser Ring and the 15-kilometer Greater Ring. Another route extends for 18 km and passes by the Mitkinsky Mine, which operated in the 18th-19th centuries. It's a kind of an open-air museum — you can still view mining an enrichment equipment here. There is also a genuine beaver dam nearby.

Among the other attractions at Olenii Ruchii are Druzhba (Friendship) Cave, with passages that extend for about 500 meters; Dyrovaty Kamen (Holed Stone), created over time by water of Serga River eroding rock; and Utoplennik (Drowned Man), where you can see “The Angel of Sole Hope”., created by the Swedish artist Lehna Edwall, who has placed seven angels figures in different parts of the world to “embrace the planet, protecting it from fear, despair, and disasters.”

Image Sources: Wikimedia Commons

Text Sources: Federal Agency for Tourism of the Russian Federation (official Russia tourism website russiatourism.ru ), Russian government websites, UNESCO, Wikipedia, Lonely Planet guides, New York Times, Washington Post, Los Angeles Times, National Geographic, The New Yorker, Bloomberg, Reuters, Associated Press, AFP, Yomiuri Shimbun and various books and other publications.

Updated in September 2020

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