Boys and Girls Should Study in Separate Classes

The question of single-sex schooling is one of the most controversial issues in the theory and practice of education because there are two different visions of the problem and its solution. Doctors, psychologists, and educators are inclined to support the separate school for boys and girls when sociologists accentuate the disadvantages of the single-sex education with references to the questions of gender stereotypes and equality as well as specifics of interactions between genders.Advertising We will write a custom research paper sample on Boys and Girls Should Study in Separate Classes specifically for you for only $16.05 $11/page Learn More However, it is necessary to pay attention to the advantages of single-sex schooling rather than to the possible disadvantages. Boys and girls are different, and the principle of equality in education depends not on rejecting these differences, but on the possibilities to develop children’s personalities with the help of separate education. Thus, the separate education creates the necessary conditions for using the individual approach to students regarding their psychophysical and personal features, differences in intellectual and emotional reactions, peculiarities of the boys and girls’ physical development, different interests and values. The psychophysical characteristics and features of boys and girls are considerably different, and the concentration on these differences allows speaking about the necessity of the separate education for boys and girls to contribute to their psychophysical and personal development. The psychophysical peculiarities of the children’s development according to their sex make them react to the same intellectual tasks and life situations differently. The fact can be explained with references to the boys and girls’ differences in the mind’s processes. It is impossible to speak about the inequality of boys and girls according to th e psychophysical peculiarities, but it is necessary to focus on the differences to promote the children’s effective academic performance and personal development (Salomone 40). That is why the methods to provide the information and material are different in single-sex classes to respond to the children’s specifics in development and contribute to their academic success. Moreover, educators should pay attention to the fact boys and girls are inclined to use not only different approaches to completing the academic tasks, but they also have different emotional reactions to the situation of the educational assessment. Girls can listen attentively to the tutors’ recommendations when boys do not like criticism in any form.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, the situation of coeducation provides children with additional stresses when they have to be as sessed by the representatives of the opposite sex (Salomone 6`6-68). From this point, the atmosphere in the single-sex classes is more appropriate for orienting students to studying and achieving the high results without references to the emotional and intellectual competition between girls and boys. The idea of the single-sex classes for boys and girls can be discussed as good because educators are provided with the possibilities to respond to the differences in rates of the boys and girls’ physical development. Thus, boys develop slower than girls, and this fact influences the range of their interests and inclinations to particular activities (Paton). To draw the boys’ attention to the explicit material, it is necessary to use the other methods in comparison with those used for teaching girls of the same age category (Salomone 86-87). The necessity to pay attention to these differences is also significant for developing out-of-class activities for girls and boys of t he same age. Finally, it is essential to note that boys and girls have significantly different interests and the hierarchy of moral values to follow. The opportunities to study in the single-sex classes are suitable for children to develop in the positive and supporting atmosphere where the norms and behaviors of the group members do not differ much from the individual’s expectations. Thus, girls more communicative, and they are oriented to social activities when boys are inclined to choose physical activities (Weil). Working in the single-sex classes, educators receive the opportunity to focus on the boys and girls’ interests which are typical for their gender. This process can be advantageous for increasing the students’ results in the activities which are close to them. Although many people concentrate on the fact that the separate education can influence the children’s social interactions negatively and contribute to developing gender stereotypes, the se points can be effectively avoided with references to organizing breaks and educational events for boys and girls to stimulate their communication (Salomone; Weil). To conclude, separate education is suitable for students because they receive the opportunity to study according to their psychophysical peculiarities and to regard the rates of physical and psychological development. Furthermore, the activities and atmosphere in the single-sex classes are related to the gender specifics without accentuating gender stereotypes.Advertising We will write a custom research paper sample on Boys and Girls Should Study in Separate Classes specifically for you for only $16.05 $11/page Learn More Children have the chance to develop their masculine and feminine qualities without the influence of the other gender in situations which can be stressful for boys and girls studying in the same classes. Coeducation can prevent students from orienting to the development of their specific personal qualities, and the individual approach to students is realized in the single-sex classes more effectively. Works Cited Paton, Graeme. Boys and Girls Need Separate Classes. 04 Jan 2007. Web. https://www.telegraph.co.uk/news/uknews/1538492/Boys-and-girls-need-separate-classes.html. Salomone, Rosemary. Same, Different, Equal: Rethinking Single-Sex Schooling. USA: Yale University Press, 2005. Print. Weil, Elizabeth. Teaching Boys and Girls Separately. 02 March 2008. Web. https://www.nytimes.com/2008/03/02/magazine/02sex3-t.html?pagewanted=1hp. This research paper on Boys and Girls Should Study in Separate Classes was written and submitted by user Odin F. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Character Analysis of Cassio and Roderigo from Othello

Character Analysis of Cassio and Roderigo from 'Othello' Othello is one of William Shakespeares most acclaimed tragedies. The story of a Moorish general (Othello) and the soldier (Iago) who plots to usurp him, the play features a small cast of characters who are manipulated and pitted against each other as part of Iagos deceitful plan. Two of the key characters are Cassio, Othellos loyal captain, and Roderigo, a man who is love with Othellos wife, Desdemona. Over the course of the play, both are lured into the complex love plot engineered by Iago, one of Shakespeares  best-written villains. Cassio Cassio is described as Othellos honourable lieutenant, and he is given this rank over Iago. The appointment, undeserved in Iago’s eyes, justifies the villain’s cruel revenge against him: One Michael Cassio, a Florentine†¦ / That never set a squadron in the field / Nor the division of a battle knows.(Iago, Act I Scene 1) We know that Cassio is of good standing due to Desdemona’s passionate defense of him. However, Othello is easily turned against him by Iago. In Act II, Cassio foolishly allows himself to be encouraged to go for a drink when he has already acknowledged it to be the wrong thing to do. â€Å"Come lieutenant. I have a stoup of wine, Iago says (Act II Scene 3). I’ll do’t but it dislikes me, Cassio replies. Once the captain becomes drunk, he is drawn into a brawl and attacks Montano, a former Cypriot official, badly wounding him. The attack is an embarrassment to Othello, who is forced to act quickly to appease the Cypriot officials. The Moorish general sacks Cassio on the spot: Cassio I love thee, but never more be officer of mine.(Othello, Act II Scene 3) Othello is justified in this, as one of his men has injured an ally; nevertheless, the scene demonstrates Othello’s impulsivity and his righteousness. In his desperation, Cassio falls into Iago’s trap once more as he implores Desdemona to help him win his job back. His office is the most important thing to him, so much so that he neglects his relationship with Bianca while he is trying to get it back. At the end of the play, Cassio is injured but redeemed. His name is cleared by Emilia and as Othello is stripped of his duties, we are told that Cassio now rules in Cyprus. As the new leader, he is given the responsibility of dealing with Othellos fate: To you Lord Governor, / Remains the censure of this hellish villain. / The time, the place, the torture O enforce it!(Lodovico, Act V Scene 2) As a result, the audience is left to ponder whether Cassio will be cruel to Othello or forgiving. Roderigo Roderigo is Iago’s dupe, his fool. In love with Desdemona and prepared to do anything to get her, Roderigo is easily manipulated by the evil Iago. Roderigo does not feel any loyalty towards  Othello, who he believes has stolen his love from him. It is Roderigo, under the guidance of Iago, who goads Cassio into the fight that gets him dismissed from the army. Roderigo escapes from the scene undetected. Iago tricks him into giving him money to convince Desdemona to be with him and then encourages him to kill Cassio. In Act IV, Roderigo finally gets wise to Iagos manipulation of him, declaring that Everyday thou daff’st me with some device (Act IV Scene II). Nevertheless, he is again convinced by the villain to follow through with the plan to kill Cassio, despite his misgiving. I have no great devotion to the deed, Roderigo says. And yet he hath given me satisfying reasons. / Tis but a man gone. Forth, my sword: he dies (Act V Scene 1). In the end, Roderigo is stabbed his only friend, Iago,  who does not want him to reveal his secret plot. However, Roderigo finally outsmarts him by quickly writing a letter which he places in his pocket, pointing to Iago’s involvement in the plot and his guilt. Although he ultimately dies, he is in some part redeemed by his letters: Now here’s another discontented paper / Found in his pocket too. And this it seems / Roderigo meant to have sent this damned villain, / But that, belike, Iago in the interim / Came in and satisfied him. (Lodovico, Act V Scene 2)

Nursing Assignment Example | Topics and Well Written Essays - 250 words - 18

Nursing - Assignment Example be more manipulated by the use of formats such as structured surveys, or naturalistic by means of a technique such as ordinary observation (Roth, 2004). In a research that is to be conducted on the observations of patients who are anxious about a potential medical experience, it might be more advisable to use data gathering methods that even define the non-verbal gestures of patients. For example, the researcher may use videography so as to permit patients to freely express themselves as they would in any other circumstances. If methods that include writing exercises are used, researchers could inadvertently limit participants to only having to express themselves through specific methods of expressing themselves. Essentially, the creative data collection methods may not be entirely naturalistic, in themselves, but are meant to symbolize a similar selection of means with which the researchers can manage the statistics that they gather. The point of using creative new data collection techniques is to capture the genuine experiences of each of the