#(has to catch up on six lectures in two hours and make notes and revise them)

[demigod-of-the-agni]

Spider-Man India but make him a Final Fantasy logo

Textless variant under the cut 👇

[a-d--a-s-t-r-a]

Until2022′s Guide to Catching Up When You’re Drastically Behind in Study:

I. Assess the damage

The first step in the plan is to confront how bad the situation is and then make some calls about what you can realistically achieve in the time you have left. 

List everything you have to do, down to exact detail - don’t write ‘catch up on readings for Virology’, but instead note down every chapter. This will make it a lot easier to gauge how much time and energy you need for each assignment or exam, and will help to motivate you as you work through. 

Use an Eisenhower matrix to sort these tasks:

Important and Urgent: Any and all compulsory assignments, exams, tests, etc. 

Important but Not Urgent: Lectures for upcoming exams, compulsory readings or labs, etc.

Urgent but Not Important: Additional homework or tasks that are due soon but aren’t worth much, like logbooks or small quizzes

Not Important and Not Urgent: Additional readings, nice lecture notes, and other ‘good-to-haves’

Now cross out everything that you can afford not to do. That’s going to be everything in your ‘Not Important and Not Urgent’ zone, and probably all of the things in your ‘Urgent but Not Important’ zone. I know that it’s annoying not to get everything done, or to sacrifice the 5% that you could have gotten, but unless you can do it in 10 minutes and it’s really worth it you simply don’t have the time to spare here. 

Having said that, if a class has lots of small assignments due, don’t overlook them because they’re not worth much on their own - make sure you take a look at the overall percentage left to go in that subject. If you can dedicate a whole day to just that subject and smash through all those assignments in one, you’re crossing a lot of work off your list. For example, I have weekly quizzes and 2% labs in my Pathology course - if I’m behind, I’ll dedicate a whole day and do all of those assessments. That’s 20% out of the way and a big leap towards catching up. 

II. Tackle the low-hanging fruit

Seeing the product of countless days of procrastination is probably pretty daunting right now. I could offer you platitudes here but it’s a lot easier for you to actually take some action and feel better about it yourself, so:

Do everything that will take you less than 10 minutes to complete. Reply to those emails, the messages in the assignment group chat, upload your peer assessment, do all the little things you need to do for someone else. That should cross out a big chunk of things from your list, and you’ll be left with the important stuff like finishing assignments and studying for exams. 

If you’re panicking (seeing the huge list of stuff which you have to finish in an impossibly short time will often do this!) then try an easy square breathing exercise. Breathe in for a count of 4, hold for a count of 4, exhale for a count of 4, hold for a count of 4, repeat. Splashing cold water on your face is helpful too, as is having a glass of water. Do not use this time to procrastinate! It might sound like a good idea to relax by watching Youtube or Netflix, scrolling through Instagram or playing a video game, but you’re going to be sucked back into the procrastination game that got you here in the first place. 

III. Create your plan of attack 

You’ve left it too late to be regularly revising, so our plan of attack is basically going to be: cram every subject consecutively. This is the best way to get everything done when you’re pressed for time like this - don’t switch tasks or subjects. Interleaving subjects is great when you’re on schedule, but right now you don’t want to spend quarter of an hour getting into the groove of a certain subject and then switching before an hour has passed. 

University is just one assignment after another, no breathing space in between, especially towards the end of the semester. All you need to do is work out what’s due first and what’s worth most, order everything according to those criteria and then focus on the first assessment until you’re done. Once the assignment is handed in or you’ve sat the exam, then you can move onto the next task.

If you have two different assignments due for different classes on the same day, plan ahead so you can dedicate a full day to each subject instead of working on both at the same time. 

Plan out every single day - make sure you’re scheduling in time to eat, shower, sleep, and take breaks as well as to study. Be specific when planning your time out each day as to what tasks you’re hoping to achieve - don’t allocate too much time to any single lecture, but at the same time, be realistic about how much you can cover in one hour. 

Choose wisely based on what you do or don’t know. There isn’t much point in spending this precious time revising the things you already know you’re good at, so suck it up and schedule in the hard stuff first up, but be prepared to move on if you can’t get it down. You’re far better off going into the exam knowing 10 things badly, than 1 thing really well, so focus on the basics and if you have time to learn the more complex details then go back and do that later. 

You also need to be flexible and prepared to adjust - sometimes an assignment will take longer than expected or a day just won’t be as productive as you thought it might be. Don’t panic, just re-plan and shift things around so you keep moving in the right direction. 

IV. Grind it out 

Now that you have a clear idea of what you need to achieve and when, it’s time to get it done.  

For once, you shouldn’t need to worry about simple procrastination. You’re  probably already panicking, so turn that anxiety into motivation which will fuel you and let you focus for long time periods. Fear can be a great driver - when the threat of the exam is looming over you, it’s amazing how well you can knuckle down, assuming you don’t want to fail. 

Pack a bag with everything you need - your laptop or tablet, your charger, headphones, a water bottle and a travel mug, snacks and meals for the day, and anything else you like to have with you when you’re studying. Then take yourself to the library, the local coffee shop, the office - wherever you like to study, but don’t sit at home. There’s too many opportunities for distraction and you cannot afford that right now. Being in an environment where other people are working will motivate you to do the same. 

If you’re working on an assignment, the best way to get things done quickly is to let go of any preconceptions of doing a great job, or having a perfect draft, and instead just focusing on having a draft. Bash out the worst draft you’ve ever written, fill it with run-on sentences and spelling mistakes. But make sure you finish a draft. Then all you have to do is edit it, and it’s a lot quicker to do it this way than it is getting bogged down in the details before you’ve even begun. 

When you’re studying for exams, the number one way to learn is through active recall. There is no point in wasting time writing out a full set of notes if you’re two days out from the test. Even if you feel like you don’t know a single thing, start off straight away by testing yourself - do past exams, drill flashcards, try and write outlines or mind maps and then check your notes or textbooks and fill in what you’ve missed. If you don’t know the answer or you get it wrong, look it up and try to understand it, and then test yourself again in twenty minutes. 

It’s important to strike a balance here: don’t overextend yourself, but don’t continually take breaks. If you think you need a break, you probably don’t. Take two minutes to stretch your legs and drink some water, but do not pick up your phone. If you’re starting to feel mentally fatigued, especially after a few hours, it can be helpful to switch locations - go outside and study on a park bench, or shift to the dining hall. Sometimes the change of scenery is all you need to feel refreshed. 

V. Rinse and repeat

This is your life now. Make sure you stick to a regular sleep schedule - aim for at least six hours a night - because otherwise your fatigue levels will seriously impact your memory, retention and critical thinking abilities. It’s not worth the few extra hours you might get in, and you probably won’t be productive anyway. 

Remember that the advice I’ve given you here is based on what I do when I am severely behind, not how I study on a daily basis when I’m on top of everything. These tips aren’t all great for long-term learning, but are the most efficient way to cram when you’re behind and under pressure. 

You’ve got this. 

[katsdsstudies-blog]

So studying. Studying with a capital S. Something we’ve all got to do for class. Something we’re not all taught how to do. Something we sometimes don’t think we have to do at all.

It’s a challenge, that’s for sure. It becomes an impossibility almost when you’re dealing with mental health issues, disabilities, and problems with socialising. I should know.

How do you study though, Kat? How do you manage to still get decent grades when you don’t sit at the front of class? You don’t take a bajillion notes? You don’t write them out by hand 24-7?

How. Are. You. Not. Failing???

Studying isn’t just about pretty notes, it’s not about writing everything by hand, it’s not about fancy playlists and colour-coordination. It’s about understanding the material you’ve got to learn and engaging with it in a way that helps you remember it.

I’ll be honest, studying for exams is impossible for me now. I just can’t do it. My memory has gone to hell after years of living with chronic pain with hardly any support. It sucks. Luckily though my course is all coursework and internal examinations. That’s the beauty of my Masters. I know it’s not the same for everyone though.

That means I’m going to do my best to help ya’ll with exam studying, class notes, revision, reading assignments and so on. Basically, anything I can think of.

Lets get started then shall we.

1. Figuring out how to take class notes in class:

Don’t bother with fancy. You won’t have the time. Your handwriting just needs to be legible to you. I cheat a lot and write in block capitals. It’s pretty quick and easier to read than my scribbled cursive half the time.

Typed notes are basically the same. Bullet points and bold titles etc… do those later when you have the time to spend on it. Hit tab for each ‘bullet point’ you’ll make in class for a specific topic, don’t bother fighting with Word or whatever other note-taking programme you use. Just use tab, then hit backspace to go back to the normal width of the document.

For subheadings, use colons ( : ) they save a lot of time and you don’t need to hit bold, italic, or underline. If you have problems with keyboard shortcuts then this is probably a brilliant idea. Use semi-colons ( ; ) for lists and fake-bullet-points-ala-tab. So much time saved.

If you know a shorthand method to take notes, use it. If you don’t, I sometimes take the vowels out of words leaving only the cnstnts bhnd. It can take a bit of time getting used to, especially when writing by hand, but it can help if you have a tutor/professor/lecturer who talks a mile a minute and flies through slides at the same time.

2. Using in-class slides/materials along with your own notes:

One thing I find very useful is printing out the slides for my classes before I get there. It makes keeping focused on whatever we’re discussing easier. Also, you can number your notes with the slide (S10 or Slide12) you’re making notes on. This makes writing your notes up later way easier.

If your lecturer doesn’t provide copies of the slides, email them. Most of the time they’ll be pretty decent and let you have a copy. Sometimes they won’t. If they refuse… well, if you can take pictures of the slides on your phone that can solve that problem. Otherwise, I’d suggest arguing the toss with them and pulling them up for being discriminatory or blocking your learning. Some might not take kindly to this though. If that fails, you can always try a class mate or record the lectures.

One thing I’ve had to do before was actually record myself reading the slides in my class out to myself. I was sat at the back and incredibly quiet with my phone almost attached to my chin, but it worked. So that’s an option.

USE. THE. HEADINGS. ON. THE SLIDES. IN. YOUR. NOTES. I can’t express this enough. It keeps your notes organised, focused and when/if you come across tests or exams, you can use those notes to study specific things way easier than if you use your own headings.

3. Re-writing those notes from class:

I’ll admit, I’m a perfectionist. A pathetic, disastrous perfectionist. If my notes don’t look right to me I will literally trash them and restart. Doesn’t matter if it’s one page or fifty. It’s a problem. I’m working on it.

I’ll give you this piece of advice though: don’t try to make your notes super fancy. You might be writing these ones out a second time, making them more consistent, organised, detailed etc, but that doesn’t mean you should go overboard on fancy. You still need to be able to use them and write them in a decent time.

I give myself about an hour or so to write or type my notes from class, including the stuff on the slides.

That hour is spent focusing on making sure I make it clear what are keywords, important terms, definitions, and names, dates, and places which I’ll need to remember or find easily later on for doing assignments.

Stick to using one or two colours. Black ink for the main notes is usually best I’ve found. Red, green, blue, any other colour in the rainbow can work for the important ones I need to notice. But be. consistent.

Give yourself breaks when writing. I know we all get into The Zone™ when writing and studying. You blink and it’s been six hours and you’re desperate for the loo, food and some water. Don’t let yourself do that. Set alarms. One hour tops then break.

The pomodoro studying method is good. 5-10 minutes breaks between study sessions.

Change up which notes you write after each break. I have the choice between disability, disability, and disability, so this doesn’t exactly work that well for me, but it is a good idea for anyone doing more than one subject or course of study. Physics then English? Excellent. Maths then Chemistry? Good, go for it. Crying then weeping? Bit too much alike but if it works.

The simpler the better. Clean notes that don’t devolve into chaos are good for our brains to look at. We take in and process information a heck of lot easier when it’s presented neatly and in an organised way than if you essentially word-vomit all over the page. This is why too much colour can be a bad thing btw. Your brain just goes ‘lol nope’ and quits on you. Problematic to say the least.

4. Where to sit in class in a lecture hall:

This depends on the way you are as a person tbh.

Do you get distracted easily? Sit right at the front. Less distractions.

Do you talk to people a lot and don’t pay attention? Sit at the front or a bit away from people. One seat space away can work for this. You can still interact but it’s a bit more awkward to lean across a seat than it is to just turn and whisper in someone’s ear.

Do you find crowds a problem? Sit at the front away from everyone or at the back. The middle tends to be full of those who want to try but get distracted easily enough that they want to socialise. I sit at the back because too many people around me is a problem.

Do you have problems with processing what your lecturer is saying? The front is the best for this. If you have problems with crowds, attention, etc, then the front does contain sides to it. If you can sit against a wall while still at the front, then it still counts and can help somewhat.

The walls also have plug sockets so win-win if you use a laptop and it’s dying.

4.1. It’s not a lecture hall so where to sit:

If your classrooms are like the ones I’m in for my MA then I’m guessing they’re gonna have groups of tables together so six-ten people can sit around them and work in groups. If they’re not I’ll address that in 4.2 next.

Get distracted easily? Sit as close to the front as you can with as limited a view of the rest of the class as you can. Focus on the lecturer who will be Right There in front of you.

You’re a talker and have a squirrel’s attention span? The front again. Hard as heck to talk to people if you’re lecturer is Right There Judging You.

Crowd issues? The back or the sides tend to be a bit easier to handle for this. The benefit of being in a classroom setting for your classes is that it’s easier to hear your lecturer than in the lecture hall. Sitting at the back doesn’t have as many problems then. Also helps if you can see the entire class just so you can keep an eye on them and Know They’re There They Won’t Just Magically Appear.

^ That helps with anxiety issues btw. Though the reverse does as well if you speak up in class. Personal preference really comes into play here.

Processing problems? The front is usually best. But so is the back amusingly. Sound travels and if you’re lecturer can project their voice then the back is actually pretty good for focusing. Only challenge is your class mates and how loud/distracting they are. Personal preference again here.

Use a computer? Walls. Sit by the walls. Attach yourself to them. Those plug sockets are precious, rare creations and you will Fight To The Death For Them.

4.2. In a classroom where it’s single tables, ala American-style classrooms:

Sorry to say but I have limited experience with this sort of set up but I’ll do my best.

Distraction issues? The front, near the middle if you can. You can focus on the board right in front of you and on the lecturer right there with it. Also you’re pretty close to the door so Freedom Is Close And Easily Accessible.

Talkative squirrel? Front again. Maybe closer to the door. Scoot your table away from others a bit (before they get to class or when everyone is sitting down, try not to make it obvious; someone will be offended otherwise). Your lecturer will catch you chatting away if you’re at the front. They always do…

Crowding/anxiety? Sides, front to back. Closer the door the better. Right at the front can be Problematic with the whole people-are-staring-at-me-oh-god thing, but the back can be the same because oh-god-they’re-turning-to-look-at-me-while-I’m-talking. Sides are a little of both but at lease the exit is closer.

Processing issues? Just go with the front. Anywhere along the front. First two rows. The middle might be best but not always. Don’t sit near the door. Sit on the opposite side of the room to the exit. You might be the last to leave class, finishing a note or packing your stuff. Don’t rush unless you have to. It messes up your brain too much otherwise.

Computer? I’m not sure if this is allowed in American classrooms but if it is, plug sockets or sit away from the windows. You can manually control your screen brightness then and the light from the windows will force you to keep it bright and waste battery life. The Darkness Is Your Friend.

5. Reading assignments and note taking:

Not gonna lie, I hate reading assignments. They’re usually boring and I’m forced to read articles that use far too many fancy words and waffle so much my brain dribbles out of my ears. It’s an attention and a processing problem. That said, here’s some tips I’ve developed over the years.

Scientific papers, humanities, etc: Read the introduction and conclusion. This is where most of the info is anyway. The introduction tells you the purpose of the research, the background, what the researchers wanted to figure out/learn and what methods they use to do so. The conclusion tells you what they found out, some of the issues they had and future research ideas. Only look at the middle if you have to or want to for curiosity. Otherwise, give it a quick read and leave it be.

Literary criticisms and such: Start with same approach as above. Introduction and conclusion. Notes on the main things from both. Then read the rest. One read through first. Put it down, go away and do something (make a drink, eat a food, go for a walk, whatever). Then come back to it. Be ready with a pencil.

Underline things you think are important as you read through. Don’t use the highlighter. You’ll decorate the page otherwise. Once you’ve been through it once, go through it again. Underline the things you think are really important a second time. Those things you highlight.

Make notes on the things you double underlined and highlighted. Those are gonna be the important things. The rest is bonus material.

Stories and poems: break it down.

5.1. Stories:

Lets start off with the story. Find out the setting, the characters, the history of the time the story is written, things about the author etc. Make a poster or something visually easy to read for this. It’ll help you focus when you’re reading the story.

Read the story through without stopping to make notes. You need to have it in your head first before you go back to make notes on it. Remember to take a break when you’re done as well.

Pencil time. Underline important things, phrases, quotes you might use later.

Go through it again. Underline those Uber Important Things. Then hit it with your hightlighter.

Asterisks ( * ) are good for if something is a major point, or you have A Thought about it. You can put it in the story then reference it in your notes. *1 *2 *3 is how I do it. Page numbers are a good idea to include as well at the end of each notation.

5.2. Reading Poems:

And now onto poems. They’re a bit more difficult. Figure out the structure first. Is it a set of rhyming couplets? Freestyle? Does it have a set number of verses? Does it have a refrain? These are things you should notice immediately.

Put that information into a poster or at least write it down so it’s easy to read. Tables are a good idea.

Learn a little bit about the poet. Have they written other poems? Are they like this? Do they have a similar theme? Is there anything out there about the theme of this poem? This info can help a lot when considering the structure and meaning behind the poem.

Focus on individual verses. Make a note as you go of your instinctive response to each verse, to the refrain (if it has one), to the flow. This can help you in an exam when you have to explain or include your own thoughts on the poem.

Look at the language used. Is it polite? Is there a crassness to it? Does it seem modern or is it Pride And Prejudice in poem form? This all connects to structure and intent.

Use a dictionary and thesaurus when looking at the words used. Sometimes a poet will use a word that has a very unique meaning No One Knows. You might assume the meaning you know for that word is what they mean. Dictionary and thesaurus is a must for poetry analysis imho.

For notes on poems and stories, break it down: structure, setting, author, characters, important quotes/phrases… these are things you might have to compare to other poems/stories later on.

It’s good to put these in a very visual form.

If you’re comparing multiple poems/stories: big. ass. poster. table. It’ll save you so much hassle I s2g.

6. Exam studying/revision:

The notes you’ve made throughout your class/term/course will be useful here. The difference is you’re not going to be able to memorise all of them.

That’s where flashcards, summary sheets and tables come in handy.

6.1. Using flashcards:

These are small and force you to keep to a point.

Give each one a specific title – definition, structure, researcher name etc – and bullet-point your notes on it.

If you manage it well enough you should be able to get several points into a single bullet-point using keywords that’ll trigger your memory and association with the more detailed notes you’ve taken in the past.

Don’t put too much info onto each one. If you have a lot of stuff for a specific topic – for example, professional practice – then it’s better to use several flashcards than it is to shove it all onto one and find it a mess of information you just can’t process.

Look at them whenever you have the time.

Waiting for the bus? Pull ‘em out.

On the bus? Yeah, got time there to kill.

Lecturer is late? Sod it, go for it.

Can’t sleep? Maybe not… warm milk or hot cocoa and dark room would probably be better.

6.2. Summary sheets and tables:

Summary sheets should be one-sided, simple and clear. Don’t bother with fancy, but do bother with neat.

Capitals for headings and subheadings. Don’t use more than one line for each heading (seriously, you don’t have the space to use 16pt font on the paper at this point).

Keywords should be clear and easy to notice. Not eye-popping colours but something that is noticeable compared to black text. Red, blue, green… these work well and are easier to see.

If you’re colour blind or have issues with coloured text then change the font, angle of writing, capitalisation etc. Anything to make those keywords stand out.

Tables are brilliant for comparing lots of things together. Research articles, poems, stories… all of them. A3 sized posters are some of my favourites to make. You can have colour and such on them because they’re meant to be aesthetically pleasing and also noticeable.

All the tricks you can use for summary sheets and flashcards work for tables as well. They’re not meant to be super-detailed things. You need to be able to look at them and basically get a cliff-notes version of the material.

Okay so, this is the end.

Questions? If you have them then send them my way. I’ll answer them no problem.

Advice needed? Same as above.

Anything you want me to address or give tips about? Message me and I’ll make another post of tips and advice.

Question not related to studying? That’s fine. I’ve done and lived through enough in my life that advice and help is something I’m always willing and happy to provide.

Hope this has been helpful to ya’ll though!

[allondonboy]

Medicine for the Soul (Ch 3)

Chapter 3 - Allegro molto appassionato: leggiero (Ch 1, Ch 2)

Tiny content warning: one flashback is set before Alex comes out as nb so refers to them as 'she'. A bit more lighthearted than the last chapter. Sky, thanks again for betaing and the gazillion read throughs. You're awesome. Maggie's playing is inspired by Peter Gergely.

Just a heads up for anyone reading on AO3 that the next chapters might not be posted there until I get back to uni late September/early October as my home wifi blocks AO3, but roughly weekly updates will still happen here.

It becomes a habit.

Not just in that first bar, but in the others dotted around campus and outside, with coursemates and Lucy just as frequently as alone, after good days and bad, in a way that Alex argues is just shy of turning into an addiction.

Lucy thinks they’ve crossed the line already, but Alex is stubborn enough that she gives up trying to talk to them about it after the fourth time they shut her down. They compromise on the promise that on bad days they will call Lucy, and on the bad days, the dangerous days, they do, just as Lucy calls Alex to let them know she’s going climbing, or hiking, or just away from campus life while her head calms down.

Not for the first time, Alex acknowledges Lucy’s taste in drinking establishments as they settle into their first beer of the night to the sound of musicians swapping over in the corner of the bar, a saxophonist making way for a small figure with a guitar case in hand. Alex watches, intrigued, as she sets up and tunes, fingers dancing through a riff that makes them sit up.

They miss their face with their glass more than once as they get drawn into the slow chords she plays, deliberate and strong, and nearly drop it when she starts singing.

Her voice is husky and low and Alex shivers as the hairs on their arms stand up. The nervous edge to her voice disappears as she settles in and the sound becomes richer, thick with emotion, drawn through her fingers and out of her lungs, moving with her head as she rises to a chorus of warm pain that has Alex’s heart thumping along to the beat she taps out with her foot.

The song trails off into an afterthought and the guitarist visibly jumps when a smattering of applause starts. Her eyes light up and she smiles, and Alex’s foot slips off the bar stool.

Her next song is more upbeat and Alex joins the small crowd in tapping their thigh as the bar is recharged with energy, following her as she paints a picture of hope in the cramped corner, hope carried on the back of love and loss, struggle and strength in the rising notes and in the swelling chords as the music floods into the walls and curls behind Alex’s sternum to hook their heart, catching it and holding it as the last notes die away.

They take with them Alex’s breath and they firmly put their glass down and fold their arms, leaning back against the counter and watching the guitarist shrug out of her leather jacket. She rolls her shoulders and flexes her fingers, then picks her guitar up again.

Alex mourns the lack of her voice for a hot minute until their jaw drops as she begins picking at the strings and hitting the heel of her hand against the guitar, creating the backing for not her voice but her fingers, and Alex stares.

They stare as she plucks melody lines carefully between strummed chords, and they stare as her fingers fly up and down the fretboard, and they stare as each note is thrown into the air with confidence, surety, as though she’s been doing this since she was big enough to hold the guitar.

Loud, harsh rhythms as well as the quieter ones cushion them and combined with the increasing number of bottles on the counter, they get pulled into a sort-of-happy, sort-of-empty bubble, soft and soothed and somewhat protected from the day just passed.

“Precision is what you need, Alex.”

Their teacher circles a phrase and Alex sighs.

“When you’ve got the precision, the technical ability, you can add your performance and interpretation on top of it. Before you can do that, your fingers have to know exactly what you’re asking them to do without even thinking about it.”

She sets a new page in front of them and Alex sighs again.

“Sight reading. Take two minutes to look at extract four.”

“Do I have to?” Alex mutters, and their teacher raises a stern eyebrow. Alex grumbles for a moment then runs an eye over the music, and sighs again, loudly.

Alex takes a gulp of their beer, and hurriedly swallows when they see who’s arrived next to them at the bar.

“Hey,” they cough, and wipe their mouth quickly with the back of their hand. “You were the one playing just now.”

“Nothing gets past you, does it?” The brunette leans on the counter and waits for Mike to swing around to their side of the bar. Alex squints at her.

“You’re in my biochem lecture,” they say, and take another sip.

“Mhmm.”

A voice in the back of their head shouts that they should stop talking, leave it, compliment her and finish their drink quickly and quietly, but apparently their mouth doesn’t get the memo.

“Sounded good. Different.”

She stiffens. “Different?” The word is sharp, and Alex recoils in fuzzy confusion.

“Yeah – the fingerstyle, it’s hard to get right, but yours – it, the technique, it just – it flowed, you know, I haven’t heard many players who can play like you…like…that.”

She turns and looks down at Alex with folded arms and guarded eyes but something, something about her stance seems open, inviting, and Alex is relieved to see the tension start to fade from her shoulders.

“I liked it,” they say with a shrug. They pinch their hand into a vague claw shape and pick at imaginary strings. “You’ve got skilled fingers. A good sense of rhythm.”

One eyebrow shoots up at that and Alex thinks they see a small smirk play at the corner of their new companion’s lips.

“Maggie Sawyer,” Maggie says eventually, holding out a hand. Alex shakes it rather enthusiastically, mesmerised by the feeling of Maggie’s rough fingertips on the back of their hand. Maggie’s smirk grows when blood rushes to their cheeks, and their mouth runs dry at the appearance of a dimple – two dimples.

“Danvers. Alex Danvers,” they return and the smirk gets broader still.

“Alex Danvers,” she repeats, and sits down. “Do you play, Danvers?” Maggie nods towards her guitar tucked between her and the counter.

“Oh, no.” Alex laughs and downs the rest of their beer. “I did a… project, on the evolution of stringed instruments and there’s so much variety in guitars, you know? People don’t realise that the different shapes, sizes, even the number of strings, it all has a history. They all have a different sound and when you add in all the ways of touching the strings, it’s incredible how complex guitar music has the potential to be.”

They finish their ramble and look up to find Maggie with her head tilted to the side and her eyes soft. They’re suddenly self-conscious and signal to Mike for another drink, fiddling with their collar and the back of their neck while they wait for Maggie to say something. When she doesn’t, Alex clears their throat and points at her guitar.

“Nice instrument.”

“It does the job.”

“You sound like you know it pretty well.”

“We’ve been together a few years.” Maggie rests a protective hand on the top of the case and the tension starts to seep back into her. Alex looks intrigued.

“The way you play I’d have said you’ve been playing for…” they pause and think, nose scrunching, “upwards of six years. Yeah.” They nod, and Maggie momentarily splits into two people.

“I had other guitars before this one.” That’s all Maggie says on the matter before she’s sliding off the bar stool and slipping her guitar onto her back, taking a deep breath and sending a small smile in Alex’s direction. “See you around, Danvers.”

--

“Alex Danvers.”

Alex looks up from their work to see Maggie pulling out the chair opposite them.

“Sawyer,” they say quietly, nodding hello. Maggie slips a packet of mints from her pocket and extends it towards Alex.

“Mint?”

Alex looks up again and stares at the packet. “Oh, no. Thanks,” they add, and Maggie shrugs, dropping one into her own mouth and opening her textbook.

They work in more of a companionable silence than Alex has ever experienced in the library, with the odd highlighter and the occasional pen being passed between them. Alex manages to raise their head as Maggie starts what is approximately her sixth mint and they don’t clear their mildly horrified expression in time, and Maggie peers at them curiously when she feels their eyes on her.

“Everything alright, Danvers?” she asks, and Alex nods, feeling their cheeks burn, and Maggie watches them for another minute as they rearrange their papers and clear their throat, eyes flickering up every couple of seconds to see if she’s still watching.

She is.

“I’m going to get a coffee,” Maggie says. “Want to join me?”

Alex shakes their head, words still failing them. Maggie shrugs again, and Alex doesn’t miss the slight droop of her shoulders as she stands, hands shoved in her pockets, and disappears downstairs.

“It’s like revising for an exam,” their teacher says and yeah, Alex can kind of see that.

“The more I do it the easier it becomes, right?”

“Exactly. Let’s go again.”

Their library sessions become a common occurrence – or maybe, Alex realises, they’ve always been a regular thing but they’ve never registered just how beautiful – no, studious – Maggie is.

Alex knows when Maggie is likely to join them and makes sure they’ve cleared her half of the table before she gets there.

Maggie knows that on Fridays, Alex has most likely forgotten to restock their bag with working pens and now keeps a small supply in the front of her bag.

Alex knows that on Tuesdays, Maggie has a short one hour slot before she has her community project and without fail there is a sandwich on the table waiting for her.

Maggie knows that on Wednesdays, Alex is usually recovering from their Tuesday all-nighter and makes sure to glare menacingly at anyone who approaches their table, lest they fall victim to a particularly snappy Danvers.

Lucy knows that her friend refuses to believe Maggie might like them back, and gives Alex hell for it.

“Hey, Danvers,” Maggie whispers one afternoon. Alex waves a finger in a just a minute motion, and Maggie waits for them to finish their calculation, tongue between their teeth.

“Sawyer.”

“Would you like to go for coffee sometime?”

Alex blinks. “Oh, thanks, but you know I don’t - ”

“You don’t take breaks when you’re in the library in case someone takes your seat, I know. I didn’t mean now. Whenever.” Maggie makes a vague gesture. “Or. Whatever. You don’t have to.”

“Oh.” Alex blinks again and Maggie stifles a grin. “Yeah. That would be – yeah.”

They bite their lip and try a small smile which Maggie returns, but when Alex doesn’t offer anything Maggie sighs.

“Do you – if you give me your number I’ll text you?”

“Oh! Yeah.” Alex pats their pockets and drops their pen, spilling with it a ruler and their notebook, sending a cascade of notes to the floor. “Shit.”

“Here.” Maggie offers her phone to them instead, and Alex accepts it with a sheepish grin, thumbing in their number and handing it back to her. Maggie fires off a quick text and Alex looks around again for their phone but gives up when it isn’t immediately apparent under their now disrupted piles of work.

“See you later, Danvers,” Maggie says and Alex waves at her automatically, then glances in alarm at their watch to see that six o’clock definitely came around sooner than they expected and they hurriedly shove their work into their bag, filing system forgotten, and leap after Maggie with a startled yelp that has other students shushing them.

--

“Maggie!”

Maggie gives Alex little more than a glance as she sits down. Alex slides across the three seats between them.

“Maggie, listen - ”

“Look, Danvers, if you didn’t want to go out that’s fine. I get it, okay?”

“I lost my phone,” Alex explains in a hushed voice, glancing up at where the professor has started setting up the lecture. Maggie glares disbelievingly at her notepad. “I don’t get asked on enough dates to ignore someone I actually want to go with.”

What they’ve just said sinks in and they blush, refusing to look away as Maggie finally looks at them.

“You’re a liability, Danvers,” she says eventually, and Alex grins.

“I have to have some flaws.”

Maggie elbows them and grins back.

“Hold on, I’ll give you my new number.” They dig in their pockets and empty two pencil stubs, a bus ticket, a handful of loose change, and a small stack of crumpled business cards onto the desk. Grabbing a pencil and the bus ticket, they scrawl their number on the back and hand it to a thoroughly amused Maggie before tipping everything back into their pocket and smoothly slipping back to their things by the wall.

“How do you find anything in there?”

“It’s a system, Kara. It works when people don’t move my things without my permission.”

Kara adjusts her glasses. “Sorry, Alex.”

Alex shrugs. “’S fine.”

“I won’t do it again, I promise.”

“Kara, it’s fine.”

They’re early.

Thirteen minutes early, to be precise.

They head for their favourite table and angle their chair so they can watch the door for when Maggie arrives.

Maggie is seven minutes late and arrives in a whirlwind of apologies and mussed hair, and Alex has to remind themselves – and when they can talk, Maggie – to breathe as they stand and greet her, because looking as gorgeous as that on a Saturday afternoon should be illegal.

“Sorry,” Maggie says again and Alex waves a hand for the umpteenth time, free hand clenched on the back of their chair.

“It’s really fine,” they say. “There’s still,” they check their watch, “a rough half hour before my morning dose of caffeine expires.”

Maggie gives a short laugh and slings her jacket over the back of the chair opposite Alex, running her hand through her hair, and Alex catches themselves staring as she turns and squints at the board by the counter.

“What’s your poison?”

“Oh,” Alex says, and pats their pockets for their wallet. “Let me - ”

Maggie shakes her head. “It’s on me, Danvers. You can get next time.”

Alex stammers their way through their order at that because next time they’ve barely even started the this time, and Maggie swaggers off to place their orders while Alex navigates returning to their seat much more flustered than they were when they got out of it.

“Here.”

A steaming mug is placed in front of them and they lean down and breathe in the reassuring scent of their next caffeine fix.

“So, Maggie Sawyer: guitarist, biologist, coffee connoisseuse.” Alex picks up their coffee and takes a careful sip, raising their eyebrows across the table at Maggie. “Why biology?”

“Gay penguins,” Maggie says without preamble and Alex carefully puts down their coffee.

“You decided to major in biology because of gay penguins?”

Maggie nods, and runs a finger around the rim of her cup before answering.

“History used to be my thing,” she says. “I wanted to take the white man lens away from history books. Plus: dinosaurs.”

“That’s not gay penguins.”

“I was looking up information to counter the gays go against science argument – particularly the idea that homosexuality isn’t natural – and found gay penguins.”

“They’re not exactly related to dinosaurs, though.”

Maggie takes a sip. “No, but it let me get excited about a subject I could see myself in in a positive light. History becomes exhausting when the outcome for people like me is usually suffering. It’s more of a hobby now. Nature, on the other hand, is amazing and rarely anything other than beautiful.” She shrugs. “I like it.”

Alex leans back in their chair. “And you want to stay in biology after?”

Maggie clears her throat and scrubs at a spot on the table. “No, I – cop.”

“Oh. That’s cool,” Alex says. Maggie starts rearranging her side of the table into neat rows and thumbs a mint out of her pocket. “Have you always wanted to be a cop?”

Maggie tilts her head slightly and takes a deep breath. “What about you?” she says instead, and Alex drops it.

“Bioengineering here,” they say, “stay on for at least a masters and hopefully a PhD, land in a top lab somewhere, save the world one amino acid at a time.”

“Nothing major, then.”

“Nothing major,” Alex agrees with a wink, and takes a gulp of quickly cooling coffee.

“You now know more about me than I know about you,” Maggie says eventually, “so what do you do for fun, Danvers?”

“Hmm.” Alex thinks. “Would you believe me if I said I’m part of an underground organisation dedicated to protecting the citizens of this fine state from aliens?”

Maggie pauses. “No?”

“Good, neither would I.” Alex stands suddenly. “Want to see something?”

Maggie is already grabbing her jacket and draining her coffee, and Alex follows suit.

“Lead on.”

--

Alex goes out of the café and turns left, feeling rather than seeing Maggie fall into step with them, hands brushing together every now and then as they walk in a comfortable silence, until Alex feels Maggie’s hand ghost over their back as she steps back to let them go past oncoming traffic in front of her and they stiffen, the material of their shirt sliding over their binder in a way that does not happen with bare skin and they suck in a breath.

“Wait.”

They catch her wrist and tug her to a stop on the corner of the street. Maggie searches their face in confusion, and they would have taken confusion as a good sign at any other time than this one, because if she wasn’t going to make a big deal of it, maybe it wouldn’t be a big deal –

“I’m,” they swallow, hard, their tongue heavy in their mouth, and they swallow again. “I’m non-binary.”

“Okay,” Maggie says, and goes to move on but is stopped by Alex’s hand once more.

“Wait,” they say, and Maggie does, patiently. “That’s not a problem? Is it?”

“Danvers.” Maggie slips her wrist out of their grip to hold their elbows instead and waits until they meet her gaze. “It’s not a problem for me if it’s not a problem for you. What pronouns do you use?”

They blink, then feel the words slip out automatically. “They/them.”

“Okay. I use she/her,” Maggie says, and Alex is still paused in bewilderment because shouldn’t this conversation be more complicated? More questions, descriptions, a minor interrogation of some kind to justify their gender is what they always thought would happen if this scenario actually came about –

“Danvers, it’s not a big deal.” Maggie starts walking and Alex blinks again before catching up to her.

“It is to some people,” they say, and immediately cringe because that is absolutely not the way to go on another date with a beautiful woman, it really isn’t –

Maggie pauses again and Alex nearly walks into her. “Yeah, that’s true. I’m sorry, I didn’t mean to imply coming out wasn’t a big deal. It is, and thank you for telling me.”

Alex nods slowly and exhales. “You’re really okay with it?”

Maggie shrugs. “You’re smart. You’re funny. I like you. Yeah, I’m okay with it.”

“You like me?” Alex blurts before they can stop themselves and Maggie laughs.

“Yes, you nerd. I like you.”

“Oh good,” they breathe, “because I like you too.” They beam shyly at her and she grins back, before gesturing in the direction they had been headed in.

“So…now we’ve established that, do you want to keep going?” Maggie says, and Alex pokes her playfully before leading the way.

“This is the lake.”

“Yes.”

“This is where I surf.”

Kara’s forehead creases. “Surf?”

“With this.” Alex gestures to the board tucked under their arm. Kara’s frown deepens.

“What do you do with a surf?”

“You don’t – you know what, just watch.”

“The lake? I know you spend a lot of time in the library, Danvers, but some of us have actually explored campus - ”

“God, you’re so impatient.” Alex ducks under a low-lying branch and climbs up the steep bank in front of them in a couple of easy strides. Maggie scrambles after them, ignoring their outstretched hand and pulling herself up with the help of a nearby tree.

“Where are we going?”

“I said, you’ll see,” Alex says, and they part a path through the bracken. Sighing, Maggie follows, dimly aware that Alex’s longer frame has carved out an ideal tunnel for her to go through.

They come out in a small clearing. Alex is on the furthest side from where they came out, and Maggie takes a moment to appreciate their silhouette in the early evening sun.

“What do you think?” Alex asks, spinning with their arms open wide.

“It’s nice,” Maggie admits, “but I don’t get why we’re here.”

“Ah.” Alex takes Maggie’s shoulders and guides her to where they had been standing a moment ago. “Look out there.”

Looking down, Maggie immediately reaches an arm back to grab onto Alex’s shirt. “That’s high,” she manages with a small squeak.

“It looks higher than it is.”

“Higher than it should be.”

Alex’s chuckle rumbles against her back and Maggie looks over her shoulder to see their eyes bright and excited.

“I’ve got you, Sawyer. Look at the lake.”

Alex points down to the Lake Lagunita. Maggie reluctantly tears her gaze away from them to follow their finger. Groups of students litter the grass around the lake: some studying, some playing cards, others tossing around a ball, all framed by the backdrop of the university, clouds licking at the hint of the sunset peeking over the tree tops around them, tinted a soft pink against the sparkling water.

“Wow,” Maggie breathes.

“You asked what I do for fun,” Alex says, and Maggie nods. “At home, I surf. I don’t have my board here, but I like coming here on my runs or if I have a spare moment. It’s not the same, but it’s close.” Maggie reaches her free hand up to her shoulder to squeeze their hand.

“Look up,” Alex whispers in her ear, and Maggie does. “When it’s dark, you can see the stars really well from here. Best place I’ve found so far.”

“Yeah?”

“Yeah.”

They watch the lake until all but two groups have left, and Alex fiddles with their watch as Maggie lets out a long sigh.

“Can I walk you back to yours?”

Maggie starts, their voice unexpected, and Alex steadies her.

“Yeah,” she says and turns to face them. “Thanks, for showing me this. It was definitely worth the trek.”

“It was hardly a trek,” Alex scoffs, then runs an eye over Maggie. “Though I suppose with such short legs it might feel like one.”

Maggie pretends to glare. “Watch it, you.”

Alex laughs and gestures to the bushes they came from. “After you, Sawyer.”

“Eliza, why is it human height determines household hierarchy?”

“Kara, no - ”

“What was that, Kara?”

“I - ”

Kara squints at where Alex is miming chopping off their head, and adjusts her glasses.

“How long will it take me to be as tall as Alex?” she asks instead, and Eliza appears in the doorway with a tea towel.

“Give it a couple of years,” Eliza says. “Why?”

“I – Alex said that once I’m taller than her I can choose things but for now she is the superior one and gets to choose the movie,” Kara recites and Alex groans, hitting their forehead with their palm.

“Oh, did she?” Eliza says and looks at her elder child. “Maybe you should remind Alex that I am taller than her and by her reasoning superior, and therefore I will choose the movie.”

“Mom, no - ”

Maggie points out her block as they amble up to it. They come to a stop and Alex fidgets.

“May I - ?”

When Maggie nods, grinning, they hesitate only a moment more before ducking down and kissing her cheek.

Alex moves away almost instantly until Maggie’s hand catches the back of their neck and brings them back, then her other hand slips to their cheek and they’re kissing, gentle and slow and sweet, and Maggie’s thumb is stroking their jawline, cupping it, and Alex’s hands are finding her elbows and holding her close, and they kiss until they can’t and they separate, noses touching, foreheads touching, breathless.

“Wow,” Alex says, and Maggie laughs and nods, and her hands slides down to her sides. “I – wow.”

“You okay there, Danvers?” Maggie says and Alex just beams at her, giddy, and her heart squeezes because wow indeed.

“Wow,” Alex says again, then shakes their head as though to clear it. “I – thank you for today, Maggie.”

They scratch the back of their head. Maggie slips out a mint.

“We should do it again,” she suggests, and Alex nods emphatically.

“Absolutely. Yes. That is a thing that we should do. Soon.” They take a deep breath. “See you Monday?”

“Monday,” Maggie confirms and waves as she slips up the path to the door. Alex waits until she’s sent them another wave from the lobby before spinning on their heel and only just resisting the urge to skip.

They shove their hands in their pockets to stop them punching the air as they head back to their dorm. Grinning, they bound up the stairs, a spring in their step, because Maggie kissed them.

At the end of their corridor, they pause. There’s a figure sat on the ground, cross-legged, and as they get closer they see that the person is in front of their door, and their grin turns to confusion as they get a better look at them.

“Lucy?”

[gotop5internetsourcesstuden-blog]

How to Choose the Right MBA Program

Perhaps youre at the beginning stage of the eventful process to identify which MBA designs youll withstand to. Maybe, with multiple acceptances in hand, you shoot the exciting and life-altering t quest of decision making where you ultimately unavoidableness to enroll. In either case, Ann Richards, interim manager of admissions at Cornell Universitys Samuel Curtis Johnson Graduate shoal of instruction, has valuable insight to serve well you constrain the close to apprised decision possible.\nThere ar a handful of let protrude elements that ar essential when attempt to choose the right MBA political platform for you, Richards says. Re visualise to, find out and conduct a self-assessment to understand whats important to you, she advises.\n serious as important isavoiding frantic influencers that dissolve detract from your top executive to make a level-headed decision. Just because family members citeed a particular drill for generations does not make it the ri ght discipline for you, for instance. You genuinely call for to hold up yourself and not be influenced by emotional pulls, says Richards.\nSeek Advice from pertly-fashioned MBA Graduates\nBusiness disciplinerankings squeeze out avail you follow a relish for whats out there, nevertheless public lecture to colleagues who put up MBAs set up be even much valuable, Richards advises. stimulate vigorous their experience and what they would do polarly if they were choosing an MBA today.\nLook for more than recent alums if possible, she recommends. Most MBA political chopines moderate changed drastically over the destination 10 years theyve overhauled their curriculums, constructed new buildings and the nature of the c atomic number 18er search has withal changed dramatically. Therefore, someone who sorb a long age ago quartert put out the most current insights.\nYour avow network testament depart possibilities as well. Think approximately people you a ttended college with who fill gone on to get an MBA and r each(prenominal) out to them, or look within your phoner or professional networks, Richards suggests.\n pick up three to four alumni and intercommunicate for five or 10 minutes of their time, says Richards. Go to each one with a amount of five to six questions that atomic number 18 important to you. Were you challenged at your MBA program? Were your crystalizemates intellectually curious? Was it an active learning milieu? What was the subtlety at the tutor? Was it top-notch competitive, team focused, collaborative?\nOf course, you cogency also motive to convey most extra-curricular activities, club activities, trips or treks, leadership opportunities, and access to faculty. divers(prenominal) characteristics whitethorn pick out different meaning for candidates, she points out. Prospective applicants who be ideateing closely prosecute an MBA as part of a c beer change may want to contend about specific reso urces available to befriend with that process, whereas that wont be as important to someone who plans to pass to their employer or arising their throw business.\nDont forget to inquire about a schools community. The ability to move or engage and puzzle an invasion or get off a legacy is important, Richards says.\n cut down aims If Possible\n\nAfter talk with alumni, you should be able to nail the list of schools that interest you. Richards encourages prospective applicants to catch schools whenever possible, ideally when classes argon in session and you can sit in on one. See what the engagement amid faculty and savants is manage, Richard recommends. How involved are the students? Are they participating and tenanted? What are the facilities like? What resources are available to students? How happy do the students seem?\nIf you cant visit, tot with the school. See what happens do you get a response from the school, from the students? Candidates can get a nose out o f how important they are to a school based on how responsive the members of its community are.\nIts not terribly important whether you visit before or after(prenominal) you apply, that definitely visit if you can before you make an enrollment decision, she stresses. I a cracking deal hear people say, Cornell wasnt on my radar until I visited, or I was sure I wanted to attend X school, until I visited.\nIn legal injury of getting a whole step for the culture of the school, your exceed spiel is to meet with current students and ask about their activities and extracurricular interests. If you can, attend a cultural event, perceive to a guest talker or, even better, attend a class or free by a school happy hour. Johnson recently hosted tops(p) Saturday, when dozens of prospective students visited campus to interview. We happened that wickedness to have our Diwali celebration qualifying on, which gave participating prospectives a great opportunity to see for themselves the v ariety of events our students take part in, Richards recalls. Although Diwali is an Indian celebration, it certainly wasnt just Indian students participating. It genuinely gives candidates a finger of what it is like to be a student here.\nIt usually doesnt take long to figure out if you click with a school or not, Richards notes. I dont think a school should have to grow on you. You should do it when you visit that its a confide you can see yourself world happy, she says.\nSize and Location effect\nWhen it puzzles to MBA programs, size does matter since it can impact the network you begin. When you are considering schools, think about whether or not a class is segmented into cohorts, she advises. If you get to roll in the hay 30 people really, really well still dont receipt anyone else that might be a disadvantage to you. It might not, but its something worth thinking about.\nDo you want a metropolis school or a school that is part of a smaller community? Richards conn ect Johnsons cobblers last-knit community to the detail that it is not in a large urban center. E genuinelyone is close to campus a five-minute walk quite of a subway call on the carpet followed by two buses, she notes. Thats confessedly not just for students but also faculty and staff, she continues. Its not uncommon for faculty to say, Im leaving home to have dinner party with my kids but Ill come back and see you in the library at 8:30. That does not happen at all schools.\nAssessing a Schools calling Services\nRecognizing that the success of a locomote function maculation can be influenced greatly by the economy, you can dumb get a timbre for what kind of support youll sustain in a wedded program, as well as how aligned their go services are with your own goals. A school may have tremendous success in placing students who want to go into consulting or finance but really struggle with candidates who want to move marketing, for example.\nAs prospective applicants l ook at a schools career services, they should look not yet at the general berth rate but also at specifics in respectfulness to their individual interests, Richards says. If a school has a lower boilers suit locating rate than other(a) schools, but 25 part of students are interested in entrepreneurial studies and looking to lower their own businesses upon graduation, suddenly that placement rate doesnt look so bad. It is important that students look at the placement statistics through the lense of what they want to do.\nWhat Role Do Students Play on Campus?\nI think as a prospective applicant you want to look for leadership opportunities, potency to have an impact, orchestrating or facilitating change, spearheading an administration or a club, and how spontaneous the school is to support that, Richards continues.\nIf having an impact and getting involved as an MBA student is important to you, ask current students how easy it is to start a club or organize a assembly and what kind of support the school provides if you do. Those kinds of questions get out be very valuable to students, particularly those that like to get involved and aim change. They would be really thwarted if they landed in an environment where their voice wasnt heard or valued.\nKnow Thyself\n\nAs an MBA student you will have the best experience and get the most benefit out of the program that is the best fit for you. That makes well-educated yourself and what you want a decisive part of the decision-making process. Think about whether you want a fine-looking or small program, whether take for granted a leadership character is one of your priorities, and what support you will need in your career search.\nTry not to bond on brand names, Richards offers. You need to look not plainly at the brand but at what the schools benefit is how it will help you achieve your goals, grow, and develop your leadership skills, she says.\nSo, there you have it. With targeted research, campus visits and a thorough self-assessment, you can be well on your way to selecting the perfect MBA program for you.\nRelated articles\nCornell Universitys Johnson School of Management Wins Top Accolades for Diversity (clearadmit.com)\n puniness Tuesday: International Study at Johnson (clearadmit.com)\nCornells Johnson School Unveils Curriculum for newly One-Year MBA Program on NYC Tech Campus (clearadmit.com)\nCornells Johnson Graduate School of Business is an advertiser on the unload Admit site. This darn appears as part of the schools sponsorship package. For more information about sponsorship opportunities with Clear Admit, contact us here.If you want to get a dear essay, order it on our website: Custom essay writing service. Free essay/order revisions. Essays of any complexity! Courseworks, term papers, research papers. 100% confidential!Homework live help. Custom Essay Order is available 24/7!