Careers for an Economics Major

Careers for an Economics Major Being an economics major means youve taken (or will take) classes that explore finance, psychology, logic, and mathematics, among others. But just what kinds of jobs can you look for that will utilize everything youve learned and done as an economics major? Fortunately, an economics major allows you to take a variety of interesting, engaging, and rewarding jobs. Jobs for Economics Majors 1. Teach. You chose to pursue a career in economics because you love it- and, most likely, because someone somewhere along the way helped spark that passion in both your heart and brain. Consider igniting that kind of interest in someone else by teaching. 2. Tutor. Economics may come easy to you, but many people struggle with it. You just might be able to make a career out of tutoring economics to high school students, college students, and anyone else who needs a little help. 3. Work at a college or university doing research. Think about it: You already have connections at your institution in the Economics department, and youre one of the freshest minds on the market. Consider doing academic research with a professor or department at your own or a nearby college or university. 4. Work at an institute doing research. If you like the idea of research but want to branch out a little from your college days, consider doing research at a think tank or other research institute. 5. Work for an economics magazine or journal. As an economics major, you no doubt came to understand how important journals are in the field. Working at a magazine or journal can be a really great gig that exposes you to a ton of new ideas and people. 6. Work for a large company in the business department. Put your economics training to good use by working on the business side of things for a large company. 7. Work at a nonprofit that helps people improve their economic situation in America. Fortunately, there are an abundance of nonprofits out there that help people do everything from save for a house, learn how to budget better, or get out of debt. Find one that matches your interests and see if theyre hiring. 8. Work at a nonprofit that helps people internationally. Other nonprofits work to improve the economic conditions of people across the globe. If you want a larger impact, consider working for a nonprofit with an international mission you believe in. 9. Work at an investment or financial planning firm. Learning more about the markets in a hands-on kind of way can be an interesting, exciting job. Find an investment or financial planning firm that has an ethos you like and see what you can do! 10. Help a nonprofit with the business side of the house. Nonprofits do great work, from helping promote community gardens to bringing music into classrooms. They all, however, have to make sure their business affairs are in order- and need people like you to help. 11. Work in the government. The government has many different offices and departments that deal with the business side of governance. See whos hiring and go to bed knowing youre helping your career and Uncle Sam. 12. Work for a political organization. Political organizations (including election campaigns) often need advice on handling economics issues, creating policy positions, etc. Put your training to use while also being involved in the political system. 13. Work for a consulting firm. Consulting firms can be a great gig for someone who knows theyre interested in finance and business, but isnt sure yet about which sector theyd like to go into. Consulting will expose you to a lot of different companies and situations while providing you with a reliable and interesting job. 14. Work in journalism. Econ major? In journalism? Explaining things like economic policy, the markets, corporate culture, and business trends is very difficult for many people- except economics majors, who often have a better understanding of these kinds of issues than most folks out there. Consider using your understanding of all-things-economics-related to help others understand them better, too.

Free Essays on Feminist Analysis Of Heartbreakers

This film is possibly a representation of both love and violence in relation to gender. The mother-daughter team in this movie use â€Å"love† to swindle men out of their money. Sigourney Weaver and Jennifer Love-Hewitt play Angela and Paige, the con artists that use their good looks and a long list of cons to get meals, hotel rooms, marriages, and hefty divorce settlements when something â€Å"accidentally† goes wrong. Heartbreakers (David Mirkin, 2001) is an exploration of femininity, sexuality, and the usage and affects on the male population and the women that posses these traits. Angela marries at the beginning of the movie, for the thirteenth time, and creates a scam involving her daughter, only to divorce Dean, (Ray Liotta) seventeen hours after the marriage. They get away with a three-hundred thousand dollar settlement, but do not realize that it won’t be the last they see of Dean. They end up in Palm Beach to try to con an old, heavy smoker, Tinsey (Gene Hackman). This is where Paige meets Jack, a man she initially wants to con out of his business; but since she is young, she falls in love with him instead. These women feel that men will only hurt them and leave them, so it is better to beat them at their own game, and then go ahead and take all of their assets. Angela, Paige’s mother, is inherently afraid of being alone, and eventually ends up conning her own daughter in order for her to stay with her. She is trying to protect her from love as well, because â€Å"love is pain†. She taunts and gets angry when she realizes that Paige has fallen in love, reaffirming that Paige would be no good at conning on her own because of the fact that she will fall in love with the men. Woods, 2 At one point when Paige calls Jack (the one she falls in love with) cute, Angela reprimands her by saying â€Å"cute leads to feeling; feeling leads to screwing; and screwing leads to getting screwed.† Angela insists that they ... Free Essays on Feminist Analysis Of Heartbreakers Free Essays on Feminist Analysis Of Heartbreakers This film is possibly a representation of both love and violence in relation to gender. The mother-daughter team in this movie use â€Å"love† to swindle men out of their money. Sigourney Weaver and Jennifer Love-Hewitt play Angela and Paige, the con artists that use their good looks and a long list of cons to get meals, hotel rooms, marriages, and hefty divorce settlements when something â€Å"accidentally† goes wrong. Heartbreakers (David Mirkin, 2001) is an exploration of femininity, sexuality, and the usage and affects on the male population and the women that posses these traits. Angela marries at the beginning of the movie, for the thirteenth time, and creates a scam involving her daughter, only to divorce Dean, (Ray Liotta) seventeen hours after the marriage. They get away with a three-hundred thousand dollar settlement, but do not realize that it won’t be the last they see of Dean. They end up in Palm Beach to try to con an old, heavy smoker, Tinsey (Gene Hackman). This is where Paige meets Jack, a man she initially wants to con out of his business; but since she is young, she falls in love with him instead. These women feel that men will only hurt them and leave them, so it is better to beat them at their own game, and then go ahead and take all of their assets. Angela, Paige’s mother, is inherently afraid of being alone, and eventually ends up conning her own daughter in order for her to stay with her. She is trying to protect her from love as well, because â€Å"love is pain†. She taunts and gets angry when she realizes that Paige has fallen in love, reaffirming that Paige would be no good at conning on her own because of the fact that she will fall in love with the men. Woods, 2 At one point when Paige calls Jack (the one she falls in love with) cute, Angela reprimands her by saying â€Å"cute leads to feeling; feeling leads to screwing; and screwing leads to getting screwed.† Angela insists that they ...

Interview conduction and job description Research Paper

Interview conduction and job description - Research Paper Example Potential candidate must be matched against the requirements of the job. This step leads to the third step which is recording and summarizing the information of each candidate. Once the information for each candidate has been recorded, appointments of date and time for interview should be scheduled. After these steps are done, relevant potential candidates are notified about the interview time, date and place. Questions which are to be asked should be as short as possible. The questions should be framed in such a manner that they have a good mix up of both close-ended as well as open-ended questions. The questions should be specific, free from bias and ambiguity. It is necessary to draw a line between those questions which should be asked and those which should be discussed about. While conducting interviews, it is advisable for interviewer to give time to the respondent to answer the questions and be a good listener. Interviewees are also supposed to be calm and confident during interview. It is not at all necessary to panic or getting worried. (Cuomo, n.d.) Most of the interviewers waste a lot of time in filing out the applications or resumes. In some cases, it takes thirty to sixty minutes to do so. Therefore, it is necessary to shorten the applications. In order to cope up with this issue, interviewers need to allow technology for speeding up the process. Applicants can be asked to fill out their information on company’s site. (BridgeWater State University, n.d.) At the beginning of the interview, both interviewee and interviewer should have little conversation so as to relax the environment from any stress and nervousness. It is necessary to ease up the atmosphere so that there is no reluctance and hesitation between the two parties. Some casual conversation is essential to relax both, the interviewer and the interviewee. Applicants should be asked only relevant questions and unnecessary conversation must be

MHE503 Survey of Emergency and Disaster Mgt Module 1 SLP Essay

MHE503 Survey of Emergency and Disaster Mgt Module 1 SLP - Essay Example People had their own reasons as to why they chose to stay; no matter what, the clear matter to understand is the fact that they placed that reasoning way before the capability of escaping the dangers of staying in their area during the drastic occasions of the disasters. From the dates Oct 21, 1988 (Philippines) and Nov 19, 1988, the same storm visited both countries and as seen from the results of the disaster, the number of deaths in the Philippines mirrored with the number [3,902,424] compared to that of the deaths in Thailand during the same occurrence of disaster in Thailand killing only [664] makes a huge defining indication with regards the process of disaster response that both countries use. Particularly, the areas affected by the storm in the Philippines are of course higher in number. No matter, it could be observed that the willingness of the people to follow instructions from the government immediately makes a great difference in the rate of deaths on both countries. Floods and storms had been noted to be among the most common disasters in Thailand and the Philippines.2 It could be noted through this comparison though that the Philippines have an undeniable higher rate of deaths in connection with these disasters. Truthfully, the import ance of heeding warnings when given is an important factor to consider on the part of the civilians living in the areas affected by the disasters at a specific time. 3. Explain reasons for the differences in frequency and impact, citing academic journals or references. Besides the fact that the population of residents between Thailand and Philippines differ so much in number creates a great implication that the entire process of warning people might

Healthcare Finance Essay Example for Free

Healthcare Finance Essay Houston Dialysis Center is a department of Houston General Hospital, a full-service, not-for-profit acute care hospital with 325 beds. The bulk of the hospital’s facilities are devoted to inpatient care and emergency services. However, a 100,000 square-foot section of the hospital complex is devoted to outpatient services. Currently, this space has two primary uses. About 80 percent of the space is used by the Outpatient Clinic, which handles all routine outpatient services offered by the hospital. The remaining 20 percent is used by the Dialysis Center. The Dialysis Center performs hemodialysis and peritoneal dialysis, which are alternative processes for removing wastes and excess water from the blood for patients with end-stage renal (kidney) disease. In hemodialysis, blood is pumped from the patient’s arm through a shunt into a dialysis machine, which uses a cleansing solution and an artificial membrane to perform the functions of a healthy kidney. Then, the cleansed blood is pumped back into the patient through a second shunt. In peritoneal dialysis, the cleansing solution is inserted directly into the abdominal cavity through a catheter. The body naturally cleanses the blood through the peritoneum—a thin membrane that lines the abdominal cavity. In general, hemodialysis patients require three dialyses a week, with each treatment lasting about four hours. Patients who use peritoneal dialysis change their own cleansing solutions at home, typically about six times per day. This procedure can be done manually when active or automatically by machine when sleeping. However, the patient’s overall condition, as well as the positioning of the catheter, must be monitored regularly at the Dialysis Center. The hospital allocates facilities costs (which primarily consist of building depreciation and interest on long-term debt) on the basis of square footage. Currently, the facilities cost allocation rate is $15 per square foot, so the facilities cost allocation is 20,000 Ãâ€" $15 = $300,000 for the Dialysis Center and 80,000 Ãâ€" $15 = $1,200,000 for the Outpatient Clinic. All other overhead costs, such as administration, finance, maintenance, and  housekeeping, are lumped together and called â€Å"general overhead.† These costs are allocated on the basis of 10 percent of the revenues of each patient service department. The current allocation of general overhead is $270,000 for the Dialysis Center and $1,600,000 for the Outpatient Clinic, which results in total overhead allocations of $570,000 for the Dialysis Center and $2,800,000 for the Outpatient Clinic. Recent growth in volume of the Outpatient Clinic has created a need for 25 percent more space than currently assigned. Because the Outpatient Clinic is much larger than the Dialysis Center, and because its patients need frequent access to other departments within the hospital, the decision was made to keep the Outpatient Clinic in its current location and to move the Dialysis Center to another location to free up space. Such a move would give the Outpatient Clinic 100,000 square feet, a 25 percent increase. After attempting to find new space for the Dialysis Center within the hospital complex, it was soon determined that a new 20,000 square foot building must be built. This building will be situated two blocks away from the hospital complex, in a location that is much more convenient for dialysis patients (and Center employees) because of ease of parking. The new space, which can be more efficiently utilized than the old space, allows for a substantial increase in patient volume, although it is unclear whether the move will result in additional dialysis patients. The new dialysis facility is expected to cost $3 million. Additionally, furniture and other fixtures, along with relocation expenses of current equipment, would cost $1 million, for a total cost of $4 million. The funds needed for the new facility will be obtained from a 20-year loan at local bank. The loan (including interest) will be paid off over 20 years at a rate of $400,000 per year. Because the specific financing details are known, it is possible to estimate the actual annual facilities costs for the new Dialysis Center, something that is not possible for units located within the hospital complex. Table 1 (see Excel spreadsheet) contains the projected profit and loss (PL)  statement for the Dialysis Center before adjusting for the move. The hospital’s department heads receive annual bonuses on the basis of each department’s contribution to the bottom line (profit). In the past, only direct costs were considered, but the hospital’s chief executive officer (CEO) has decided that bonuses would now be based on full (total) costs. Obviously, the new approach to awarding bonuses, coupled with the potential for increases in indirect cost allocation, is of great concern to Linda Rider, the director of the Dialysis Center. Under the current allocation of indirect costs, Linda would have a reasonable chance at an end-of-year bonus, as the forecast puts the Dialysis Center in the black. However, any increase in the indirect cost allocation would likely put her â€Å"out of the money.† At the next department heads’ meeting, Linda expressed her concern about the impact of any allocation changes on the Dialysis Center’s profitability, so the hospital’s CEO asked the chief financial officer (CFO), Roger Hedgecock, to look into the matter. In essence, the CEO said that the final allocation is up to Roger but that any allocation changes must be made within outpatient services. In other words, any change in cost allocation to the Dialysis Center must be offset by an equal, but opposite, change in the allocation to the Outpatient Clinic. To get started, Roger created Table 2 (see Excel spreadsheet). In creating the table, Roger assumed that the new Dialysis Center would have the same number of stations as the old one, would serve the same number of patients, and would have the same reimbursement rates. Also, operating expenses would differ only slightly from the current situation because the same personnel and equipment would be used. Thus, for all practical purposes, the revenues and direct costs of the Dialysis Center would be unaffected by the move. The data in Table 2 for the expanded Outpatient Clinic are based on the assumption that the expansion would allow volume to increase by 25 percent and that both revenues and direct costs would increase by a like amount. Furthermore, to keep the analysis manageable, the assumption was made that the overall hospital allocation rates for both facilities costs and general overhead would not materially change because of the expansion. Roger knew that his â€Å"trial balloon† allocation, which is shown in Table 2 in the columns labeled â€Å"Initial Allocation,† would create some controversy. In the past, facilities costs were aggregated, so all departments were charged a cost based on the average embedded (historical) cost regardless of the actual age (or value) of the space occupied. Thus, a basement room with no windows was allocated the same facilities costs (per square foot) as was the fifth floor executive suite. Because many department heads thought this approach to be unfair, Roger wanted to begin allocating facilities overhead on a true cost basis. Thus, in his initial allocation, Roger used actual facilities costs ($400,000 per year) as the basis for the allocation to the Dialysis Center. Needless to say, Linda’s response to the initial allocation was less than enthusiastic, but before Roger was able to address Linda’s concerns, he suddenly left the hospital to take a new position in another city. The task of completing the allocation study was given to you, Houston General’s current administrative resident. You believe that any cost allocation system should be perceived as being â€Å"fair,† but you also realize that in practice cost allocation is very complex and somewhat arbitrary. Some department heads argue that the best approach to overhead allocations is the â€Å"Marxist approach,† by which allocations are based on each patient service department’s ability to cover overhead costs, but this approach has its own disadvantages. Considering all the relevant issues, you must develop and justify a new facilities cost allocation scheme for outpatient services. Be prepared to justify your recommendations at the next department heads’ meeting.

Public School Finance: Prospectus Paper :: essays research papers

Public School Finance: Prospectus Paper Oklahoma utility companies are currently protesting the amount of taxes that they must pay. The dispute came about because of the difference between what utility companies and other commercial properties and other entities such as railroads and airlines must pay. The utility companies originally protested all of the taxes that they had to pay. They are now protesting the percentage of taxes that they must pay above what the commercial properties pay. The money is currently going into escrow accounts until a decision over the taxes has been made. According to Oklahoma Tax Commission estimates, the protests could affect more than $63 million in funding for schools and counties across the state. The money will not be allocated into the schools until the dispute has been settled. A large group of Oklahoma superintendents has been meeting with the big four utility companies (Public Service Company of Oklahoma, Oklahoma Natural Gas, Oklahoma Gas and Electric and Southwestern Bell) to try to reach a compromise. The most recent meeting occurred on Monday, November 28, 1994. At that meeting Marvin Stokes, Superintendent of Byng Schools, proposed that the utility companies be assessed at 25 mills and that commercial properties be assessed at 20 mills. This would generate around $100 million in new revenue for Oklahoma schools. Eugene Chitwood, Okemah County Assessor, suggested that public service companies be assessed at 23 mills and that commercial properties be assessed at 15-19 mills. This would generate around $50 million in new revenue for Oklahoma schools. The utility companies are currently paying 22.85 mills and commercial properties are paying 11 mills. Private advalorem property is assessed at 11-14 mills. The utility companies were receptive to the suggestions. They do not care if their taxes are increased as long as commercial properties are assessed at a higher level as well. Another idea proposed to the utility companies for their tax rate to decrease to 21.85 mills. This would free up around 58 million dollars immediately if the utility companies agree. The group of Oklahoma superintendents will meet with Glen Johnson ,Speaker of the House, on Monday, December 5, 1995. The superintendents feel that it would be to their advantage to have there concerns heard by the House even though the State Equity board has the final say. The State Equity Board is comprised of the Governor, Lieutenant Governor, State Superintendent of Schools, State Treasurer, the State Auditor, and the State Secretary of Agricultural. In order to get a measure passed by the State Equity Board, a measure must receive four of the 7 votes.

Comparing and Analyzing the Differences Between Co-Ed Schools and Single-Sex Schools Essay

The issue of single-sex schools versus co-ed schools is very much debated and controversial. There are strong supporters for both sides, giving good and valid arguments. It is an issue with a long history, receiving great attention from the media, researchers, teachers and most of all, parents. Although there are many studies that try to answer this question, the problem will probably continue to exist and be debated, the opinions being mixed. After all, choosing a type of education is a matter of personal choice. Nonetheless, there are several clear advantages and disadvantages of both, and there is evidence that there are differences when it comes to teaching styles, progress and achievements. Single-sex schools Single-sex schools have a long history, probably being most popular during the 19th and 20th centuries. In these schools, boys and girls are separated, the classes consisting of only one gender. There are schools that have separate buildings for boys and others for girls, or they only admit one gender into their academic program. This is a practice which is thought to help improve the results of the students. According to Mary Elizabeth, writer for EducationBug. org, one of the arguments is the differences between the brains of girls and boys. Others are different stress responses and hearing sensitivity â€Å"and that these differences can best be responded to by differentiating their instruction and learning environment† (CoEd or Single Sex Education). These reasons seem to be plausible and they are enough for many people to choose this kind of education for themselves or their children. There are some advantages of single-sex schools. As mentioned above, the supporters of single-sex education have many arguments and perhaps the greatest one of them is the educational benefit. It is believed that this kind of education improves student achievements and progress. Girls and boys learn and think in different ways, therefore they should be separated and the studies should be based on each gender’s interests and strengths. Different teaching techniques should be used too. Since girls are more mature than boys at a younger age, they can be more serious and focused in school, whereas boys have a lower concentration limit, and they act out ore often than girls. Leonard Sax, who has a PhD, is an M. D. in Montgomery County and founded the National Association for the Advancement of Single Sex Public Education, claims â€Å"Teach boys properly, and they will learn†. All these can improve a student’s performance. Furthermore, there is a lack of distraction in single-ed. Boys are sexually distracted by girls, being at an age when they are aroused often, and girls are distracted by the boys’ behavior (Single-Sex Education). Thompson and Ungerleider, researchers for the Canadian Center for Knowledge Mobilisation [sic] state in their report â€Å"Girls are able to focus more on academics without having to worry about pleasing the guys†. They have also quoted a 15 year old male student who said â€Å"When there is a hot girl in class you tend to look at her not to concentrate†. This proves that distraction plays an important role in education, and the single-sex schools are a means of controlling it (Single Sex Schooling). Moreover, another argument is the gender gap. This refers to the difference between girls and boys. Usually, girls are academically performing better than boys. But the focus is not on how well the girls are doing but that they are doing much better than boys, the latter being often underachievers. By separating the genders in classes could be beneficial to them, focusing more on subjects they excel at, and applying different teaching methods (Single Sex Schooling). For the many supporters of single-sex schools, the improvement of achievements and progress, the different teaching styles, gender interests and strengths, as well as the gender gap are the main arguments. Single-sex ed is a popular choice among parents, even though not all students want it or feel comfortable with it and most of them, if given a choice this would not be their first. However, despite the many advantages, there are also down-sides of single-sex schools and education. Kristin Stanberry, a writer and editor specializing in parenting, education, and consumer health/wellness issues, argues that there are many who believe that gender separation is not wise as there aren’t many instructors who are able to adapt their teaching methods and understandings to only one gender. This could lead to a worse development and achievements, the exact opposite of what single-ed’s aim is. Even more, maybe the greatest counter-argument is that this way of education promotes discrimination and sexism. This is what many people believe, among them being the American Civil Liberties Union which even filed a suit against a school in Kentucky for organizing single-sex classes in their institution (Single-Sex Education: the pros and cons). By attending a single-sex school, people may develop shyness and have problems interacting with the other sex in the future, for there was no precedent during their education. Co-ed schools: Unlike single-sex schools, co-ed schools are educational institutions where boys and girls are not separated, being no restrictions and no classes where only one sex can attend. It is not a practice as old as its opponent, in the past the higher forms of education being reserved only for male students. However, in the recent past they have gained in popularity, now having many supporters. Co-ed schools have many clear advantages in comparison to single-sex ones. One of these advantages, as it is pointed out on the University Language Services’ website, by having a class with both men and women it offers more diversity, giving a better chance to interact with each other (Co-ed vs. Single Sex Schools). It helps the students to develop their ability to talk to the other sex, developing their social skills much more than single-sex schools. Edelman Public Relations, a firm specialized on doing researches and reports, did a study on Canadian students which shows that students attending a co-ed institution have a higher level of self-confidence. Furthermore, due to interaction between sexes, co-ed attendants tend to develop a deeper respect towards the other gender. 80% of students in co-ed declared that they find it very easy to create friendships and establish relationships with members of the same sex, and 72% find it easy for members of the opposite sex, while single-sex students reported that they make friends easily in only 58% of the times. Also, they have a strong feeling of security. A research reveals that â€Å"students attending co-ed schools are much more likely to discuss ideas from their homework with opposite-sex friends (83%) than students in other school environments. This interaction results in exposure to a greater diversity of views and opinions as they share ideas of both sexes† (The Benefits of the Co-educational Environment). On their website, the Cathedral School of Llandaff, Cardiff, argues that a co-ed school is also beneficial in fighting sexism and discrimination as opinions of the both sexes are expressed and debated, resulting into a better understanding of each gender and the notion of equality (Advantages of Co-Education). Alongside with all these favorable features of co-ed schools, there is the choice of people. Students tend to choose this kind of education over single-sex institutions for the above reasons, as well as the higher possibility of finding a temporarily or life-time partner, which is becoming quite important for present generations. However, although co-ed has many advantages and benefits, it also has many disadvantages. Firstly, University Language Services claims on its website that students may feel intimidated by the members of the other sex and will not participate in class discussions and activities as much as they would if it was a single-sex class (Co-ed vs. Single Sex Schools). Becky Francis affirms in her book â€Å"Boys, girls, and Achievement – Addressing the classroom issues† that another disadvantage is the unfairness that sometimes occurs. Boys usually draw more attention to themselves, dominating the classroom and acting out while girls are quieter and more withdrawn. Also, studies have shown that teachers tend to favor boys by asking them more questions and making them participate more than girls (30-31). Furthermore, Ruth Vanita, writer for the Manushi periodical, implies in the article â€Å"Some Disadvantages of Coeducation† that starting from an early age, boys tend to harass and tease girls. The effect is that this makes girls feel insecure, ashamed and might develop a negative attitude towards men as they grow up. In addition, when pairing up for sharing a desk or picking group members for different activities, those who are left out or chosen last could grow an even deeper sense of insecurity. They might also feel unattractive for the other gender, develop emotional and psychological issues, which may later lead to something worse, such as depression. 29, 31-32) Thompson and Ungerleider implied in their report that there is a â€Å"dumbing down† phenomenon as boys sometimes refuse to participate in class, give the correct answers or do homework as â€Å"it’s just not cool to be smart† and they feel they will leave a bad impression on girls if they do so. Another disadvantage is the competiveness. Girls tend to be more interested and academically active, generally being better students than boys (Single Sex Schooling). This may result into negative reactions from the boys, marginalizing girls. It could also lead to an aggressive response, or other bad outcomes such as cheating in order to keep up with the girls. Finally, it can lead to an even more deepening of the gap between boys and girls. To use a non-academic term, boys tend to be â€Å"slackers†, being lazier than girls and try to persuade them into sharing homework and helping them or giving them the answers to tests. All in all, the issue of co-ed and single-sex educational institutions is very much debated and controversial lately receiving much attention from the media, researchers and parents. They both have many supporters providing arguments trying to prove that one is better than the other. There are many positive and negative effects, advantages and disadvantages of both, and there isn’t yet a clear conclusion whether one is better than the other. While there are studies and different opinions on this issue, the way to go is a matter of personal choice. In the end all that matters is how parents and students feel and what their interest and feelings are about it when choosing one form of education or the other. And in what concerns me, I might be biased, as I’ve attended co-ed educational institutions my entire life, but I prefer this type of education, and I could never picture myself or my children being enrolled in a single-sex school. I say this because in my experience, co-ed schools have been beneficial for me and worked out to my advantage, and I strongly believe that the benefits of such an institution and the argument put forth by its supporters are strong and logical, so if it was my choice, I would choose co-ed.