Womens Strike for Equality on August 26, 1970

Women's Strike for Equality on August 26, 1970 The Women’s Strike for Equality was a nationwide demonstration for women’s rights held on August 26, 1970, the 50th anniversary of women’s suffrage. It was described by Time magazine as â€Å"the first big demonstration of the Women’s Liberation movement.†Ã‚  The leadership called the object of the rallies the unfinished business of equality. Organized by NOW The Women’s Strike for Equality was organized by the National Organization for Women (NOW) and its then-president Betty Friedan. At a NOW conference in March 1970, Betty Friedan called for the Strike for Equality, asking women to stop working for a day to draw attention to the prevalent problem of unequal pay for women’s work. She then headed the National Women’s Strike Coalition to organize the protest, which used â€Å"Don’t Iron While the Strike is Hot!† among other slogans. Fifty years after women were granted the right to vote in the United States, feminists were again taking a political message to their government and demanding equality and more political power. The Equal Rights Amendment was being discussed in Congress, and the protesting women warned politicians to pay attention or risk losing their seats in the next election. Nationwide Demonstrations The Women’s Strike for Equality took various forms in more than ninety cities across the United States.  Here are a few examples: New York, home to radical feminist groups such as New York Radical Women and Redstockings, had the largest protest. Tens of thousands marched down Fifth Avenue; others demonstrated at the Statue of Liberty and stopped the stock ticker on Wall Street.  New York City issued a proclamation declaring Equality Day.Los Angeles had a smaller protest, numbering in the hundreds, including women who stood holding a vigil for women’s rights.In Washington D.C., women marched on Connecticut Avenue with a banner that read â€Å"We Demand Equality† and lobbied for the Equal Rights Amendment.  Petitions with more than 1,500 names were presented to the Senate majority leader and minority floor leader.Detroit women who worked at the Detroit Free Press kicked men out of one of their restrooms, protesting the fact that men had two bathrooms while women had one.Women who worked for a New Orleans newspaper ran pictures of the grooms instead of the brides in engagement announcements.Inter national Solidarity: French women marched in Paris, and Dutch women marched at the U.S. embassy in Amsterdam. Nationwide Attention Some people called the demonstrators anti-feminine or even Communist. The Womens Strike for Equality made the front page of national newspapers such as The New York Times, Los Angeles Times, and Chicago Tribune. It was also covered by the three broadcast networks, ABC, CBS, and NBC, which was the pinnacle of extensive television news coverage in 1970.   The Women’s Strike for Equality is often remembered as the first major protest of the Women’s Liberation movement, even though there had been other protests by feminists, some of which also received media attention. The Women’s Strike for Equality was the largest protest for women’s rights at that time. Legacy The next year, Congress passed a resolution declaring August 26  Women’s Equality Day.  Bella Abzug  was inspired by the Womens Strike for Equality to introduce the bill promoting the holiday. Signs of the Times Some articles from the  New York Times  from the time of the demonstrations illustrate some of the context of the Womens Strike for Equality. The  New York Times  featured an article a few days before the August 26 rallies and anniversary titled Liberation Yesterday: The Roots of the Feminist Movement.  Under a photograph of suffragettes [sic] marching down Fifth Avenue, the paper also asked the question: Fifty years ago,  they won the vote. Did they throw victory away?  The article pointed to both the earlier and the then-current feminist movements as rooted in work for civil rights, peace, and radical politics, and noted that the womens movement both times was rooted in recognizing that both black people and women were treated as second-class citizens. Press Coverage In an article on the day of the march, the  Times  noted that Traditional Groups Prefer to Ignore Womens Lib.  The problem for such groups as the Daughters of the American Revolution, the Womens Christian Temperance Union, the League of Women Voters, The Junior League and the Young Womens Christian Association is what attitude to take toward the militant womens liberation movement.   The article included quotes about ridiculous exhibitionists and a band of wild lesbians. The article quoted Mrs. Saul Schary [sic] of the National Council of Women: Theres no discrimination against women like they say there is. Women themselves are just self-limiting. Its in their nature and they shouldnt blame it on society or men. In the kind of paternalistic belittling of the feminist movement and women that feminism criticized, a headline the next day in the  New York Times  noted that Betty Friedan was 20 minutes late for her appearance at the Womens Strike for Equality: Leading Feminist Puts Hairdo Before Strike.  the article also noted what she wore and where shed purchased it, and that he had her hair done at the Vidal Sassoon Salon on Madison Avenue.   She was quoted saying I dont want people to think Womens Lib girls dont care about how they look. We should try to be as pretty as we can. Its good for our self-image and its good politics.  The article noted that The vast majority of women interviewed strongly endorsed the traditional concept of woman as a mother and a homemaker who can, and sometimes even should, supplement these activities with a career or with volunteer work. In yet another article, the  New York Times  asked two women partners in Wall Street firms what they thought of picketing, denouncing men and bra-burning?  Muriel F. Siebert, chairman [sic] of Muriel F. Siebert Co., replied: I like men and I like brassieres. She was also quoted saying Theres no reason to go to college, get married and then stop thinking. People should be able to do what theyre capable of doing and theres no reason why a woman doing the same job as a man should be paid less. This article has been edited by and considerable additional material added by Jone Johnson Lewis.

Motivation Coursework

Motivation Coursework Motivation Coursework Motivation Coursework Excerpt In the ever changing institution of education due to globalization, it is becoming more difficult as a teacher to motivate students and in some circumstances it is even more difficult to remember as teacher to be effective motivators. Why is it that students are becoming so unmotivated to do their work and progress to their full potential? Why is it that teachers are forgetting their role as motivators and not using the appropriate motivational techniques required in their classroom? This paper will be dedicated to the idea of motivation in the classroom and discuss many complex issues surrounding the idea of motivation. In the first portion of this essay, the key points of the numerous theories on motivation will be discussed and the multiple views of each of these theories will be examined. This paper will examine numerous theories such as intrinsic motivation, extrinsic motivation, Maslow's hierarchy of needs, and goal theory. The second portion of this essay will be devoted to di scussing how these particular theories on motivation can be instilled in the classroom in order to produce effective motivation, and how knowledge of these theories will influence the decisions I make around teaching and learning. Before continuing any further, there are some basic questions that must first be answered; what is motivation? Why is motivation an essential component in the classroom? Who is responsible for motivation? Simply stated, motivation is `an internal process that makes a person move towards a goal'. Some academics have their own personal definitions, such as Drnyei who states that `[m]otivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity' (2001, p. 7). Others define motivation by what it does stating that `[m]otivation gets us going; it gives us energy, directs us towards our goals, and sustains us through the tasks we undertake' (Vialle, Lysaght Verenikina, 2005, p.156). Motivation is essential in the classroom because it causes students to `greet each new school day with enthusiasm, participate in all academic tasks, actively seek challenge in their work, complete their homework, and produce ass ignments of an exemplary standard' (Vialle et al., 2005, p.156). Motivation is an inner process driven by oneself, however, `teachers bear a great deal of this responsibility when it comes to motivation in school contexts' (Vialle et al., 2005, p.156). By examining the theories of motivation, the above questions as well as many other questions will be answered, while simultaneously, many new questions regarding motivation will arise. One of the newest theories on motivation which are predominantly used in classrooms today are intrinsic motivation theory and extrinsic motivation theory. Intrinsic motivation is `motivation that come from within you or is inherent in the task. For example, you may be motivated to complete a task because you enjoy it or you value the skill you are learning' (Vialle et al., 2005, p.156). Many disputes within the theory of intrinsic motivation exist. In a study investigated by Cordova and Lepper, it was determined that children's reported intrinsic motivation in school has been decreasing steadily from at least third grade through high school (1996, p.715). On the other hand, Covington and Meller tested intrinsic motivation in older students and concluded that intrinsic motivation in students has been increasing as they get older because they want to learn for the sake of obtaining knowledge (2001, pp.157-160). Extrinsic motivation is motivation to engage in an activity as a means to an end. Extrinsic motivation is when you are motivated by external factors, as opposed to the internal drivers of intrinsic motivation. Extrinsic motivation drives you to do things for tangible rewards or pressures, rather than for the fun of it (Syque, 2007). For example, individuals who are extrinsically motivated work on tasks because they believe that participation will result in desirable outcomes such as reward, teacher praise, or avoidance of punishment (Vialle et al., 2005, pp.156-157). This theory is closely linked to behaviourism where behaviour is shaped by reinforcers such as positive reinforcers, negative reinforcers and punishment (Vialle et al., 2005, p.158). Positive reinforcement is based on a reward system and `positive reinforcers include tangibles, such as stickers or lollies, or teacher praises, such as verbal praise, acknowledgement and feedback' (Vialle et al., 2005, p.158). In Negative Reinforcement a particular behaviour is strengthened by the consequence of the stopping or avoiding of a negative condition (Levine, 1999). `Negative reinforcers involve payoffs, not for achieving something positive, such as completing an assignment on time, but for avoiding something abrasive, as in the case of the student whose reason for studying is to avoid failing' (Covington Meller, 2001, p.4). Punishment, which is often confused with negative reinforcement, weakens a behaviour because a negative condition is introduced or experienced as a consequence of the beh aviour (Levine, 1999). Also, if you needsociology coursework, check this out: Related posts: Custom Essay Help Concept Essay A Reflection Essay Religion Coursework Management Coursework