Abadhai yon sambandha ko partifal

                              Abadhai yon sambandha ko partifal

In Ancient Egypt, the princess Neferure grew up under the reign of her mother, the woman Pharaoh Hatshepsut, who had inherited the throne after the death of her husband Thutmose II. Women in Ancient Egypt had a relatively high status in society, and as the daughter of the pharaoh, Neferura was provided with the best education possible. Her tutors were the most trusted advisors of her mother. She grew up to take on an important role by taking on the duties of a queen while her mother was pharaoh.[5] Despite the fact that women and men had a great deal of equality in Ancient Egypt, there were still important divisions in gender roles. Men worked as scribes for the government, for example, whereas women would often work at occupations tied to the home, such as farming, baking bread and brewing beer; however, a large number of women, particularly from the upper classes, worked in business and traded at markets, as perfumers, and some women also worked in temples. For this reason, girls' and boys' education differed. Boys could attend formal schools to learn how to read, write, and do math, while girls would be educated at home to learn the occupations of their mothers. Some women did become literate and were scholars, however, such as Hypatia.Girls' formal education has traditionally been considered far less important than that of boys. In Europe, exceptions were rare before the printing press and the Reformation made literacy more widespread. One notable exception to the general neglect of girls' literacy is Queen Elizabeth I. In her case, as a child she was in a precarious position as a possible heir to the throne, and her life was in fact endangered by the political scheming of other powerful members of the court. Following the execution of her mother, Anne Boleyn, Elizabeth was considered illegitimate. Her education was for the most part ignored by Henry VIII. Remarkably, Henry VIII's widow, Catherine Parr, took an interest in the high intelligence of Elizabeth, and supported the decision to provide her with an impressive education after Henry's death, starting when Elizabeth was 9.[8] Elizabeth received an education equal to that of a prominent male aristocrat; she was educated in Latin, Greek, Spanish, French, philosophy, history, mathematics and music. England reaped the reward of her rich education when circumstances resulted in her becoming a capable monarch.By the 18th century, Europeans recognized the value of literacy, and schools were opened to educate the public in growing numbers. Education in the Age of Enlightenment in France led to up to a third of women becoming literate by the time of the French Revolution, contrasting with roughly half of men by that time.[9] However, education was still not considered as important for girls as for boys, who were being trained for professions that remained closed to women, and girls were not admitted to secondary level schools in France until the late 19th century. Girls were not entitled to receive a Baccalaureate diploma in France until the reforms of 1924 under education minister Léon Bérard. Schools were segregated in France until the end of World War II. Since then, compulsory education laws have raised the education of girls and young women throughout Europe.

Many cultures have traditional customs to mark the "coming of age" of a girl or boy, to recognize their transition to adulthood, or to mark other milestones of their journey to maturity as children.Many cultures have traditional customs to mark the "coming of age" of a girl or boy, to recognize their transition to adulthood, or to mark other milestones of their journey to maturity as children.Japan has a coming-of-age ritual called Shichi-Go-Sanwhich literally means "Seven-Five-Three". This is a traditional rite of passage and festival day in Japan for three- and seven-year-old girls and three- and five-year-old boys, held annually on November 15. It is generally observed on the nearest weekend. On this day, the girl will be dressed in a traditional kimono, and will be taken to a temple by her family for a blessing ceremony. Nowadays, the occasion is also marked with a formal photo portrait.Some coming-of-age ceremonies are religious rituals to recognize a girl's maturity with respect to her understanding of religious beliefs, and to recognize her changing role in her religious community. Confirmation is a ceremony common to many Christian denominations for both boys and girls, usually taking place when the child is in their teen years. In Roman Catholic communities, Confirmation ceremonies are considered one of seven sacraments that a Catholic may receive during their life. In many countries, it is traditional for Catholics children to undergo another sacrament, First Communion, at the age of 7 years old. The sacrament is usually performed in a church once a year, with children who are of age receive a blessing from a Bishop in a special ceremony. It is traditional in many countries for Catholic girls to wear white dresses and possibly a small veil or wreath of flowers in their hair to their First Communion. The white dress symbolizes spiritual purity.Many coming-of-age ceremonies are to acknowledge the passing of a girl through puberty, when she experiences menarche, or her first menstruation. The traditional Apache coming-of-age ceremony for girls is called the na'ii'ees (Sunrise Ceremony), and takes place over four days. The girls are painted with clay and pollen, which they must not wash off until the end of the rituals, which involve dancing and rituals that challenge physical strength. Girls are given teaching in aspects of sexuality, confidence, and healing ability. The girls pray in the direction of the east at dawn, and in the four cardinal directions, which represent the four stages of life. This ceremony was banned by the U.S. government for many decades; after being decriminalized by the Indian Religious Freedom Act in 1978, it has seen a revival.According to Kim Wallen, expectations will nonetheless play a role in how girls perform academically. For example, if females skilled in math are told a test is "gender neutral" they achieve high scores, but if they are told males outperformed females in the past, the females will do much worse. "What’s strange is," Wallen observed, "according to the research, all one apparently has to do is tell a woman who has a lifetime of socialization of being poor in math that a math test is gender neutral, and all effects of that socialization go away."[34] Author Judith Harris has said that aside from their genetic contribution, the nurturing provided by parents likely has less long-term influence over their offspring than other environmental aspects such as the children's peer group.In England, studies by the National Literacy Trust have shown girls score consistently higher than boys in all scholastic areas from the ages of 7 through 16, with the most striking differences noted in reading and writing skills.[36] In the United States, historically, girls lagged on standardized tests. In 1996 the average score of 503 for US girls from all races on the SAT verbal test was 4 points lower than boys. In math, the average for girls was 492, which was 35 points lower than boys. "When girls take the exact same courses," commented Wayne Camara, a research scientist with the College Board, "that 35-point gap dissipates quite a bit." At the time Leslie R. Wolfe, president of the Center for Women Policy Studies said girls scored differently on the math tests because they tend to work the problems out while boys use "test-taking tricks" such as immediately checking the answers already given in multiple-choice questions. Wolfe said girls are steady and thorough while "boys play this test like a pin-ball machine." Wolfe also said although girls had lower SAT scores they consistently get higher grades than boys across all courses in their first year in college.[37] By 2006 girls were outscoring boys on the verbal portion of the United States' nationwide SAT exam by 11 points.[38] A 2005 University of Chicago study showed that a majority presence of girls in the classroom tends to enhance the academic performance of boys.

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