Separate Schools for Females

Separate Schools for Females Single-sex education is a type of learning where male and female students are separated by classes, schools, and buildings. It is also called same gender education. It was practiced as from 20th century and is still practiced today. This paper focuses on why females or girls must go to separate schools and colleges.Advertising We will write a custom essay sample on Separate Schools for Females specifically for you for only $16.05 $11/page Learn More In United States, single-sex schools started in early 1970s to weigh the girl student performance. Girls were separated from the boys and were put into different classes. This was done to determine whether girls could perform well in subjects like mathematic and sciences (Graeme Moore 1). Today, although some schools separate girls and boys through classes, there are many single-sex schools that aim to support students, especially girls who have had low performance in sciences. Females tend to perform well in si ngle-sex schools because they have total concentration without distractions from boys. They drop shyness and turn out to be more competitive. Girls perform better in subjects like mathematics and sciences, especially when teachers understand how to teach them. According to studies from National Institute of Mental Health, female and male brains learn at different rates. When female students are left on their own, they become curious and enthusiastic. Leonard, Suvilla, and Joshi concurs that in a survey carried out by the South Carolina education departments, where students, parents and teachers were involved, the results showed that there was a positive impact on female schools (15). The survey reviewed student’s participation in class, school work, and self confidence, where 65 percent of students said that the single-sex class improved their attitude towards learning with academic success. 75% indicated that these classes increased their self-confidence and 80% of parents a dmitted that the classes contributed to class performance improvements.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More A teacher feels free when teaching adolescents on matters relating to sex education. The students do not suffer the academic competition which occurs between sexes, which is unhealthy and can make weaker students to have lower grades. In girls’ schools or colleges, the teachers use the latest learning techniques while adapting to female teaching style. In class discussions, they are able to participate more with the absence of boys and they become more confident while developing good leadership skills. A study done by Professor Robin Robertson showed that college girls who came from mixed schools were quiet and passive in class as compared to those who were from single-sex schools. He says that these girls were active in class and they shot their hands in the air to answer questions, or even volunteered to read a passage. He was able to identify those who came from single-sex schools with those from same-sex schools. On the other hand, female students from mixed-sex schools are distracted by boys, especially in adolescent stage when their emotional and sexual feelings are high, and they spend time trying to impress each other, while the single-sex schools are more focused on their studies. In colleges, female students are more focused on education rather than dating. This saves them from being side tracked by men who may divert their attention in class. They are comfortable in expressing their opinions in groups or in class because they will not seek to impress men (Sullivan Joshi 40). Women’s colleges and universities are likely to give undergraduate degrees to women, even in the most male dominated field as compared to other co-educational institutions. They have direct and positive impacts on women who are satisfied with their colle ge or university experience. In high schools, girls take all the positions of leaderships such as games, drama, and debate clubs as compared to mixed schools where males are favored, especially when it comes to other activities apart from learning as women are seen as a weaker sex.Advertising We will write a custom essay sample on Separate Schools for Females specifically for you for only $16.05 $11/page Learn More Marsh and Rowe affirm that in some schools or colleges, teachers are biased towards one gender; normally, boys are favored. They give less attention to girls hence giving them fewer chances of learning and problem solving skills (155). The students in turn deteriorate in performance. In this regard, female students in both colleges and schools learn better in single sex schools, especially those who are pursuing university degrees have a chance of achieving their career goals without being overshadowed by men. Some of them may be mothers, and the ir teaching pace and time schedules are adjusted to their favor if they have other domestic chores. Same-sex schools provide opportunity for young women and girls to learn issues of gender identity and other roles that they are supposed to take in the society. Similarly, young adolescent girls are able to deal with changes of puberty in the absence of boys. Girls mature early from boys and they are taught about development changes in adolescence. Boys have been known to laugh and joke about girls, especially when they are undergoing body changes such as breast development and monthly periods, which makes the girls fear and this affects their studies. The only remedy in such cases is single-sex schools or colleges. In conclusion, single-sex schools boost performance in girls and young women who are pursuing their careers. This can break gender stereotype, especially when teachers or lecturers have good professional development skills where young women and girls in single settings exc els in maths and sciences. College and university students are able to choose careers, particularly those related to medicine and engineering. Therefore, women are encouraged to go to single-sex institutions because it enables them to have great expectations and extreme satisfaction with their education.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Graeme, Paton and Mathew Moore. â€Å"Girls do better in single-sex schools.† The Daily Telegraph (London). 2009. Web. Leonard Diana, Allice Sullivan, and Heather Joshi. â€Å"Single-Sex Schooling and Academic Attainment at school through the Lifecourse.† American Educational Research Journal, 47.1 (2010): 6-36. Print. Marsh H. W. and Rowe K. J. (2005) â€Å"The Effects of Single Sex and Mixed Sex Mathematics Classes within a Coeducational School: A Reanalysis and Comment. Australian Journal of Education, 40.2 (2005): 147-162. Print. Sullivan, Alice and Heather Joshi (2011) Single-Sex Schooling and Labor Market Outcomes. New York: Oxford University Press, 2011. Print.

Manot Cave - Early Modern Humans Out of Africa and Into the Levant

Manot Cave - Early Modern Humans Out of Africa and Into the Levant Manot Cave is an active karst cave with abundant speleothems, and, more to the point, evidence of multiple Middle and Upper Paleolithic occupations likely associated with both Neanderthals and  anatomically modern humans (abbreviated AMH). The cave is located in what is today Israel, some 40 kilometers (25 miles) northwest of the similarly dated Neanderthal site of Qafzeh Cave and about the same northeast of the four Neanderthal sites at Mount Carmel, and about 220 meters (656 feet) above sea level. The interior of the cave is an elongated main hall (80 m [262 ft] long, 10-25 m [30-80 ft] wide), and it has two lower chambers connected from the north and south. A skull cap (calvaria) from a hominin skull was found in the side chamber extending eastward from the northeastern wall of the main cave, covered by a thin calcite crust. The chamber is 7.7x4 m (25x13 ft) in floor area and 1-2.5 m (4-8 ft) high. The skullcap was resting on a flowstone ledge, without loose sediment nearby, and is not associated directly with any stratified archaeological layers found elsewhere in the cave. The calcitic crust directly covering the calvaria was direct-dated by Uranium-Thorium methods to 54,700 /- 5,500 years ago: researchers suggest that given the constant wetness of the cave today, the crust date likely approximates the true age of the skull. AMH is thought to have arrived in Europe ca. 45,000 years ago (bp). Chronology Excavations indicate the cave was intensively occupied during the Upper Paleolithic period, and, to a lesser extent, the Middle Paleolithic. Dates include both Accelerator Mass Spectrometer radiocarbon dates and Uranium-Thorium dates. Collapse of the cave, 30,000 years bpUpper Paleolithic (Areas C and E)  Levantine Aurignacian  (39,000-35,000 bp), carinated and nosed endscrapers on blades, bladelets and antler spear points, comparable to Hayonim Cave and Ksar Akil Rockshelter; Columbella rustica and Nassarius gibbosulus shells, some perforated, presumably for personal ornamentationAhmarian (46,000-42,000 bp): long, narrow blades with punctiform platforms, burins, endscrapers and el-Wad pointsTerminal Middle Paleolithic/Initial Upper Paleolithic (60,200-49,200 bp): blade cores, endscrapers, Levallois-like blades, similar to Ksar Akil, Ucagizli Cave, Boker TachitMiddle Paleolithic (Areas A, C, D): Levallois cores and flakes, some of which were found in the later assemblages Features of Manot Cave Features associated with the habitation of the cave include Area E, a thin living surface associated with the Upper Paleolithic component. Area E included charcoal remains, flint artifacts, animal bones and two combustion areas, one of which is a hearth with white calcified wood ash, surrounded by a layer of burnt clay. Artifacts in Area E included endscrapers, burins and Dufour bladelets. Area C is primarily an Early Upper Paleolithic occupation, with a scatter of Middle Paleolithic tools. Flint tools include Aurignacian-like blades and blade tools, el-Wad points, and antler points. Area C also included perforated shells and red ochre. A recent study of the lithics from Area C (Weiner et al) suggests that 19 of 20 examined artifacts were heat-treated, a characteristic of AMH first definitively used about 70,000 years ago in South Africa. The faunal record of the cave indicate the inhabitants were exploiting mountain gazelle and Mesopotamian fallow deer. See the Manot Cave project gallery page at Antiquity by Marder et al. for details and photographs of the artifacts and site features. Calvaria at Manot Cave A large intact portion of a human skull was recovered from Manot Cave, including of the uppermost part of the frontal bone, two nearly complete parietal bones and the occipital. The calvaria is relatively small and gracile, but is believed to be from an adult. Cranial capacity is estimated to be 1,100 milliliters, well within Anatomically Modern Human  (AMH) ranges. Indeed, most aspects of the skulls form fall within the range of modern humans, although others, including a coronal keel and an occipital bun, do not. Excavators Hershkovitz and colleagues argue that the skull cap contains a mosaic of archaic and modern traits like other hominins found across sub-Saharan Africa and the Levant as recently as 35,000 years ago. Given the date and formal aspects of the skull, Hershkovitz et al. argue that the Manot 1 individual likely was a member of a population that migrated  out of Africa  and established itself in the Levant during the late Middle Paleolithic or Middle-Upper Paleolithic interface. Thus, say the scholars, Manot 1 is either an early local Levantine Anatomically Modern Human, or it represents a hybrid between Neanderthals and early AMHs. In either case, suggest the scholars, the residents of Manot Cave did live in close proximity to Neanderthals, and thus the Manot skullcap may have been one of the first descendants of AMH populations to have interbred with Neanderthals prior to the migration into Europe. Archaeology Manot was found by construction workers in the early 21st century and excavated by an international team led by Tel Aviv University between 2010-2014. Sources This article is a part of the About.com guide to the Upper Paleolithic, and the Dictionary of Archaeology. Hershkovitz I, Marder O, Ayalon A, Bar-Matthews M, Yasur G, Boaretto E, Caracuta V, Alex B, Frumkin A, Goder-Goldberger M et al. 2015. Levantine cranium from Manot Cave (Israel) foreshadows the first European modern humans.Nature in press. doi: 10.1038/nature14134 Marder O, Alex B, Ayalon A, Bar-Matthews M, Bar-Oz G, Bar-Yosef Mayer DE, Berna F, Boaretto E, Caracuta V, Frumkin A et al. 2012. The Upper Palaeolithic of Manot Cave, Western Galilee, Israel: the 2011–12 excavations. Antiquity Project Gallery. Weiner S, Brumfeld V, Marder O, and Barzilai O. 2015. Heating of flint debitage from Upper Palaeolithic contexts at Manot Cave, Israel: changes in atomic organization due to heating using infrared spectroscopy. Journal of Archaeological Science 54:45-53. doi: 10.1016/j.jas.2014.11.02s wasahave come from