Which trade theories can help us understand the distribution of car Essay

Which trade theories can help us understand the distribution of car production in the world economy - Essay Example Some of the characteristics of the automobile industry can be described as under. †¢ Automobile industry is highly capital and labour intensive. †¢ There are hundreds and thousands of components, which are outsourced from other ancillary industries. †¢ The big auto manufacturers do manufacture some of the parts but they cannot produce each and every part. They have to rely on other suppliers, which can give assured and quality supply consistently. †¢ Replacement of the parts is a huge and lucrative market. (The Industry Handbook: Automobiles) Current Economic Scenario World demand of the cars is now coming from the rapidly growing developing economies. The countries like China, India, and Brazil are growing at the average rate of 7-8 percent. China is registering even double digit growth rate for last several years. Such a high rate of growth creates a huge demand for automobiles in those markets. Automobile market is now driven through these new markets while the demand in the old traditional market of U.S. and Europe is more or less stagnating. (The Wall Street Journal- Auto Sales 2010) It will be pertinent to note that in 1960, companies like GM, Ford, and Chrysler sold almost 90% of the cars in the US market; currently their market share is about 47%. It can be deduced that most cars that Americans bought were not manufactured by the big three. (Manzi 2008)

Dollar Tree Case Study Example | Topics and Well Written Essays - 1750 words

Dollar Tree - Case Study Example As such, multiple branches are needed of any one retailer in order to truly realize profit on the scale that would sustain the viability of any company for any length of time. Dollar Tree has been able to become such a company, gradually acquiring other discount chains over the years, to now have a presence throughout the entire continental United States and Canada. This paper serves to explain some of the reasons behind their success, as well as providing a description of some future challenges on the horizon. Case Challenge 1 The first challenge facing Dollar Tree rests in the reality that the company’s initial growth was accomplished almost exclusively through acquisition. The question then becomes whether or not this will be an attractive option in the near future. The reality is that expansion through acquisition will likely be quite difficult in today’s economic climate. The company is already struggling to keep its pricing model in tact (all items at $1), and the cost of acquiring other companies will make this increasingly difficult. With the company now poised to pass the 5,000 location mark in the near future, the reality is that it does not need to continue to grow in the manner. Already being considered the industry leader, there are few chains that are in direct competition with it to begin with. If they desire to acquire even more discount dollar chains, it will likely only be in areas of the country where they do not already have an established presence. Case Challenge 2 Dollar Tree also faces the challenge moving forward of being able to continue to offer

Week 3 Discussion Questions and Participation Questions Essay

Week 3 Discussion Questions and Participation Questions - Essay Example Group data refers to data that is illustrated in the form of a range such as 20-50. Ungrouped data shows single numbers such as 20,21,30,42. A good graphical technique to illustrate the prices of homes in a particular region is a bar graph. The bar graph can illustrate the different prices of homes in the area. The reason I choose a bar chart is because it reflects categorical data. Below is an example of a bar chart with five home prices ($100000, $150000, $200000, $175000, and $250000). The basic formula used in a regression analysis is y = a + bx. In this formula the y represents the dependent variable. This variable is subject to the independent variables to find the result of the equation. The dependent variable cannot be controlled, but the result is influenced by the values of the independent variable or variables. If the formula illustrated above had multiple independent variables the regression formula would be a multiple regression. â€Å"In mathematics the independent variable is one whose value does not depend on any other variable† (Wisegeek, 2010). In the formula mentioned above the X represent the independent variable. B is the slope of the regression line, while A represents the intercept point of the regression line and the y axis. Regression analysis is a tool that is very useful due to the fact that it allows managers to forecast information. Once the regression equation is created the user can alter the independent variable in order to fore cast something based on the model. The slope tells us how inclined is the regression line. An application that managers can use is forecasting its sales. The manager would have to input the sales of the company for multiple past periods such as ten years. Once the data is input into the linear regression the manager can forecast the future sales of the company. Regression analysis can be extremely useful to forecast any type of business data. Managers have a need to forecast the future due to the fact

Design a Professional Development Program Essay

Design a Professional Development Program - Essay Example Research supports that the best professional development program is one that is data-driven, constructivist by nature, results-oriented, and job embedded. (State of Vermont DOE, 2010) A successful professional development approach must be standards based and aligned with carrying forth the school’s overall mission and vision; while at the same time meeting the professional and personal needs of the staff, as well as the students and stakeholders. It requires reflection on the past with the goal of instituting initiatives to improve the quality indicators that will impact the future. (Mahaffey, Lind, &Derse) At the beginning, many factors must be taken into consideration. The school must do a careful self-assessment comparing data from the student performance indicators, as well as from the performance evaluations of the staff. Several factors will arise from this needs assessment: interests, current skill sets, values, challenges, strengths, and limitations. It will provide an overall health assessment of the school as a whole as well as an individual picture of each staff member. (Educause, 2006) There are four major areas of development that professional development plans focus on: literacy, numeracy, teaching skills, and student outcomes. Literacy learning comprises the five areas of reading, writing and spelling, adolescent literacy, and English Language Learners proficiency. Numeracy focuses on content and processing standards set by the individual states with benchmarks for Common Core State Standards. The next area is teaching skills which focuses on general teaching skills as well as response to intervention. The last area is student outcomes, which focuses on dropout prevention, school improvement, and using data. By taking a broad picture as well as microscopic view of these areas for potential improvement, the school as a whole, as well as each educator, will be able to identify specific needs to focus on for development. By comparing student performance achievement with outcomes generated by individual educators, as well as educator self-assessments, it is possible to set goals for development that will facilitate overall improvement and satisfaction among staff members. (Professional Development Tools, nd.) The next step is setting goals. One of the most successful ways to set goals is using the SMART plan. This plan outlines how to write goals that are subjective, measurable, achievable, realistic and timely. Through setting SMART goals, both long range and short range, it is easier to evaluate when these goals have been accomplished and it is time to move on to the next area of development. (Rose, 2006) SMART goals are specific and strategic; they focus on a certain area and zero in on ways to improve it; they are measurable with indicators showing success. They take into account for limitations such as budgets and the human condition; therefore they are achievable. SMART goals are relevant and rigorous as well as en courage innovations to produce the desired results. Finally, they provide the structure of a timeframe so as to keep the improvement process from frustrating itself. (SMART Goals, 2010-2018) (WEAC, 2011) Professional development must be committed to equity and excellence. It must take into account all the essential elements that will be involved in the process; curriculum,

Philosophy of life Essay Example for Free

Philosophy of life Essay What is the meaning of life? The answer to this question has sought over since mankind became capable of exercising their brain capacity past a level of primal instinct. In general life is rather meaningless, we all simply exist together on this planet. But before one dwells on the pointlessness of human existence, they should think about the purpose of each individual person in our society. We create goals for ourselves; we all have a role to play in our society. In a sense, we choose our future and in doing so, give ourselves a purpose to live. The purpose of human existence in general may be absent, but in our society and through our goals and achievements, I believe each individual creates their own purpose. Through one question I realized this great truth: what do you want to be when you grow up? For the longest time, I didn’t know what I wanted to be when I grew up. What did it matter to me anyway? I was a kid (well, I suppose I still am) and didn’t like any of the generic jobs they told us about in elementary school. Police force, teachers, fireman, none of them interested me. Then, in middle school, my life changed, a lot. I got completely new friends, after the old ones left me behind. I slowly started to become more and more enclosed, I spent most of my time out of school alone. As I developed into this over-dramatic teenage state, life suddenly became meaningless. I would often find myself sitting bored in my room, mindlessly surfing the internet or playing videogames. I slowly started to hate it; it was like I could feel my brain melting inside my head. I needed to find a more constructive hobby, and so I found myself musical instruments and started creating more and more music every day. Music became my life and from then on, I knew that my goal, the meaning of my life, was to become a musician. I believe that life was meant to be enjoyed; nobody wants to spend their life in a dead end job. After all, just how much meaning is in an unhappy life? Just ask Monty Python’s John Cleese, who states, â€Å"If I had not gone into Monty Python, I probably would have stuck to my original plan to graduate and become a chartered accountant, or perhaps a barrister lawyer, and gotten a nice house in the suburbs with a nice wife and kids, and gotten a country club membership, and then I would have killed myself. † I find this quote strongly inspiring because instead of choosing a highly respectable, well paying job and living a comfortable life, he choose to work with some of most popular men to ever wear woman’s clothing. Comedy is what he finds gives meaning to his life, and although his second choices would have been nice, Cleese didn’t find as much value in them as he did in Monty Python. Perhaps life itself is meaningless, but I believe it doesn’t have to be. I believe that a happy life is a meaningful one. I believe that mankind may not collectively have a reason for existence or a common goal, but each individual certainly does. I believe that each and every person has to create their own reason to live, instead of waiting for that reason to come to them, or they must just find themselves waiting forever.

APJ Abdul Kalam Essay Example for Free

APJ Abdul Kalam Essay Introduction A savanna, or savannah, is a grassland ecosystem characterized by the trees being sufficiently widely spaced so that the canopy does not close. The open canopy allows sufficient light to reach the ground to support an unbroken herbaceous layer consisting primarily of grasses.[1][2][3] The oak savanna is a common type of savanna in the Northern Hemisphere. Some classification systems[which?] also recognize a grassland savanna from which trees are absent.[4] This article deals only with savanna under the common definition of a grassy woodland with a significant woody plant component. It is often believed that savannas feature widely spaced, scattered trees. However, in many savannas, tree densities are higher and trees are more regularly spaced than in forest. Savannas are also characterized by seasonal water availability, with the majority of rainfall confined to one season. Savannas are associated with several types of biomes. Savannas are frequently in a transitional zone between forest and desert or grassland. Savanna covers approximately 20% of the Earths land area. Etymology Cerrado savanna, Brazil. Although the term savanna is believed to have originally come from an Arawak word describing land which is without trees but with much grass either tall or short (Oviedo y Valdes, 1535), by the late 1800s it was used to mean land with both grass and trees. It now refers to land with grass and either scattered trees or an open canopy of trees. Spanish explorers familiar with the term sabana called the grasslands they found around the Orinoco River llanos, as well as calling Venezuelan and Colombian grasslands by that specific term. Cerrado was used on the higher savannas of the Brazilian Central Plateau. Distribution Many grassy landscapes and mixed communities of trees, shrubs, and grasses were described as savanna before the middle of the 19th century, when the concept of a tropical savanna climate became established. The Kà ¶ppen climate classification system was strongly influenced by effects of temperature and precipitation upon tree growth, and his oversimplified assumptions resulted in a tropical savanna classification concept which resulted in it being considered as a climatic climax formation. The common usage meaning to describe vegetation now conflicts with a simplified yet widespread climatic concept meaning. The divergence has sometimes caused areas such as extensive savannas north and south of the Congo and Amazon Rivers to be excluded from mapped savanna categories.[5] Barrens has been used almost interchangeably with savanna in different parts of North America. Sometimes midwestern savanna were described as grassland with trees. Different authors have defined the lower limits of savanna tree coverage as 5–10% and upper limits range as 25–80% of an area.[6] Two factors common to all savanna environments are rainfall variations from year to year, and dry season wildfires. In the Americas, e.g. in Belize, Central America, savanna vegetation is similar from Mexico to South America and to the Caribbean. Threats Changes in fire management Savannas are subject to regular wildfires and the ecosystem appears to be the result of human use of fire. For example, Native Americans created the Pre-Columbian savannas of North America by periodically burning where fire-resistant plants were the dominant species.[8] Pine barrens in scattered locations from New Jersey to coastal New England are remnants of these savannas. Aboriginal burning appears to have been responsible for the widespread occurrence of savanna in tropical Australia and New Guinea,[9] and savannas in India are a result of human fire use.[10] The maquis shrub savannas of the Mediterranean region were likewise created and maintained by anthropogenic fire.[11] Prescribed burn; Wisconsin bur oak savanna These fires are usually confined to the herbaceous layer and do little long term damage to mature trees. However, these fires either kill or suppress  tree seedlings, thus preventing the establishment of a continuous tree canopy which would prevent further grass growth. Prior to European settlement aboriginal land use practices, including fire, influenced vegetation[12] and may have maintained and modified savanna flora.[3][9] It has been suggested by many authors[12][13] that aboriginal burning created a structurally more open savanna landscape. Aboriginal burning certainly created a habitat mosaic that probably increased biodiversity and changed the structure of woodlands and geographic range of numerous woodland species.[9][12] It has been suggested by many authors[13][14] that with the removal or alteration of traditional burning regimes many savannas are being replaced by forest and shrub thickets with little herbaceous layer. The consumption of herbage by introduced grazers in savanna woodlands has led to a reduction in the amount of fuel available for burning and resulted in fewer and cooler fires.[15] The introduction of exotic pasture legumes has also led to a reduction in the need to burn to produce a flush of green growth because legumes retain high nutrient levels throughout the year, and because fires can have a negative impact on legume populations which causes a reluctance to burn.[16] Grazing and browsing animals Oak savanna, United States The closed forest types such as broadleaf forests and rainforests are usually not grazed owing to the closed structure precluding grass growth, and hence offering little opportunity for grazing.[17] In contrast the open structure of savannas allows the growth of a herbaceous layer and are commonly used for grazing domestic livestock.[18] As a result much of the worlds savannas have undergone change as a result of grazing by sheep, goats and cattle, ranging from changes in pasture composition to woody weed encroachment.[19] The removal of grass by grazing affects the woody plant component of woodland systems in two major ways. Grasses compete with woody plants for water in the topsoil and removal by grazing reduces this competitive effect, potentially boosting tree growth. In addition to this effect, the removal of fuel reduces both the intensity and the frequency of fires which  may control woody plant species.[21] Grazing animals can have a more direct effect on woody plants by the browsing of palatable woody species. There is evidence that unpalatable woody plants have increased under grazing in savannas.[22] Grazing also promotes the spread of weeds in savannas by the removal or reduction of the plants which would normally compete with potential weeds and hinder establishment.[12] In addition to this, cattle and horses are implicated in the spread of the seeds of weed species such as Prickly Acacia (Acacia nilotica) and Stylo (Stylosanthes spp.).[15] Alterations in savanna species composition brought about by grazing can alter ecosystem function, and are exacerbated by overgrazing and poor land management practices. Introduced grazing animals can also affect soil condition through physical compaction and break-up of the soil caused by the hooves of animals and through the erosion effects caused by the removal of protective plant cover. Such effects are most likely to occur on land subjected to repeated and heavy grazing.[23] The effects of overstocking are often worst on soils of low fertility and in low rainfall areas below 500 mm, as most soil nutrients in these areas tend to be concentrated in the surface so any movement of soils can lead to severe degradation. Alteration in soil structure and nutrient levels affects the establishment, growth and survival of plant species and in turn can lead to a change in woodland structure and composition. Tree clearing Large areas of Australian and South American savannas have been cleared of trees, and this clearing is continuing today. For example until recently 480,000 ha of savanna were cleared annually in Australia alone primarily to improve pasture production.[12] Substantial savanna areas have been cleared of woody vegetation and much of the area that remains today is vegetation that has been disturbed by either clearing or thinning at some point in the past. Clearing is carried out by the grazing industry in an attempt to increase the quality and quantity of feed available for stock and to improve the management of livestock. The removal of trees from savanna land removes the competition for water from the grasses present, and can lead to a two to fourfold increase in pasture production, as well as improving the quality of the feed available.[24] Since stock carrying capacity is strongly correlated  with herbage yield, there can be major financial benefits from the removal of trees,[25] such as assisting with grazing management: regions of dense tree and shrub cover harbors predators, leading to increased stock losses, for example,[26] while woody plant cover hinders mustering in both sheep and cattle areas.[27] A number of techniques have been employed to clear or kill woody plants in savannas. Early pastoralists used felling and girdling, the removal of a ring of bark and sapwood, as a means of clearing land.[28] In the 1950s arboricides suitable for stem injection were developed. War-surplus heavy machinery was made available, and these were used for either pushing timber, or for pulling using a chain and ball strung between two machines. These two new methods of timber control, along with the introduction and widespread adoption of several new pasture grasses and legumes promoted a resurgence in tree clearing. The 1980s also saw the release of soil-applied arboricides, notably tebuthiuron, that could be utilized without cutting and injecting each individual tree. In many ways artificial clearing, particularly pulling, mimics the effects of fire and, in savannas adapted to regeneration after fire as most Queensland savannas are, there is a similar response to that after fire.[29] Tree clearing in many savanna communities, although causing a dramatic reduction in basal area and canopy cover, often leaves a high percentage of woody plants alive either as seedlings too small to be affected or as plants capable of re-sprouting from lignotubers and broken stumps. A population of woody plants equal to half or more of the original number often remains following pulling of eucalypt communities, even if all the trees over 5 metres are uprooted completely. Exotic plant species Acacia savanna, Taita Hills Wildlife Sanctuary, Kenya. A number of exotic plants species have been introduced to the savannas around the world. Amongst the woody plant species are serious environmental weeds such as Prickly Acacia (Acacia nilotica), Rubbervine (Cryptostegia grandiflora), Mesquite (Prosopis spp.), Lantana (Lantana camara and L. montevidensis) and Prickly Pear (Opuntia spp.) A range of herbaceous species have also been introduced to these woodlands, either deliberately or accidentally including Rhodes grass and other Chloris species, Buffel grass (Cenchrus ciliaris), Giant rats tail grass (Sporobolus pyramidalis)  parthenium (Parthenium hysterophorus) and stylos (Stylosanthes spp.) and other legumes. These introductions have the potential to significantly alter the structure and composition of savannas worldwide, and have already done so in many areas through a number of processes including altering the fire regime, increasing grazing pressure, competing with native vegetation and occupying previously vacant ecological n iches.[29][30] Other plant species include: white sage, spotted cactus, cotton seed, rosemary. Climate change There exists the possibility that human induced climate change in the form of the greenhouse effect may result in an alteration of the structure and function of savannas. Some authors[31] have suggested that savannas and grasslands may become even more susceptible to woody plant encroachment as a result of greenhouse induced climate change. However, a recent case described a savanna increasing its range at the expense of forest in response to climate variation, and potential exists for similar rapid, dramatic shifts in vegetation distribution as a result of global climate change, particularly at ecotones such as savannas so often represent.[32] Savanna ecoregions Mediterranean savanna in Alentejo region, Portugal. Savanna ecoregions are of several different types: Tropical and subtropical savannas are classified with tropical and subtropical grasslands and shrublands as the tropical and subtropical grasslands, savannas, and shrublands biome. The savannas of Africa, including the Serengeti, famous for its wildlife, are typical of this type. The Brazilian savanna (Cerrado) is also included in this category, known for its exotic and varied flora. Temperate savannas are mid-latitude savannas with wetter summers and drier winters. They are classified with temperate savannas and shrublands as the temperate grasslands, savannas, and shrublands biome, that for example cover much of the Great Plains of the United States. (See areas such as the Central forest-grasslands transition). Mediterranean savannas are mid-latitude savannas in Mediterranean climate regions, with mild, rainy winters and hot, dry summers, part of the  Mediterranean forests, woodlands, and scrub biome. The oak tree savannas of California, part of the California chaparral and woodlands ecoregion, fall into this category. Flooded savannas are savannas that are flooded seasonally or year-round. They are classified with flooded savannas as the flooded grasslands and savannas biome, which occurs mostly in the tropics and subtropics. Montane savannas are high-altitude savannas, located in a few spots around the worlds high mountain regions, part of the montane grasslands and shrublands biome. The lowland savannas of the Angolan Scarp savanna and woodlands ecoregion are an example.

Arguments in Favour of Single-Sex Schools

Arguments in Favour of Single-Sex Schools The topic on single sex schools has drawn wide and different opinions in the public domain for a long time. Individuals, groups, institutions and authorities have so far presented different thoughts regarding the topic. By definition, the phrase, â€Å"single sex school† means a form of a school where by boys and girls attend different schools. To be precise, single schools implies, girls attending a school that is specifically for girls while boys attending a schools that is specifically for boys. Thus, single school unlike the conventional or rather traditional schools (mixed schools) is an ideology that even though has been in existed for a long time, some people in the community feels it is a good idea that need to be embraced. Meanwhile, there are some people too who feel that girls and boys should learn together in the same school as it will help them develop together as one. Regardless of the many thoughts that have been presented opposing the view, single sex schools w hen implemented, they are good for education. One of the reasons why single sex schools are good for education is that; they create a feeling of safety, encourages students to embrace their lifestyle as well as discouraging any form of distraction in the course of pursuing their dreams through education. There are a number of students whose education has been affected due lack of concentration in class. This is because some students find it so hard to focus when they are in a conventional class. This is a problem that is very common with boys as opposed to girls. Boys tend to lose focus in a class of mixed gender because they will be trying to act different in order to attract their female class mates. Worse still, it is really hard for boys to focus on learning while there are a stream of cute ladies to admire in the same class. Nevertheless, it is important to note also that, this problem does not affect all boys but then the percentage of boys who get distracted from learning because of beautiful girls in class is higher as o pposed to the percentage that does not get affected (The Many Advantages of Single-Sex Schools, n.p). Meanwhile, there are a number of girls who get affected too when in a conventional school. This arises on matters concerning safety. Psychologically, young girls fear being touched physically. This creates fear among them and as such they are not in a position of undertaking their studies in a normal way. On the other hand, female students will feel free and safe if they are enrolled in a female school where by they are encountering fellow girls. This creates confidence and thus s boosts their academic performance, a clear indication that same sex schools are good for education. On top of that, it is also factual that both boys and girls develop different in the process of growing up. This is evident given the fact that, girls develop faster as compared to boys. Moreover, the thinking capacity of ladies grows exponential faster as opposed to that of boys. This indicates that the nee ds of girls are to some extent different from that of boys. Thus, there is need to encourage single sex schools that will help girls and boys understand the needs of their bodies’ well which eventually can be translated to good performance (Single-Gender Classes, n.p). According to Gilbert (par. 5 and 6), the education system has been stormed by females as opposed to males. Gilbert presents his finding that, the number of female administrators in most schools is higher as compared to males in many schools. He also states that, the number of female teachers in mixed schools is higher than those of male teachers. Gilbert also observes that, female students have the ability to observe their emotions well as opposed to students. On top of that girls are also known to be better readers as opposed to boys. Worse still, the current education system tend to emphasize more on cooperation. This leaves boys stranded in their studies, because they prefer more physical actions and competition. In fact, Gilbert asserts that, this type of system favors girls who excel while the performance of boys keep on deteriorating. In his conclusion, Gilbert thus argues that, mixed schools only favors girls as opposed to boys. In his justification, he asserts that, co-ed sch ools affects boys in that they lose attention in learning, as well as ending up suffering from developmental disorders. Thus, Gilbert suggests that, the best way to promote equality in education for both boys and girls is to adopt singe sex schools given that co-ed schools tend to favor girls as opposed to boys. Another view as to why single sex schools are good for education as opposed to co-ed schools is from the point of teachers. Given that the behavior and needs of both boys and girls are different, teachers’ performance is also affected in the process of delivery in class. This sis because, there is no uniformity in terms of approaching different issues in the same class. As such, a teacher must treat a boy different as well as a girl in a unique way too. This affects teachers’ precision. However, embracing singe sex schools, teachers will be able to link their instructions methodology to the behavior of their students and thus good for education (The Many Advantages of Single-Sex Schools, n.p). Meanwhile, an environment plays a great role in student performance. A favorable learning environment contributes to high performance of students as opposed to an unfavorable environment. A relaxed environment is good for a learning set up as opposed to a chaotic environment. This works for both boys and girls. However, one thing that need to be clear is that in co-ed schools, boys and girls try as much as possible to impress one another. In so doing they feel fixed in that they are supposed to act in a manner that attracts one another. In the process, a girl or a boy may fear asking a question because she/he may think it will not impress their opposite sex counterparts. This affects the students in expressing themselves openly and if continues for a long time, it becomes a habit that cannot and will never be erased. Actually it becomes part of their life and accompanies them in the rest of their live. In comparison to single sex schools, students have nobody to impress and as such, they fear less in asking questions, that is an important element in learning. Moreover, the ability to engage with others without feeling intimidated by the gender of the opposite sex spark debates and conversation that enhances education in a positive manner (Kennedy, n.p). Indeed, education is one important gift to both boys and girls. It is through education that boys and girls can be able to achieve their various dreams in life. Thus, there is need to adapt a model that works for both of them. Over time, there has been a debate as to whether single sex schools improve student performance. This debate has drawn a lot of views from the students themselves, parents/guardians, teachers, human support groups as well as the legal authority. Even though there are opposing views concerning the encouragement of single sex schools on the premise that; they tend to separate girls and boys making them fear one another and thus leading to isolation as well as contributing to high level of divorce in the long run, single sex schools are good for education for various reason. One of them is that they encourage a feeling of safety, promotes a feeling of safety as well as avoiding any form of distractions. Another reason is the fact that boys and girls develop differ ently as well the undeniable truth that schools are stormed by females as opposed to males, which makes boys uncomfortable. On top of that, teachers are also more productive in single sex schools as opposed to co-ed schools due to uniformity. Moreover, single sex schools enables students to engage in debates and conversation without any form of gender based intimidation. Works Cited Gilbert, Michael. Single-sex Schools Help Children Thrive. The Christian Science Monitor. The Christian Science Monitor. Web. 4 May 2015. Kennedy, Robert. What Are the Advantages of Single Sex Education? Web. 4 May 2015. Single-Gender Classes: Are They Better? Education World:. Web. 4 May 2015. The Many Advantages of Single-Sex Schools. CRC Health Group. Web. 4 May 2015.