How to Ask for a Paper Extension in College

How to Ask for a Paper Extension in College The deadline for your college paper is fast approaching perhaps a little too fast.  You need to turn it in a little late, but you dont know how to ask for a paper extension in college. Follow these simple steps and give yourself the best shot possible. Try to ask for the extension in person. This may be impossible if you realize you need an extension at 2:00 a.m. on the morning the paper is due or if youre sick. However, asking your professor or teaching assistant for an extension in person is the best way to go. You can have more of a conversation about your situation than if you just left an email or voice mail message. If you cant meet in person, send an email or leave a voice mail as soon as possible. Asking for an extension after the deadline has passed is never a good idea. Get in touch with your professor or TA as soon as possible. Explain your situation. Try to focus on the following aspects of your situation: Make sure youre respectful of your professors or TAs schedule and time. If you know he or she is going on vacation 5 days after the original due date, try to turn your paper in before he or she leaves (but with enough time for them to finish grading it before they depart). Why do you need (vs. want) an extension?What have you done so far? (Show youve at least made an effort instead of simply left the assignment to the last minute.)What would you like your new deadline to be? Have a back-up plan in case your extension isnt granted. You may think your request is completely warranted; your professor or TA, however, may not. You may have to just suck it up and finish your assignment as soon as possible, even if its not as good as you had hoped. Its better to finish a not-so-great paper than to not turn something in. If, however, you feel like your situation really warrants some understanding (because of a medical or family situation, for example), you can always talk to your dean of students for additional support.

Difference Between Recession and Depression

Difference Between Recession and Depression There is an old joke among economists that states: A recession is when your neighbor loses his job. A depression is when you lose your job. The difference between the two terms is not very well understood for one simple reason: There is not a universally agreed upon definition. If you ask 100 different economists to define the terms recession and depression, you would get at least 100 different answers. That said, the following discussion summarizes both terms and explains the differences between them in a way that almost all economists could agree with. The Newspaper Definition of Recession The standard newspaper definition of a recession is a decline in the Gross Domestic Product (GDP) for two or more consecutive quarters. This definition is unpopular with most economists for two main reasons. First, this definition does not take into consideration changes in other variables. For example, this definition ignores any changes in the unemployment rate or consumer confidence. Second, by using quarterly data this definition makes it difficult to pinpoint when a recession begins or ends. This means that a recession that lasts ten months or less may go undetected. The BCDC Definition of Recession The Business Cycle Dating Committee at the National Bureau of Economic Research (NBER) provides a better way to find out if there is a recession is taking place. This committee determines the amount of business activity in the economy by looking at things like employment, industrial production, real income and wholesale-retail sales. They define a recession as the time when business activity has reached its peak and starts to fall until the time when business activity bottoms out. When the business activity starts to rise again it is called an expansionary period. By this definition, the average recession lasts about a year. Depression Before the Great Depression of the  1930s,  any downturn in  economic  activity was referred to as a depression. The term recession was developed in this period to differentiate periods like the 1930s from smaller economic declines that occurred in 1910 and 1913. This leads to the simple definition of a depression as a recession that lasts longer and has a larger decline in business activity. The Difference Between Recession and Depression So how can we tell the difference between a recession and a depression? A good rule of thumb for determining the difference between a recession and a depression is to look at the changes in GNP. A depression is any economic downturn where real GDP declines by more than 10 percent. A recession is an  economic downturn  that is less severe. By this yardstick, the last depression in the United States was from May 1937 to June 1938, where real GDP declined by 18.2 percent. If we use this method then the  Great Depression  of the 1930s can be seen as two separate events: an incredibly severe depression lasting from August 1929 to March 1933 where real GDP declined by almost 33 percent, a period of recovery, then another less severe depression of 1937-38. The United States hasn’t had anything even close to a depression in the post-war period. The worst recession in the last 60 years was from November 1973 to March 1975, where real GDP fell by 4.9 percent. Countries such as Finland and Indonesia have suffered depressions in recent memory using this definition.

Difference Between Recession and Depression

Difference Between Recession and Depression There is an old joke among economists that states: A recession is when your neighbor loses his job. A depression is when you lose your job. The difference between the two terms is not very well understood for one simple reason: There is not a universally agreed upon definition. If you ask 100 different economists to define the terms recession and depression, you would get at least 100 different answers. That said, the following discussion summarizes both terms and explains the differences between them in a way that almost all economists could agree with. The Newspaper Definition of Recession The standard newspaper definition of a recession is a decline in the Gross Domestic Product (GDP) for two or more consecutive quarters. This definition is unpopular with most economists for two main reasons. First, this definition does not take into consideration changes in other variables. For example, this definition ignores any changes in the unemployment rate or consumer confidence. Second, by using quarterly data this definition makes it difficult to pinpoint when a recession begins or ends. This means that a recession that lasts ten months or less may go undetected. The BCDC Definition of Recession The Business Cycle Dating Committee at the National Bureau of Economic Research (NBER) provides a better way to find out if there is a recession is taking place. This committee determines the amount of business activity in the economy by looking at things like employment, industrial production, real income and wholesale-retail sales. They define a recession as the time when business activity has reached its peak and starts to fall until the time when business activity bottoms out. When the business activity starts to rise again it is called an expansionary period. By this definition, the average recession lasts about a year. Depression Before the Great Depression of the  1930s,  any downturn in  economic  activity was referred to as a depression. The term recession was developed in this period to differentiate periods like the 1930s from smaller economic declines that occurred in 1910 and 1913. This leads to the simple definition of a depression as a recession that lasts longer and has a larger decline in business activity. The Difference Between Recession and Depression So how can we tell the difference between a recession and a depression? A good rule of thumb for determining the difference between a recession and a depression is to look at the changes in GNP. A depression is any economic downturn where real GDP declines by more than 10 percent. A recession is an  economic downturn  that is less severe. By this yardstick, the last depression in the United States was from May 1937 to June 1938, where real GDP declined by 18.2 percent. If we use this method then the  Great Depression  of the 1930s can be seen as two separate events: an incredibly severe depression lasting from August 1929 to March 1933 where real GDP declined by almost 33 percent, a period of recovery, then another less severe depression of 1937-38. The United States hasn’t had anything even close to a depression in the post-war period. The worst recession in the last 60 years was from November 1973 to March 1975, where real GDP fell by 4.9 percent. Countries such as Finland and Indonesia have suffered depressions in recent memory using this definition.

Discourse analysis Essay Example | Topics and Well Written Essays - 2500 words

Discourse analysis - Essay Example The essay concentrates on scout since she is a key character as well as portraying the author when she was young as well as when she grew up and came to understand the various things that were different for her to understand when she was young. Prejudice is defined as an opinion on an individual that is usually based solely on religion or race before even all the facts are known (Johnson 1994). This essay will seek to explain the various instances of prejudice that are shown in the book especially those that touch on Tom Robinson, Boo Radley and Atticus Finch since they are the key characters in the book. I will also have a look at aunt Alexandria and her role in the book. She was introduced in the story as a defender of the tried and tested status quo in the southern society that the book was set in. The novel I used to work on this essay has no published Coda. The discourse analysis is on Lee Harper’s To Kill a Mockingbird hence this will be the principle form of literature in this narrative. The other books played a mostly supplementary role to this book. I also intend to make use of Understanding to Kill a Mockingbird: A Student Casebook to Issues, Sources, and Historic Documents. This will be of help to me since it pinpoints the main issues in the novel such as racism and prejudice which are the main topics of the narrative. This makes it much easier to understand and critique where necessary as I read along. Zakrzweski Janelle’s Reading Race: Exploring Racial Themes in to Kill a Mockingbird will also be particularly useful since race is the most critical issue in this book as it was written in the thick of the civil rights movement in the south. The book resonated with the prevailing mood in the society. The study of identity plays a significant role in modern sociological thought. I had to come up with the various ident ities in the narrative and this was helped by going through Karen Cerulo’s essay titled Identity Construction: New

International economics ECON-370 Assignment Example | Topics and Well Written Essays - 1750 words

International economics ECON-370 - Assignment Example By definition, intra-industry trade arises when a country imports and exports related types of goods or services simultaneously. Considering two countries as an example, Germany and France, if Germany exports cars to France and simultaneously imports cars from England, then intra-industry trade occurs. (b). When the US imports the labor-intensive parts and not finished goods and exports the capital-intensive finished cars, then this would be a clear indication of intra-industry trade whereby the country will be acting simultaneously in the imports and exports of the same product. This scenario is similar to that of the example of Germany discussed in part (a) above. The finding that imports are labor intensive means that most individuals won’t be employed in the US as the imported goods come when they are already near finish. Nothing much is done on them. Capital intensive exports on the other hand means that we send a lot of employment opportunities outside of the country hen ce we create jobs outside and not inside the US. In my view, such a situation due to trade will lead to job displacement. 2. (a). A country is capital-abundant if its endowment of capital is more compared to other †¦. ... labor-intensive because its price in the labor-abundant country will lead to a bid price that is lower relatively to the price of that good in the country. Therefore, a capital-abundant country will export the capital-intensive good because its capital endowment is large compared to other countries, and the labor-abundant country will export the labor-intensive good. From this illustration, US is the capital-intensive country while EA are labor-intensive. US has less workers as compared to EA. This is in line with promoting trade between countries. (b). (c). In Stopper-Samuealson is’s a heory states that a â€Å"rise in the comparative price of a good raises the relative price of the factor used intensively in its production. Opening trade between countries will increase the award to the abundant factor and lower the reward of the scarce factor.this theory clarifies one reason for the controversy about free trade (Krugman et al 75). The US is expected to be the loser as this theory advocates that the relative factor endowments ; creating incentives for owners, nothing ever happened to support free trade. The EA on the other hand, are expected to gain since they are labor-intensive. On the other hand, since production of each good involves using different proportions for individual. Changing output combination altrers relative demand for the goods produced in both countries. Trade liberalization of trade leads to more inequality. (d), when there is no free trade and labor can migrate fully, from one country to another. at intra-industry Trade, the simultaneous import and export of goods for trade. Migration of workers is based on whether a country is capital –intensive or capital extensive. If capital intensive then workers will migrate from it to the labor intensive

Debate on Indian Removal Essay Example for Free

Debate on Indian Removal Essay In the contemporary world the idea of removal of an entire people from its native land would sound wickedly and would perhaps be considered a genocide, yet in the XIX century this idea was quite permissible and corresponded to the ruling concept of civilized nations which were to rule those uncivilized and determine their existence. Therefore, in our estimation of pro and contra Indian removal arguments I shall attempt to evaluate the named arguments first and foremost from the point of view of the time and base my conclusions on such evaluation. The first argument proposed by Andrew Jackson to the Congress in 1829 is that that no new state may be established without consent of the people of that state, and since Indians are living on the territory of existing states and do not constitute a majority, they may not establish their own government and have to obey the laws of the state or immigrate. A harsher version of the argument is provided in the North American Review, January 1830, blaming that Indians are barbarous people â€Å"incapable of sustaining any other relation with the whites, than that of dependence and pupilage. † Francis J. Grund is even more acrid, as he claims Indian’s cruelty towards the Founding Fathers. A counterargument can be found in the Memorial of the Cherokee Indians, published in the Weekly Register vol. 38, and it is that a white man is a ruler of the land, and the red man is weak, yet there were times when whites were week and reds were strong, and the whites received warm welcome from the Indians. Also the Indians argued that previous treaties guaranteed their rights to land. The situation with the Indians is similar to the one with the colonists before the Revolution. The colonists appeared to be weak and Britain was strong, yet the colonists were able to gain their independence by force. However, the Indians were unable to win the war and they had to obey those who are strong. Therefore, the US Government argument was nothing but a sword law, not a just law. This is well confirmed by the Decision of the U. S. Supreme Court in Worcester v. State of Georgia (1832), where the Court has found that treaties between the Indians and the Government, as well as Indian self-government are guaranteed as long as the Indians obey the general laws of the state. Since the Indians did not obey, all they privileges have to be annulled. Yet the laws of the state themselves made the Indians chose between â€Å"becoming civilized† in other words not leading their traditional lifestyle and immigration. So, it may be concluded, that removal has logically followed from the previous relations between the Indians and the Government, in which the Government used sword more frequently than justice. The second pro argument proposed by Andrew Jackson in 1830 were advantages of immigration both for the whites and for Indians. For the US government is was an opportunity to protect the frontiers, for the states of Mississippi and Alabama these were new territories and opportunities for development, and for the Indians, under Jackson, it was an ability not to have contacts with the civilized people, follow their customs and live under the government supervision, gradually becoming a civilized community. A counterargument of the Indians is explained in the mentioned Memorial, as well as in the article published in the North American Review, October 1830 where they claim their right to stay on their land and continue their traditional life same as any nation has title over its land. In fact, we once more face the sword law: the Government determined what is â€Å"civilized† and what is â€Å"law† and the Indians had to obey or disappear. Another Indian argument may be found in the letter from John Ross: the Government was just willing to get rid of the Indians. This is an argument with no counterargument. Government’s desire to make away with the Indians was undisputable. Concluding my analysis I have to recognize that the arguments of the Indians look stronger even for the XIX century. An independent international tribunal of the time would perhaps take their side. Yet there was no such tribunal, but only the will of the Government which caused Indians to be removed.

Dead Man Walking: The Death Penalty Essay example -- essays research p

I believe that the movie Dead Man Walking impacted my life greatly. It was a very emotional and moving movie. This was an excellent movie because it portrayed the feelings of both the families of the victims and the murder himself. It shows how much pain and suffering the families had to go through with all the sadness and hatred against Matthew Poncelant. The movie also showed how that the families' hatred did not go away after Matthew was executed. The greatest emotional part of the movie was when Matthew confessed that he did kill the teenagers and that he was truly sorry. From there, he was able to at least die with dignity and also he asked the parents of the teenagers for their forgiveness for him. This movie also showed how the death penalty is biased on those who are poor. Matthew's partner in the crime received life in prison because he had a better lawyer while Matthew received the death penalty. As stated in appeals session in the movie, Matthew would not have been sittin g there if he had the money to buy a better lawyer. Instead he had to have a lawyer given to him by the state who had never preformed a murder trial before. I think that Susan Serandan's character was portrayed as a good Samaritan. I believe this because, like Samaritan's back in the time of Jesus, no-one likes to help a murder. Yet she came to his side and was there for him when he needed her. She carried out all his requests even though the parents of the victims' families castrated her and thou...

Drama Coursework Essay

The main reason I chose this extract was that there were two female characters in the extract and two female actors in the group. I liked the way the relationship between the two characters developed during the extract. At the beginning of the play, there is a professional, quite friendly relationship but by the end, both characters hate each other. I also liked the way my character, Mrs Lyons, descends into madness. When I first started to rehearse this play, I found that it was harder than I expected. This is the first serious play I have been involved in, so I found it hard to say the lines convincingly and naturally. I suggested that I should talk with a more educated voice and that my partner, Becky, should talk with a more â€Å"common† voice to emphasise the social difference between the two characters. I also suggested some ideas for what we should wear. In my coursework I wanted to present a convincing portrayal of a wealthy, educated woman who, faced with a extremely distressing, seemingly insurmountable personal problem, sees what looks like a perfect solution, but which ends up driving her to madness. I wanted to initially gain the audience’s sympathy for her predicament by showing how much she wanted children and to show her as a reasonable person. I considered the second scene the most important as this was when my character discovered that her employee was expecting twins and couldn’t afford to keep them both; and when the plan for Mrs Lyons to pretend to be pregnant and to keep one of the babies was hatched. In this scene, she promises Mrs Johnstone that the baby will be better off with her, and that Mrs Johnstone will be able to see him every day as she comes to work. However, in the next scene, she breaks that promise by sacking her. I wanted to show that the sacking was motivated by Mrs Johnstone’s paranoia. In the final scene I wanted to demonstrate that my character’s mental health had deteriorated. I tried to portray that she was wealthy and educated was by talking in an upper-class, educated accent, and by dressing in a smart suit. I could have improved my performance by making my accent more pronounced, doing my hair in a more sophisticated way, and wearing some tasteful make-up. In the first scene I tried to convey her longing for a child by delivering the words as if I was completely wrapped up in my problem and as if I was talking to myself rather than anyone in particular. To demonstrate this, when I said the lines about only buying such a big house in the hope of having children, I looked down at the table rather than looking at my partner because I wanted to make it seem as if Mrs Lyons felt vulnerable because she was being so open. I concentrated on what I was doing at the time, which was getting something out of my bag, to try and convey that my character was fighting back tears, and didn’t want to look at Mrs Johnstone in case she showed her any sympathy or pity, which might have made her cry. I think I could have emphasised my character’s reaction when she found out that Mrs Johnstone was pregnant in a similar way to Kara when she choked back her tea. In the second scene I wanted to show the first signs of my character’s madness, when, on learning that Mrs Johnstone is expecting twins, she comes up with the extraordinary idea that she should fake her pregnancy and take one of the babies. I tried to express how she got more excited by speaking more quickly and by the tone of my voice. I also moved around a lot and started to talk more to myself than to my partner as my character got more carried away with her plan. In the third scene, where Mrs Lyons sacks Mrs Johnstone, I started off talking in a very authoritative tone and avoided eye contact with Becky because the supply teacher explained that when you have a problem with someone, you don’t look at them. As the conversation develops, and Mrs Johnstone threatens to take the baby away or tell the police, I wanted to show that Mrs Lyons was manipulating Mrs Johnstone by playing on her superstition and lying to her that she’ll be locked up if she tells anyone what happens. I showed this by getting close up to Becky and talking quite slowly and with a deep voice, in a threatening way. Because I am quite a bit taller than Becky, I was also able to look down on her, which reflected the difference in class between the two characters. I think it was a mistake to avoid mannerisms as compared to some other groups, whose little individual touches made their plays stand out, our performance was quite boring.

Australian Aboriginal Culture Essay

Aboriginals lived in Australia for about 40,000 years before European settlement began in 1788. During that time they developed an amazing culture all based on survival. They found all of their food from the land. They developed an amazing religion that is based on the fact that everything was created in the Dreamtime, the time before time began. The Aboriginals connect their origins with the Dreamtime. There were hundreds of different tribes around Australia, all with unique languages. Artwork was traded between tribes and people had to learn many languages to be able to communicate with important tribes. The aboriginals found all of their food from the land. The dreamtime laws affected which foods were eaten and which were left alone. As the dreamtime stories differed from tribe to tribe, the food eaten differed. Some animals and plants were only eaten in ceremonies because these animals and plants were significant in the spiritual part of the people’s lives, these animals and plants were called totems. When there was not enough food, the elders got the first choice of food. Many animal organs were saved fro the elders. For sacred reasons pregnant women, girls close to puberty and boys about to go through an initiation were denied foods. Across Australia many primitive ovens and other creations were used to help cook meat. A lot of the food eaten by the Aboriginals was unsafe when raw and untreated. To make foods safe fire was used for meats and fish, nuts and seeds were ground or roasted on coals. Some other foods were also steamed and boiled. The Dreamtime was the time before anything physical existed, the Aboriginals have many dreamtime stories (stories differed in every tribe) which explain how the physical world was created by a number of spiritual beings. Dreamtime stories nearly always have a moral and they contain laws which Aboriginal tribes all followed. Nearly all important things to the Aboriginals have a dreamtime story connected to them, Uluru was apparently a big flat sand hill that was turned into stone by a deed of some beings. Dreamtime stories were told in many different ways, they were spoken, sung, danced, painted and carved onto rock. Many caves have been found around Australia with Aboriginal carvings on the walls. The Ancestors who created everything are left in the physical world as rock formations, plants,  animals and bodies of water. The Aboriginals believe this is to remind them to follow the laws stated in the Dreaming stories. Many historians and geographers believed that the Aboriginals walked to Australia from Asia about 40,000 years ago when the seas were shallow and there was a land mass connecting Australia and parts of Asia. The aboriginals however, believe that their origins are explained in the Dreamtime. They believe that when their Ancestors created everything, the Aboriginals came from the land. This leads to them believing that they have always inhabited Australia. The Aboriginals believe many important animals moved around in the Dreamtime to create the entire physical world. Every small pebble had been created because of something one of the Dreamtime beings had done. Wherever one of the beings died a sacred place appeared (such as Uluru) and when all of the beings were gone the Sun and Moon were created and Man was left on Earth. Because there were so many tribes around Australia, there were hundreds of different Aboriginal languages. Most people in tribes knew over five languages so that the tribe could communicate with other tribes easily. Most of the languages are very complicated as words have different meanings, depending on the situation. Here are some examples of an Aboriginal language: The Kamilaroi Language (NSW) Giwiirr = man Yinarr = woman Gaay = child Baayina = father Barran = boomerang Yarray = sun It is estimated there were around 700 different languages spoken in Australia before European settlement. Aboriginal tribes made sure their people knew the languages of the nearby tribes, so they could form alliances. Tribes had meetings with each other to discuss when and where trade was to occur, when people could enter other tribe’s land and when meetings and ceremonies would be held. Another reason alliances were important was so that the allies could help tribes in war. This was because many of the tribes around Australia waged war on each other. If tribes were allied then the members of the tribe were free to marry members of the other tribe. In the time that Aboriginals had been in Australia developed a unique culture. They had fascinating ways of finding and cooking food. The social life was very complex with all tribes speaking different languages. Their religion was unique, and controlled a lot of what they did in their lives. Overall, the Aboriginal culture is amazing, fascinating and complex in many ways unimaginable to us.

Special Interests Groups and Political Participation

Special Interests Groups and Political Participation Special InterestAs children growing up we learn to fight hunger from our parents and schools. The schools would announce a hunger drive, typically around the holidays and parents would give their children a couple of cans of corn to bring to school and for most of us, that was the extent of our contribution to the fight against hunger.We need to do more. The fight against hunger should not stop within the walls of our schools. It begins with each individual person, one can at a time and with the help of communities around the nation we can achieve the fight against hunger.Approximately 16.2% of children in the U.S. live in poverty (U.S. Census Bureau, Poverty in the United States: 2000, Current Population Reports, September 2001). The U.S. child poverty rate is higher than that of most other industrialized nations.In 2000, slightly more than half of all food stamp recipients were children.The Connecticut State Capitol, in downtown Hartfor...About 68% of these children were school age . Most of the food stamp households with children were headed by single adults, with half of these households receiving cash assistance in addition to food stamp benefits. (United State Department of Agriculture Food and Nutrition Service, Characteristics of Food Stamp Households: Fiscal Year 2000, October 2001).The target demographic area of this report is in the state of Connecticut. According to the U.S. Census Bureau the Percent of Persons in Poverty by in the state of Connecticut in 2000, 2001, and 2002 is a follows:2000 - 2001 (2-year average) 7.5%2001 - 2002 (2-year average) 7.8%2000 - 2002 (3-year average) 7.8%Arkansas was listed as the highest at 18%, the lowest is New Hampshire at 5.6%.Democratic ProcessThe Connecticut Public Interest Research Group (ConnPIRG) is a special interest group that...

Four Advantages of Single-Sex Schools

Four Advantages of Single-Sex Schools A lot of research has shown that single-sex schools have a great deal of advantages. for students, with benefits ranging from confidence and empowerment to new activities and higher levels of achievement. For example, on the whole, girls and boys who are educated in single-sex schools gain more confidence than their coed peers. In addition, they make academic gains above those in co-ed schools. They also learn to gravitate towards untraditional areas that are not always accepted for their gender. For example, boys learn to love literature in boys schools, while girls in girls schools feel more comfortable with math and science. Though its hard to generalize about all single-sex schools, here are some commonalities that tend to characterize many single-sex schools: A More Relaxed Environment Despite the fact that many boys and girls schools are at the top of their game academically, they often have a more relaxed environment. This relaxed environment is created, in part, because boys and girls dont need to worry about impressing the other gender. The students can be themselves in class, and they can speak openly and honestly. At the same time, students in single-sex schools are often more willing to take risks because they do not fear falling on their face in front of the other sex. As a result, the classrooms in these schools are often dynamic, free, and bursting with ideas and conversation, all hallmarks of a great education. While teachers in co-ed schools sometimes beg their students to contribute to class discussion, this is not true in single-sex schools a great deal of the time. Fewer Cliques Though it is not always true, sometimes single-sex schools can help reduce cliques, particularly in girls schools. The girls again do not have to worry about impressing boys or seeming popular, common concerns in middle and high school. They can instead concentrate on their studies and being open to befriending the other girls, and there are often fewer cliques as a result. Though the stereotype about boys schools is that they are rough-and-tumble places in which boys are hazed, the reality is often quite different. While one cant generalize about all boys schools, in general, boys schools are places that do not involve hazing or cruelty. Boys in an all-boys environment tend to  not form cliques because they dont have to appear cool, and they are often more generous to their peers as a result. In many boys schools, there is room for all kinds of boys, and the less socially mature students are not punished, as they might be in a single-sex school. A More Tailored Curriculum The teaching at a single-sex private school can be tailored to all girls or all boys, and the ability to tailor the curriculum allows teachers to design classes that have the potential to really reach the students. For example, at boys schools, teachers can teach books that are likely more of interest to boys and find books that speak to boys and their concerns. For example, a class discussion of Hamlet in a boys school can involve a study of a boys coming-of-age and of father-son relationships. In a girls school, students can read books with strong heroines such as Jane Eyre or look at books such as The House of Mirth  that touch on how womens lives are affected by prevailing attitudes towards women. While such discussions are possible in co-ed schools, they can be more open and concentrated in a single-sex school. The Loss of Gender Stereotypes In addition, students in single-sex schools can gravitate without embarrassment towards untraditional subjects. In boys schools, male authors can come in to speak about their writing, and the students can ask questions without feeling embarrassed about being interested in writing, a subject that they might shy away from in a co-ed school. The same holds true for the arts, including visual arts, music, drama, dance, and even digital arts. In a girls school, female scientists and mathematicians can offer their experience, and girls can be interested without fearing that they appear dorky or unfeminine. The examples of how single-sex schools free students from gender stereotypes are endless. In addition, teachers in single-sex school can use methods that might interest their students. For example, in a boys school, they can use techniques that draw on boys energy, while in a girls school, they can offer the kinds of feedback that girls are most likely to accept. While each child is different and there is no one school that is right for all kids, there is no doubt that single-sex schools offer a great deal of advantages and a special atmosphere that encourages kids to feel comfortable and to learn. Article edited by  Stacy Jagodowski

American University Essay Example | Topics and Well Written Essays - 500 words

American University - Essay Example AU is known to have six divisions including the Kogod School of Business, which is known as to oldest business school established in Washington DC. The more than 50 years of experience of the university could only speak for its stability which could, in turn, imply a tradition of excellence and relevance under present business conditions. Being known also for the school’s curriculum linking business and politics, I believe that my study of business in the university would give me the necessary preparation regarding policy and regulation and their effects on business decisions. It should is obvious now that policy and regulation would always continue to be part of business realities.As a Qatari, I believe AU will allow me to deal with other cultures since the school is known for a variety of students coming from 75 countries. This is complemented by a wide source of its faculty since one-third comes from outside the US. Based on this, I believe that the school could help me as a Qatari or US outsider in terms of being more capable to relate with different kinds of people from different cultures.On a practical or personal note, I know that I could play soccer still at AU as I used to have during my high school and some years of college life. I believe also that my stay with the university, with its location in Washington DC, would allow me to continue my enjoyment of the place since I have studied in Northern Virginia Community College for 3 years and I really liked living in Virginia.